california
California Association of School Business Officials
Summer 2015 The path to partnerships How to collaborate with corporations as solution providers rather than vendors
Behavioral climate change How student discipline affects the academic, financial bottom lines
LCFF growing pains A look at LCFF after one full year of implementation
FINANCING CALIFORNIA’S FUTURE
S
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California School Business I Summer 2015
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California School Business I Summer 2015
contents
Volume 80 I Number Two I Summer 2015
departments 9 13
Checking in The changing face of CASBO Molly McGee Hewitt
15
In focus CASBO member profile: Jay Serratore
17
In focus CASBO associate member profile: Rick Brown
50
Out & about CASBO 2015 Annual Conference
53
Book club The Advantage: Why Organizational Health Trumps Everything Else In Business
55
Professional perspective The challenge to advance
58
Last words
20
Bottom line CASBO: The original social media Leeann Errotabere
29
interview 29
Connie Podesta Former educator turned speaker challenges people to make positive life choices Julie Phillips Randles
44
cover story 36
The path to partnerships How to collaborate with corporations as solution providers rather than vendors Sue Marquette Poremba
features 20
Behavioral climate change How student discipline affects the academic, financial bottom lines Linda A. Estep
44
LCFF growing pains A look at LCFF after one full year of implementation 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.
Sue Marquette Poremba
CASBO MISSION As the recognized authority in California school
design/layout
Sharon Adlis
advertising art
Lori Mattas
business, CASBO is a member-driven association that promotes ethical values; develops exceptional
casbo officers
leaders; advocates for, and supports the needs
president
of members; and sets the standard for excellence through top-quality professional development and mentorship, meaningful collaboration and
president-elect
Melissa Anderson San Bernardino County Supt. of Schools
vice president
Nina Boyd Orange County Department of Education
communication and unparalleled innovation.
CASBO BY DESIGN
immediate past president
For the past 15 years, CASBO has been dedicated
Leeann Errotabere Clovis Unified School District
to the organizational planning discipline as
Vincent J. Christakos Hemet Unified School District
a method for guiding the association into a successful future. In 2012, the association
advertising sales manager
embarked on its fourth such plan, CASBO by Design. This living, breathing document will guide the association for the next five years. The process CASBO uses for long-term planning
CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999
is grassroots in nature, invigorating in procedure and motivating in outcome. CASBO has long been committed to organizational planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road map that strategic planning provides has allowed CASBO to remain focused on its unique mission,
www.casbo.org
goals and objectives, and to respond effectively to a continually changing environment. For more information on CASBO by Design, visit www.casbo.org, click on “About Us” and then select
California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814, (916) 447-3783. Periodicals postage paid at Sacramento and at additional mailing office. Send address changes to the CASBO membership department at 1001 K Street, 5th Floor, Sacramento, CA 95814.
“CASBO by Design” from the drop-down menu.
Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed. Copyright 2015 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher. Published June 2015
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California School Business I Summer 2015
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checking in
The changing face of casbo During the 2015 CASBO Annual Conference & California School Business Expo in San Diego, I witnessed the continuing evolution of school business. Multiple generations from our places of work were attending workshops and networking, and I recognized that the face of CASBO is more and more mirroring the population of our eclectic and dynamic state. I saw a host of new faces – some new to the profession and some just new to CASBO. I witnessed new members and registered guests hungry for information, for professional development and for professional networks. The changing face of CASBO can be verified by the number of members who embraced the conference app and who came with handouts downloaded to their computers and mobile devices. You could see the change in our demographics at the expo and during social networking events. The attendees at annual conference truly represented today’s school business workforce and leadership – diverse and becoming more youthful. Many are bilingual and come to their jobs with undergraduate and graduate degrees. Some come from corporate America and some come right from college. They all come wanting careers that are meaningful and productive! For those starting their careers in school business, you’ve come to the right place. This industry will challenge you, stretch your skills and expertise, and provide you with a career that makes a difference in society. New faces bring new ideas and new ways of doing business. They bring questions and challenges regarding how we do business and why we operate the way we do. They come with new expectations and require new approaches and strategies. For some veterans, this newness challenges comfort zones. We like the way it is or we feel comfortable with the way we’ve been doing business. Veteran members may understand and appreciate tradition more than new members. They have history and remember the way it was and the battles we’ve fought. They may also long for paper handouts, meals at general sessions and the joy of reconnecting annually with old friends and colleagues – the way it used to be. The changes in CASBO resonate with the changes in our school districts and LEAs. There are many first-time superintendents and district administrators at the beginning of their careers. They are younger, more diverse, more educated and more technologically advanced than their predecessors. As I write this column, I’m reflecting on this magazine and the exceptional quality of our articles and the information shared. Each edition endeavors to address issues that will inspire, inform and educate our membership. It’s still a print publication, but can also be accessed online. In the future, we’ll need to assess its value to members and how to best deliver the content. This magazine, our annual conference, our professional development and our advocacy efforts will evolve as our membership and profession changes.
The changing face of casbo can be verified by the number of members who embraced the conference app and who came with handouts downloaded to their computers and mobile devices.
In times of growth and change, it’s easy to ignore history and be fearful of the future. I’m reminded of the phrase “the easy way or the hard way.” We have a choice. We can do it the easy way by embracing our future while respecting our rich history and the contributions of our veteran members, or we can do it the hard way by hanging on to the past and creating silos. The easy way is so much more rewarding! I say, the more the merrier. Our aim should be to respect our history while leveraging the strength and intelligence needed to advance our profession!
Molly McGee Hewitt Executive Director California School Business I casbo.org
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California School Business I Summer 2015
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California School Business I Summer 2015
bottom line
casbo:
The original social media As I begin my year as casbo
My goals are simple: I want casbo
president, members have begun to
to continue to grow and evolve in service
of office and what I hope to accomplish.
ness leaders to join and become involved
ask whether I have a theme for my term While we don’t always have themes for
our conferences or presidencies, I’ve come up with one I think speaks to the heart of who we are and what we do. “casbo: The original social media.”
Before MySpace, Facebook, Linke-
dIn, Twitter, Google or any other social media, starting back in 1928, casbo was the source for school business informa-
tion, networking and research. In the
to our members. I want more school busi-
in our association. I want to utilize the talents and skills of our members to men-
tor and train the next generation of school
leaders. I want casbo to reach its goal of
being the foremost authority on school
business and to strengthen our advocacy role in the California Legislature and at
the federal level. I want our certifications,
Professional Councils, and our handouts
Before MySpace, Facebook, LinkedIn, Twitter, Google or any other social media, starting back in 1928, casbo was the source for school business information, networking and research.
based resources. Today, while there is an
professional development offerings and
ficiency and that expands your personal
able online, the value of that information
for excellence.
online resources, you can truly enhance
early years, you had to travel to a casbo
conference or meeting to get information or to make a contact. Over the years,
the sections evolved, our r&d s became
became full publications and then webincredible amount of information avail-
must be vetted and reviewed. Attend
leadership training to set the standard As you can tell, I am not asking for
one casbo professional development
much! We’ve reached so many of our
you can connect with the who’s who in
the goals I mentioned, which are incor-
program, annual conference or event and school business leadership.
Our social networking allows us to
share information, problem solve, vet solutions and exchange contacts. You
can hear about jobs, meet vendors and talk to people who speak the language of school business. I know that in my career, casbo has been a major asset to me per-
sonally and professionally. The contacts I
goals over the years that I am confident porated in our strategic plan, casbo by
and supporters. We are a “can-do” group of men and women. When we work to-
presidency with members.
Leeann Errotabere President
honor to serve as your president.
Unlike today’s social media, you
a password to participate! All you have
was able to share my thoughts about my
social network with you!
gether, we can achieve our goals. It is my
During the Second General Session
& California School Business Expo, I
I welcome the opportunity to meet
you this year and to share the original
casbo is an amazing organization
with dedicated and committed members
do not need WiFi, a computer, an elec-
at the 2015 casbo Annual Conference
your knowledge and expertise.
Design, can be achieved.
have made and the social network I have developed benefit me and my employer.
professional development. If you add
tronic device or even a screen name and
to do is join and get involved. Your social
network will evolve and will include the
top leaders in our industry. You’ll have a network that increases your speed and ef-
California School Business I casbo.org
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California School Business I Summer 2015
in focus
Jay Serratore
He says wearing many hats keeps the work fresh By Lisa Kopochinski
Photography by Hope Harris
WHEN JAY SERRATORE JOINED CASBO AS AN ASSOCIATE MEMBER IN THE LATE 1980s, the same time he started auditing school districts for a CPA firm, he says the association was the go-to organization for professional development. CASBO continues to provide high-level professional development, but he’s the first to tell you the association has grown into so much more. “The workshops and conferences still provide great information, but the greatest benefits are the relationships and networks you can build. CASBO has provided me contact with peers across California and helped me grow professionally through my involvement in committees and boards. These skills have been incorporated into those I learned as a CBO to make me more balanced and well-rounded.”
As director of administrative services for the Delhi Unified School District for the past 14 years (Delhi is 18 miles west-northwest of Merced) Serratore balances a number of responsibilities such as budget and fiscal operations, food service, maintenance, operations, technology, facilities, staffing levels and attendance. “Being in a small school district of 2,800 students, you have to wear many hats,” he explains. “I essentially function as a chief financial officer. My main focus is the business office functions and facilities, but downsizing hit and I found myself more involved with human resources, food service, maintenance, operations and transportation. The hours are long, but wearing many hats keeps the work fresh.” A resident of the Fresno/Clovis area for most of his life, Serratore graduated from California State University, Fresno, with an accounting degree. While he has spent most of his life in one place, his 15-year audit career took him all over Northern California – an experience he holds dearly.
“I’ve spent a significant amount of time in the Bay Area, Monterey, Central Coast and the Gold Country in Tuolumne County,” he recalls fondly. “Each area provided a different lifestyle, different sights and, of course, different dining opportunities.” It’s clear when talking with Serratore that he loves his career in education and couldn’t imagine doing anything else. And while his current title may be director of administrative services, he is quick to tell others that his job is not to balance the budget. “My job is to educate kids. Knowing that students have more resources and opportunities is what I find most gratifying. This job has many rewards, but for me, the greatest is when you go home every night, you can honestly believe in what you’re doing and know you’ve made a difference in the life of a child.”
California School Business I casbo.org
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California School Business I Summer 2015
in focus
Rick Brown
He appreciates providing clients with ‘aha’ moments By Lisa Kopochinski
Photography by Hope Harris
INNOVATIVE AND CURIOUS MAY BE THE BEST TWO ADJECTIVES TO DESCRIBE RICK BROWN, president of TerraVerde Renewable Partners LLC, an independent energy advisory firm that helps schools and other public agencies reduce energy costs. “What I like most is the continuous learning and growth that comes from exploring and sharing ideas with my team and our clients,” Brown says. “During my 40-year career, my roles as a consultant, adviser and leader have allowed me to work with all kinds of people, with many different perspectives on a wide range of issues. Because of this, I’m continuously required to question my assumptions and beliefs, to see the world in new and different ways. Most gratifying is seeing a client’s eyes light up in that ‘aha’ moment when they see things in a new and empowering way.” Brown approaches his involvement in CASBO with the same dedication. TerraVerde has been an associate member since 2011. Brown got involved in the association’s strategic planning process in 2012, and the firm became a Strategic Alliance Partner the following year.
“Membership has led to a positive collaboration on legislative initiatives impacting schools – most recently the Proposition 39 Clean Energy Jobs Act,” he says. “We’ve also provided professional development through state and section meetings and conferences on emerging issues including best practices in energy and solar project development and asset management, and the assessment of new technologies, such as battery storage to manage accelerating energy demand costs.” Brown, who grew up on the East Coast (Baltimore, Philadelphia and New Haven) earned a degree in urban studies from Yale University before moving to Berkeley to pursue his Ph.D. in organizational psychology. “My dissertation was on creating organizational cultures of innovation,” he recalls. With extensive experience in human relations, clean energy technology and business strategy, he formed TerraVerde in 2009. Since then, his team has helped many school districts with their energy needs, including two especially large projects for the Clovis Unified School District and Burton City Schools.
“The Clovis USD solar project is one of the largest education solar projects in California. Funded with a general obligation bond measure that received over 70 percent voter support, this project has saved the district over $2 million per year since inception close to three years ago,” Brown says. Equally exciting, he adds, is the Burton City Schools paired solar/battery storage project. Funded by Proposition 39 and state incentives, this is one of the first battery storage projects in California approved by the Division of the State Architect. It’s Brown’s commitment to continuous learning and growth that makes the right combination for those interested in pursuing a career in education or helping this sector. “Most importantly, you have to be committed to the kids – all kids,” he stresses. “They are growing up in a world of accelerating change, so helping them means you have to be comfortable with a lot of discontinuity and uncertainty.”
California School Business I casbo.org
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California School Business I Summer 2015
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California School Business I Summer 2015
feature
Behavioral climate change How student discipline affects the academic, financial bottom lines By Linda A. Estep
A
wave of revised policies for disciplining
unacceptable behavior in schools appears
to be gathering steam, energized by data that show
the practice of punishment by removal as nothing more than a quick fix, causing more harm to both student and school climate in the long run.
The shift is also buoyed by studies indicating schools with
zero-tolerance policies that focus on broken rules and deserved
punishment actually result in campuses that are less safe and have lower academic outcomes. Districts increasingly are exam-
ining less punitive actions that practice the tenets of restorative
the pupil’s specific misbehavior, as specified.” That bill further stresses that “The public policy of this state is to ensure that
school discipline policies and practices support the creation of safe, positive, supportive and equitable school environments where students can learn.” It further states, “The overuse of
school suspension and expulsion undermines the public policy and does not result in safer school environments or improved student behavior. Moreover, such highly punitive, exclusionary practices are associated with lower academic achievement, lower graduation rates and a worse overall school climate.”
An additional concern has been the disproportionate num-
justice and positive behavioral interventions. Two pieces of leg-
ber of suspended or expelled students of color, particularly
approaches in place of heavy-handed use of suspension and
ab 420, enacted in January, eliminates k-3 suspensions and
islation also drive the movement toward alternative proactive
African-Americans.
expulsion as a catch-all for infractions.
all expulsions for k-12 students for disruption and willful defi-
intendent or school principal to use alternatives to suspension
nia’s suspensions in 2012-13. A growing number of districts have
The 2012 Assembly Bill 1729 authorizes “a district super-
or expulsion that are age appropriate and designed to correct
ance, violations that accounted for approximately half of Califor-
taken steps further and eliminated willful defiance as a cause California School Business I casbo.org
21
Behavioral climate change
for all suspensions in grades k-12. Those include Oakland, San Francisco, Los Angeles and Pasadena unified school districts. WINDS OF CHANGE
As a result of districts revising their own policies and complying with new laws, the number of all students suspended in 2013-14
can be tailored to specific needs. The program is defined as “a
set of principles and practices to build community and respond
to student misconduct with the goals of repairing harm and restoring relationships between those impacted.”
David Yusem is program manager of restorative justice for
was reduced by almost 50,000 students, a 15 percent reduction
Oakland usd and explains that not all rj programs are delivered
almost 1,700 fewer students cited.
best meets the need. Of 86 schools in the district, he expects to
from the prior year. Expulsions were reduced by 20 percent, with The winds of change are sweeping in softer approaches to
minor violations, replacing the hard-line policies of the past with
policies that retain the student on campus where he or she will
be held accountable while participating in organized restorative justice (rj) practices and benefiting from the fast-growing Positive Behavior Interventions and Supports (pbis) framework.
Oakland Unified School District has had rj programs in
place in some schools since 2005. In 2010, the school board made
22
the program a model for all district schools, although programs
California School Business I Summer 2015
using the same format. Each school implements a system that have 30 schools using rj to address misconduct by the 2015-16 school year.
“Our vision is to have this program in all of our schools,”
Yusem says. “It is not a curriculum, and it is different at all schools.”
The rj program at Oakland is based on a three-tier process
where the first tier focuses on community building: classroom
“talking circles” allow students to build relationships while
For some students, just having an attentive listener as they explain what happened, why they did what they did, and receiving honest feedback from their peers or even the person harmed is a step toward redemption. creating shared values and guidelines. Students engage in
conversations about disruptive behaviors in a non-threatening forum. Tier 2 involves “harm circles” where family or group
conferencing determines harm, root of the harm and supports accountability for the offender. Tier 3 supports the successful
re-entry of youth following suspension, truancy, expulsion or incarceration. The goal is to welcome youth to school where
support is provided in an environment promoting accountability and achievement.
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Communication is the core of this approach. For some students,
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just having an attentive listener as they explain what happened, from their peers or even the person harmed is a step toward redemption. Talking circles are led by trained staff. Some
teachers even conduct rj circles at the beginning of the class
day, providing an opportunity for students to verbalize issues that trouble them.
“We want to see circles where kids feel connected,” Yusem
explains. “Ultimately we want to see an environment conducive
to learning. We want to see students graduate from high school. And we see a difference in schools that have restorative justice and those that do not.”
Oakland Unified School District has its own campus police
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force overseen by Sgt. Antonio Fregoso, who has six years on the job. He sees firsthand the positive effects reflected in the decrease
in campus incidents such as fights. “I’ve heard kids talking among themselves, saying they need to talk about a problem and handle it…looking for an alternative to the drama. I am a
strong believer that many kids go to school because it is a safe environment,” he says.
“There have been hardcore gang members in a section of the
city who attended school, but they never went to class,” Fregoso
says. “My old partner and I tried to talk to them about their problems. They were resistant at first. Finally, the kids listened
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California School Business I casbo.org
23
Behavioral climate change
Oakland usd has received national media attention for its
rj program. Data for schools that have implemented rj show significant drops in chronic absences and increases in graduation rates and reading levels.
“We need to stop investing in programs and start investing in people. When we’re done here, we are expecting good, active, productive members of society.”
HIGH SCHOOL TURNAROUND
Gloria Ervin is principal of San Juan High School in the San
Juan Unified School District, a casbo member organization.
globe. In California, it’s implemented by district, and while pbis
federal grant upon presenting evidence that efforts to address
in Los Angeles County where interest has “really taken hold,”
Four years ago, the school received a Safe Supportive Schools violence and a high rate of suspensions warranted help. She
pulled together a Safe Supportive Schools team of students,
staff, parents and citizens to examine the issues and take action.
and 167 schools in 24 districts are either establishing or have established the systemwide framework.
School staff training is a three-tiered process and typically
One change was the implementation of a Peer Judicial Panel
takes three to five years to move through that sequence, although
participation and training was critical.
cess is a means of revising how schools operate. It provides staff
where rule violators were called upon for accountability. Student She spent two-and-a-half years putting corrective measures
in place and used only half of the funding awarded. “Now we
most schools see results in the first few months. The entire prowith the tools to enact behavioral change.
“We train that all behaviors have a function and when a
train ourselves and have one salaried person (a prevention
student is sent to the office, that is usually a student who wants
atmosphere. Suspensions dropped dramatically and academic
help teachers learn how to handle little misbehaviors that drive
and intervention specialist),” she says of the school’s changed performance rates increased.
Ervin prefers to call rj a movement instead of a program.
“We need to stop investing in programs and start investing in
to escape,” Chaffee says of the pbis approach. “How can we
us crazy? Teachers have amazing skills with kids. We are just giving them new tools.”
Chaffee, who admits she is passionate about her work with
people,” she says. “When we’re done here, we are expecting
pbis, points to the eight state priorities named in the Local
San Juan High School also has established a partnership
has recognized that school climate is a component and money
good, active, productive members of society.”
with California State University, Chico, to foster opportunities for minority students to have a direct pathway into college. Both
students and parents participate, committing a two-year effort
Control and Accountability Plan and notes, “Finally California needs to be spent on it. This gives the best bang for the buck.” Information about pbis is available at www.pbis.org.
to focus on their future.
PARENTAL INVOLVEMENT
achievement in the San Juan usd. Her duties in that capacity will
Cherniss believes parent education and communication are key
Ervin recently was named director of equity and student
start in the 2015-16 school year. CHANGING THE CLIMATE
The pbis concept is used increasingly to reform and improve school climate, which, when fully implemented with trained
staff, can dramatically raise graduation and academic achievement rates, according to Cindy Chaffee, consultant ii,
San Marino Unified School District Superintendent Alex to maintaining civility. In this district of approximately 3,000
students in four schools (two elementary, one middle and one high school), each school has a mobile application where parents
can access their child’s attendance and grade information. “We want parents involved and we have received great feedback from them,” says Cherniss, a member of casbo.
A student whose behavior might warrant suspension can
pbis, Community Health and Safe Schools, Los Angeles County
expect to remain at school to account for that misstep. “Our
A longtime advocate of this approach, Chaffee explains
want them to go home. They stay at school doing their work in
Office of Education, a casbo member organization.
that pbis has a worldwide reach, with school and districtwide
implementations in all 50 states and in countries around the
24
is not a new approach, Chaffee says it’s relatively new to districts
California School Business I Summer 2015
philosophy is, if we are going to suspend a student, we don’t a separate classroom. Going home is a vacation, and it’s inconvenient for parents,” he explains.
The district does not have a restorative justice or pbis sys-
tem in place. So far, it has developed its own approach to school
discipline with its in-school suspension. There is no significant
impact on the district budget and average daily attendance money is unaffected.
Large or small, California school districts are taking a close
look at alternatives to student discipline, incorporating proac-
tive behavioral change systems that keep students in a learning
The PBIS concept is used increasingly to reform and improve school climate, which, when fully implemented with trained staff, can dramatically raise graduation and academic achievement rates.
environment where they are held accountable for their actions and often learning life skills that extend opportunities for academic success. z z z
Linda A. Estep is a freelance writer based in Fresno, California.
Weigh in on Facebook at https://www. facebook.com/CASBO.ORG and share the unique approaches to student discipline being implemented in your district.
California School Business I casbo.org
25
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California School Business I Summer 2015
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California School Business I casbo.org
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SSCAD_CSB_MAG_2014.pdf
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12:16:52 PM
interview
Connie Podesta
Former educator turned speaker challenges people to make positive life choices By Julie Phillips Randles
Educators looking to close the gap between where they are now and where they need to be to achieve the results they want are familiar with Connie Podesta, an expert in the psychology of human relations.
An international keynote speaker, comedienne and therapist, Podes-
ta uses her 15 years of classroom teaching experience, as well as her 20 years of corporate leadership, to challenge people to make the kind of choices necessary
to live happy, healthy, productive and successful lives. Her keynote address at casbo’s 2015 Annual Conference & California School Business Expo rates among the most popular ever scheduled at the event due to her ability to tackle
the tough issues educators face with an entertaining, interactive delivery style that got the audience involved from the minute she walked on stage.
She received standing ovations at the School Superintendents Association
and both the National Secondary and the National Elementary School Principals Associations presentations, as well.
Having worked with hundreds of organizations worldwide, Podesta has
an insider’s knowledge of what works and what doesn’t, and uses her unique perspective to address key issues such as personal accountability, sales, communication, life balance, leadership, team building, change and productivity.
Her newest book, Ten Ways to Stand Out from the Crowd, won the Indepen-
dent Publishers gold medal for “Best Business Book of the Year.” Her other titles include How to Be the Person Successful Companies Fight to Keep, Life Would be Easy if it Weren’t for Other People, Make a Fortune Selling to Women/Men and Self Esteem & the Six-Second Secret.
Nothing sums up Podesta better than her Facebook page where she writes
Photography by Jesse Karras
more about her family than her job that takes her around the world. You’re as
likely to find pictures of her traveling with her granddaughters to historical
cities, or riding on the back of her husband’s Harley motorcycle, or traveling
throughout state parks in their 43-foot motor home as images of her on a stage. California School Business I casbo.org
29
Former educator turned speaker challenges people to make positive life choices
Here’s a look deep inside the mind of
Connie Podesta.
What is the best advice you’ve ever received? From whom? I often got in trouble in school. I couldn’t sit still. I hated doing my homework.
Everyone is also a leader. I define
I see that first book sitting on my desk, it
leadership as the art of influence – the
we can all do if we have the courage to go
ers can watch, learn, listen and imitate
reminds me to never underestimate what after our dreams.
willingness to be in a position where othwhat we say and do. And let’s face it, as educators, we are all in the position
of influencing young people every day.
me I would never amount to anything
You got a bit emotional a couple of times during your keynote at the CASBO Annual Conference & California School Business Expo. What in particular touched you?
because I couldn’t stop talking. I was
quite upset as I went into the hall. Right
Oh, everything. I mostly speak to cor-
then, a young, first-year teacher walked
porate groups. And, don’t get me wrong,
When you are in education, everyone is
I love that. But education is a part of who
And, no surprise here, I loved to talk.
One day in high school, my English
teacher asked me to leave class and told
by and asked why I was crying. When
I explained the situation, he asked, “So
you talk a lot?” And I nodded yes. “Well, come by my office after school and let’s see what we can do about that,” he said. It turns out he was having tryouts for the speech and debate team.
That was the beginning of every-
I am. My family members, going way back, have been educators – business
officials, superintendents, principals and teachers. My dad was a school board
president for many years (during the time I was getting in trouble in school – he was NOT a happy man – Ha!).
I taught for many years and those
People often tell me, “Oh, Connie. I’m
not a leader. I’m just a…(secretary, main-
tenance person, bus driver, etc.).” And I tell them, “Please stop saying ‘just.’
just as important as everyone else. There
is no job that doesn’t count.” Even if you don’t have direct contact with students, the work you do helps benefit those who do. It takes a team and each of you is a leader. With that title comes a great re-
sponsibility to do the right thing, be the right kind of person and influence others in the right way.
thing for me. Today, I talk to thousands
were some of the most amazing memo-
And it’s because of one teacher’s advice.
ries of my life. Education is so power-
You also said we can’t teach values. Why not?
ful. Just think about it. Educators are
responsible for such a valuable resource
Because I have learned over the past
– children. Whether it’s the bus driver,
30 years working with young people
and families that values can’t be taught
of people all over the world every year. He told me when I was crying in the
hall that what some people see as our weaknesses other people will see as our strengths. I will never forget him. He changed my life.
the food service worker, the office staff, maintenance and operations staff, class-
room teachers or administrators – we are all being watched and trusted by these
with just words. Values are taught through actions. I believe young people learn values by being immersed in an
environment that demonstrates great
If you could have one book in your library, what would it be and why?
young people.
It would be the first book I wrote. And
not because the book itself is so awesome. But for me, at that time in my life, it was a
You said in your presentation that everyone is a teacher and everyone is a leader. What do you mean by that?
huge turning point. When I was notified
that one of the top publishing houses in
I define the word “teacher” this way:
the world, Simon & Schuster, wanted to
anyone who is in a position that a
student/child could be affected by what
adults are on a huge stage and young
they see or hear you do. That’s everyone
listening and memorizing the words and
print my book I felt that my choice to be a professional speaker/author was
exactly the right one for me. That was the beginning of many more books and a 25-year career speaking to thousands of
30
people worldwide every year. Every time
California School Business I Summer 2015
in a school district. We’re all teaching kids
values by the way we act, talk, behave, share and relate to others. That’s why this industry is so powerful.
values each and every day, and by witnessing the people around them as
they integrate values into their everyday lives. They watch us and imitate us. Then they repeat our words and behaviors.
I always tell audiences that it’s like
people are in the audience. They are
the actions they see over and over. And
then one day they are the adults on stage
and they are acting out the same scripts they heard when they were growing up.
What script are the children in your community or in your home hearing?
You mentioned that many students come from dysfunctional homes and that sometimes the adults they see at school are the healthiest people they see all day. How does that idea impact the work of school leaders? It’s true, many young people are
not fortunate enough to have the sanest,
respect and compassion on a daily basis.
people treat other people. I’ve gone into
spected and liked. Educators should never
are arguing with one another – often
They need to feel loved, cared for, re-
forget that even very young children can tell if they are not liked. That realization is devastating for their growth and self-esteem. Also, remember that often it’s a tone
of voice or a look on a face that impacts a child even more than the words spoken.
healthiest home environments, which is
How can school leaders help with this process?
is so important and amazing.
districts where the school board members on camera; where administrators fight
amongst themselves; where department heads blame other department heads;
where parents and teachers don’t
communicate. That creates a culture wherein adults are not modeling how we want our students to behave.
another reason why what educators do
They have to be the best role models ever!
Children need to be in the presence
Teachers look to senior leaders just as
What tips do you have for school leaders who are tasked with these great responsibilities?
students look to teachers. School leaders
set the tone for how good, respectful
The only way to be a good business official or principal or board member is
of goodness, ethics, character, confidence,
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California School Business I casbo.org
31
Former educator turned speaker challenges people to make positive life choices
to first be a good person, a good com-
more outgoing and social when trying
to tell us what to do and how to do it.
You’ve said that the best leaders are great influencers who are able to get buy-in. What three tips would you give school leaders for getting buy-in from their team members?
And we have limited funds with which to accomplish all those requests. But kids
When you want someone’s support and
aren’t interested in all that anyway. They
ownership, it’s important that you talk
person – even if it’s less comfortable for
to them in a way that’s most familiar to
municator, a good listener and a good mediator. I know education is a tough
industry. A lot of people out there want
just really want to be liked, respected and given a chance to grow and learn.
are basically two types of people when it
you truly want support and ownership, then it’s a good idea to communicate in
a way most comfortable for the other you. (fyi, this works with your spouse and kids too!)
what, the students are our first priority.
You’ve got to talk to them with facts,
choices to the best of our ability.
They don’t like a lot of small talk or joking
School business leaders are overwhelmed with responsibilities and are just beginning to recover from years of having to do more with less. Can you share some of your tips for having the most balanced life possible?
they get on board with you. They want to
they are in, is tired of doing more with
They want to be surrounded by
adults who never forget that no matter
What is best for them should dictate our
You did a survey once where you asked young people to describe the adults in their lives. What was the outcome? I asked hundreds of young people to describe parents and teachers in two
comes to “buying” an idea.
First, the “bottom line” people.
figures, benefits and results (to them). around. They need to respect you before
First, everyone, no matter what industry
get right to business and learn as much
less. That’s important to recognize
as they can in order to make an informed decision.
Then there are the “relators.” They
words. Way too many answered “tired
want to get to know you first, before the
a minute. If we are on life’s stage and
trust you enough to get on board with
and angry.” Ouch! Think about that for young people are watching us and what they are seeing and hearing is “tired and angry” coming out of us, then we need to change a few things.
facts. They need to like you before they you. They want the process to be fun as
well as informative. They want to be part of a team.
So ask yourself, which one do you
because when we believe that it’s just us
or our job or our industry that’s difficult, we then spend too much time wishing we
were doing something else. Believe me, I speak all over the world to every industry
there is, and every person in my audience is struggling to find balance, to make do with less and to find a sense of purpose
and happiness. This proves we need to stop blaming it on our jobs and start
Believe me, I understand that both
tend to be? Bottom line or a relator?
jobs. And frustrating. And stressful. But
much easier time persuading someone
equal time. I have found what helps is to
However, you’ll struggle with the other
and purpose in each minute of our lives
teaching and parenting can be exhausting somehow we have to also let the pride
and love and respect shine through those feelings so that kids can feel and hear our happiness and joy, as well. And when we
are really tired and angry then we need
to let them off the hook. Tell them that
Whatever you answered, you’ll have a
like yourself to buy in to your ideas.
group, not necessarily because your idea is bad, but because they aren’t as comfortable with your style or personality.
So listen and watch to determine
you are tired but that it is not about them.
which personality trait you’re dealing
is what makes the “tired and angry” go
ant personality down a bit and ramp up
That you love them. In fact loving them away. I promise you that negative feel-
ings go away much quicker when we are
playing, laughing and snuggling with our kids, our significant others or our friends!
32
their own communication style. There
to persuade a relator to get on board. If
California School Business I Summer 2015
with. You may have to tone your exuber-
looking within ourselves for the answers. Second, there is no real balance or
commit to finding as much joy, respect as we can. If you work late and only have
an hour at home, then make that hour as good as you can. Hug more. Smile more.
Give people a break, including yourself. Stop complaining and start finding solutions.
Complaining, anger and negativity
the vital information to get the support
literally zap the brain of whatever cre-
person. Or you may have to back off
have that could make even bad situa-
you want and need from a bottom line
all the facts and figures and be a little
ative, positive thoughts it might possibly tions better. So stop dwelling on what
isn’t happening and give your brain a
and walk on the greatest stage in the
better solutions and strategies for a bet-
eager audience – our young people – is
chance to visualize and create new and ter future. Plus, it’s a much better way to model life for those young people who are watching us.
Any last advice? Not advice, just a huge amount of
gratitude. People who have chosen to
work in education have an amazing amount of responsibility for the most
valuable commodity and product in the
world – young people and their potential
world, the stage of life. On this stage, an watching and ready to imitate our every move. Mimic our every tone. Repeat our
every behavior. You are so very vital to
how they will live out the rest of their lives and the choices they will make. There is nothing more important than that. Thank you all for what you do! z z z Julie Phillips Randles is a freelance writer based in Roseville, California.
futures. Therefore, each day is a new opportunity to take a deep breath, focus
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California School Business I Summer 2015
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California School Business I casbo.org
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California School Business I Summer 2015
cover story
The path to partnerships How to collaborate with corporations as solution providers rather than vendors
By Sue Marquette Poremba
Th e Wh i t e H o u s e h a s h o s t e d a n a n n ua l science fair since 2010, part of President Obama’s emphasis on science, technology, engineering and mathematics education. It’s a much-needed push. Much gets made over how American students are “falling behind” their peers internationally, but that is just the tip of the iceberg. The National Math and Science Institute reports that fewer than half of all students are ready for college-level math after their high school graduation and barely a third are prepared for their college-level science classes. Students are slipping early, struggling with stem courses in elementary school. California School Business I casbo.org
37
The path to partnerships
The cutting-edge technologies that
talented future workforce. And to im-
Even lower end technologies can cost a
need money for tools that keep up with
enhance stem education are expensive. pretty penny, especially for school dis-
tricts that are struggling on shrinking budgets. That’s why President Obama’s Educate to Innovate stem education
initiative encourages corporations to
participate. Corporate America, across industries, has stepped up to donate time,
IT IS THE GIVE-AND-TAKE BETWEEN SCHOOLS AND CORPORATIONS THAT ALLOWS EVERYONE TO STAY ON THE CUTTING EDGE OF DEVELOPMENT.
provide the guidance on how to get the most from those tools.
Now it is time for school districts
to take advantage of what corporations have to offer.
“Every district needs to be looking
at ways to bring in additional revenue
Apple is one of the companies to
says Bill McGuire, deputy superinten-
districts.
accept the President’s challenge, reach-
ing out to 114 impoverished schools by
ensuring that each student, teacher and classroom will have technologies like iPads and Apple TVs, as well as direct tion team. The reason, according to the
and collaboration with corporations,” dent, administrative services, Twin Rivers Unified School District and a past
president of casbo. “This is an excellent opportunity to leverage expertise to pro-
vide the highest quality services for the schools, as well.”
Developing a partnership starts
Apple and Education website, is simple:
by not thinking of the corporation as
form the classroom.”
someone who will sit across the table
“[T]echnology has the power to trans-
Breaking the stigma of corporate involvement In the not-too-distant past, public
schools were hesitant to collaborate
with corporations. There were too many
legitimate concerns of “pay-to-play” situations, where the relationship between
a vendor with products to sell but as
and hold regular meetings to discuss the latest technologies and to develop better solutions for the district. Through these conversations, corporations gain under-
standing of the district’s needs and which best practices to put in place in order to meet them.
Take Twin Rivers’ partnership with
a business and school administrators
Microsoft, for example. The district and
effect on awarding contracts.
partnership, McGuire explains. “We said
became too cozy and resulted in a direct However, money-strapped school
districts need to take advantage of funding sources regardless of how they are available. Thanks to initiatives
like Educate to Innovate, the door has been opened for corporations to ap-
proach school districts with partnerships
without strings attached. Corporations
the software giant have a handshake to them, ‘We want to have a partnership, but what we want you to bring to the
table is your expertise in professional
development.’” It’s not about the school
district getting free stuff, he adds. “We were looking at being an equal partner, not a taker.”
In that vein, the Riverside Unified
understand the importance of their in-
School District has provided valuable
opportunities, you can develop a more
ment for long-standing vendor partners,
volvement; if you improve educational
California School Business I Summer 2015
today’s technologies and experts who can
money and resources to public school
support from a dedicated Apple Educa-
38
prove educational opportunities, schools
contributions toward product develop-
says Mike Fine, deputy superintendent
notes Tatia Davenport, deputy executive
relations and a member of casbo. One
bringing vetted solutions to the table for
of business services and governmental
such vendor was looking at a way to
bring one of its products into the k-12 market after successful ventures in higher
education. Riverside was asked to provide input based on the partnership.
It is the give-and-take between
director and coo of casbo. “We focus on
our members with a mantra of educate
first, sell second,” she says. “We put a heavy emphasis on thought leadership and solution providers.”
Developing the partnership
schools and corporations that allows
Some of the partnerships between
development. Everyone has the oppor-
begun through the vendor-customer
everyone to stay on the cutting edge of tunity to learn not only what is emerging tech, but also to share information about
what other schools are doing and to gain
more insight on how to incorporate these technologies into the classroom.
corporations and school districts are relationships, but Fine says in his
experience, these have been smaller opportunities. The best successes, he says, come through the grant process.
“Our partnerships didn’t start with
casbo takes a similar give-and-take
someone just knocking on our door,
support the association and its members,
funds. Something prompted a funding
approach when choosing partners to
willing to work with us when we had no
California School Business I casbo.org
39
The path to partnerships
source, probably a grant, so we’ve been aggressive about grants.”
Once the district began getting
grants, other corporations took notice.
SAFETY AND SECURITY. Security is an
vendors knocking at your door. Some are
security strategies, whether it is cyberse-
situations where someone is just trying to sell you something, but other times, there are real opportunities to build
something.” It is a matter of recognizing the difference between when to purchase
but many struggle to implement the right curity or physical security. “We can help in those areas by working with schools to demonstrate how technology is changing and how security fits in.”
Overall, the goals of the Cisco part-
a service or product and when to build a
nership are similar to that of other
And there’s choice C: recognizing
left behind” is a real concern for corpora-
mutual relationship.
particular areas where schools can take
vendor to partner. Cisco, for example, actively works with k-12 schools to go from
vendor to partner by addressing the best practices of corporate interactions, by
helping them gain a better understand-
ing of what’s on the horizon in terms of
technology and opportunities, and by
keeping them informed on what their
corporate-school relationships. “No child tions, which is why they are so eager to
bring their expertise into the classrooms
and provide professional development
opportunities so teachers can use the newest technologies in their education
plans. There is a desire to build stem educational opportunities and level the
playing field for all students, no matter their socio-economic background.
“We want to show schools what oth-
peers are doing.
ers are doing and then help them build
schools need help understanding the
direction for today, while preparing them
“What we’re finding is that the
changes taking place in technology and how technology can help them with their
an extensive roadmap that will give them for the future,” says Patton.
mission in three main areas,” says Renee
Keeping it ethical
education, customer impact and market
porations enter the classroom, there can
Patton, u.s. public sector director of
Patton understands that when cor-
acceleration with Cisco, a casbo Premier
be an appearance of unsavory intentions.
Partner. These areas are:
TEACHING AND LEARNING. The goal,
says Patton, is to figure out how to better engage students in the entire process of
learning, which will hopefully have an end result of increased retention rates and decreased drop-out rates.
ADMINISTRATION AND MANAGEMENT.
That’s why Cisco focuses on assisting its school partners with vision planning and
design guidance to create better learning experiences for their students. “These
are things we can offer without giving anything away or violating any rules,” she says.
However, she adds, unscrupulous
Cisco works closely with the schools to
intents can happen on both sides of the
latest trends in it and use that technol-
who are looking for donations and hand-
show them how to take advantage of the
California School Business I Summer 2015
resources.
important issue for schools, says Patton,
advantage and shift the relationship from
40
how to help them maximize their internal
“The word that you received a large grant
gets out quickly, and suddenly there are
“WE WANT TO SHOW SCHOOLS WHAT OTHERS ARE DOING AND THEN HELP THEM BUILD AN EXTENSIVE ROADMAP THAT WILL GIVE THEM DIRECTION FOR TODAY, WHILE PREPARING THEM FOR THE FUTURE.”
ogy to increase productivity, as well as
relationship. There are school officials
outs and aren’t interested in the expertise
time discretionary fund. For instance,
be temptation for vendors to step in and
there are the vendors who see the school
associate superintendent, administrative
the school system.
the corporation provides. And, of course,
district as a potential cash cow and try to exploit the relationship.
When budgets were tight, the latter
issue wasn’t as much of a problem. How-
ever, thanks to some unexpected funding changes in this year’s California budget, many school districts will receive a signif-
icant bump in money, much of it in a one-
past casbo president Michael Johnston, services, Clovis Unified School District,
take advantage of their relationship with “Districts still need to be financially
expected $183 per student; he will be
wise with their funds. Just because you
student, a raise of actual dollars from $7
spend them. There has to be an identified
getting a one-time windfall of $550 per million to $24 million. While Johnston
hopes the extra money across the state
will encourage schools to think about adding technology, he admits there may
have funds doesn’t mean you should need for the solution,” he says. “What we
do for kids is the most important thing, and what we do for our system needs to improve their learning opportunities.”
California School Business I casbo.org
41
The path to partnerships
Public schools need to stay true to
making ventures fit within the district’s
kids and the educational environment.
Is the collaboration between public
their ethics, Johnston adds, to protect the That means everyone has to remain
schools and corporations a good idea?
behaviors in order to avoid any sense of
tion, the rapid evolution of technology
transparent in their interactions and impropriety.
“You have to be aboveboard during
the entire process,” says McGuire. That means avoiding anything that looks like
expertise, the answer is yes, as long as the collaboration is done thoughtfully.
That’s why the experts recommend
ing with multiple vendors so it doesn’t
budget crisis. When revenues are short,
have access to the schools.
Conflict of interest will always arise,
McGuire adds, but administration needs to recognize the limitations, and school
officials cannot benefit personally from any agreement. Everyone has to be held to the highest ethical standard so that public trust is never violated.
However, there is one very tricky
area that public school districts need to
financial times rather than during a there is a tendency to react for need rather
than in the best interest of the schools or students. In more stable times, like now, schools can investigate their options
more thoroughly and recognize how the
corporation will provide the best and most lasting benefits. z z z
Sue Marquette Poremba is a freelance writer based in State College, Pennsylvania.
address: advertising within the technology the schools use. It is increasingly
common for schools to use mobile apps specifically designed for them by their
corporate partners, and most of these apps include advertising.
“You don’t want a captured audience
where the advertising is forced on them, but you also have to recognize that students are seeing ads like this all the time,”
says McGuire. “What you want to watch is that the ads aren’t promoting something that appears obligatory or promot-
ing that students behave in a specific way.
If anything, the advertising can teach the students to be smarter consumers.”
Bottom line is that it’s up to the
school district to vet it out to know how the company makes its revenue from apps and other technologies and then decide whether the corporation’s moneyCalifornia School Business I Summer 2015
and limited resources of both funds and
reaching out to corporations in good
appear that only one or two companies
42
With the need for better stem educa-
conflict of interest. It can be as simple as filling out the right paperwork or work-
BOTTOM LINE IS THAT IT’S UP TO THE SCHOOL DISTRICT TO VET IT OUT TO KNOW HOW THE COMPANY MAKES ITS REVENUE FROM APPS AND OTHER TECHNOLOGIES AND THEN DECIDE WHETHER THE CORPORATION’S MONEYMAKING VENTURES FIT WITHIN THE DISTRICT’S STANDARDS.
standards.
Tweet about the way your district is partnering with corporations at #CASBO.
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California School Business I Summer 2015
feature
LCFF growing pains
A look at LCFF after a full year of implementation
By Lisa Kopochinski
Enacted just two years ago, California’s Local Control Funding Formula (lcff) was a long time coming. More than 40 years, to be precise. The most significant change to the Golden State’s school finance model in four decades, the goals for lcff were very straightforward: to simplify how state funding is provided to school districts and county offices of education, to allow funding decisions to be made by those closest to the classroom, and to direct funding where the needs and challenges are the greatest. Two years in, how do education leaders and advocates feel the implementation of lcff is going? California School Business I casbo.org
45
LCFF growing pains
“The important point to emphasize
ed budget. County superintendents then
may have risk factors that could cause
move toward their lcff funding tar-
developing their lcap s, districts are also
pectations for students and teachers and
holders, including parents, students,
students and teachers instead of barriers.
in this transitional period as districts get over several years is how radical a
change this has been,” explains Jeff Vaca, casbo’s deputy executive director of governmental relations.
“From my vantage point, I think it’s
review and approve district lcap s. In required to solicit input from local stake-
employees, local bargaining units and various existing advisory committees.
going well, but with a change of this mag-
Implementation challenges
bumps in the road. One key issue is that
for the Hemet Unified School District and
is based on good relationships between This program significantly reduced sus-
pensions and improved student behavior and attitudes.”
Christakos doesn’t hesitate to say
nitude, there are always going to be some
Vince Christakos, assistant superintendent
that stakeholder engagement proved
the public and key stakeholders don’t
immediate past president of casbo, says
ple did not have a clear understanding of
always appreciate that the lcff was
never intended to address the adequacy
of education funding. Just like revenue limits, lcff is a distribution formula.”
he’s very pleased with how the lcap went the first year for his district.
“We had a lot of community input
and developed a list of 27 new or expand-
“One key issue is that the public and key stakeholders don’t always appreciate that the LCFF was never intended to address the adequacy of education funding. Just like revenue limits, LCFF is a distribution formula.” Adds Mike Kirst, president of the
ed initiatives that directly contribute to
ter integration of the curriculum and in-
he says. “We believe our plan clearly
California State Board of Education, “Bet-
structional staff with business offices for
strategic allocation of financial resources has been an early indicator of lcff progress. And through Local Control and Ac-
one or more of the eight state priorities,” addresses student, parent and community
interests for safe schools and increased academic performance.”
Christakos is very proud of Project
countability Plan (lcap) annual updates,
Lead the Way, an engineering track pro-
allocation is directly improving student
into an engineering theme.
we’ll learn more about how local resource outcomes.”
With the lcap process, school dis-
tricts and coe s are required to set annual goals in eight areas the state has
designated as priorities: basic necessities, implementation of Common Core State Standards, parental involvement, stu-
gram that integrates multiple subjects
challenging, largely because many peowhat the plan should look like.
Ryan Smith, executive director of
The Education Trust-West, a national nonprofit advocacy organization that
promotes high academic achievement for
students at all levels, particularly for stu-
dents of color and low-income students, calls the first year of lcff one of restoration and learning.
“Coming off the heels of the Great
Recession, many districts restored programs and staffing to pre-recession lev-
els,” he says. “Additionally, we are seeing higher levels of parent and community engagement in the budget and planning process than before lcff. And while some districts took innovative steps in
how they made budgeting decisions and what those decisions were, overall what we’re seeing in the lcff implementation so far is minor to moderate innovation.”
“Additionally, we are seeing higher levels of parent and community engagement in the budget and planning process than before LCFF.” “This was implemented at our
With lcap s, Smith says it’s difficult
dent achievement, student engagement,
schools and generated much excitement
at best and impossible at worst to tell
other student outcomes in subject areas.
program at the high schools is the barr
law’s requirement to increase or improve
school climate, access to courses and All actions that districts plan to take
must be aligned with the district’s adopt-
46
them to fall behind. “barr sets high ex-
California School Business I Summer 2015
among students and staff.” Another
program (Building Assets Reducing Risk)
that targets ninth-grade students who
whether districts have complied with the services for low-income, English learner and foster youth students.
An LCFF primer It’s been hard to avoid all of the coverage of LCFF and the related LCAPs. That said, a refresher course on how we got here is helpful. Here’s a brief history of California school funding, how it’s changed and how LCFF is designed to work: Until the late 1960s, California public schools were funded nearly 100 percent by local property taxes. Huge decisions by the courts and California voters in following years resulted in a shift to a system funded almost entirely by the state. One of the more prominent court decisions — Serrano v. Priest (first initiated in 1968) — found that a funding system based on property taxes resulted in wealth-based disparities in school districts across the state. Throughout the years, California embarked on a number of efforts to address the inadequacy, inequity and complexity of public school funding. In the 2013 Budget Act (after 18 months of intense discussions), the LCFF was adopted in addition to the LCAP (Local Control and Accountability Plan). Together, the measures provide:
> Local education agencies (school districts, county offices of education and charter schools) with an unprecedented amount of local decision-making authority.
> A robust accountability system to ensure that dollar allocation at the local level is based on student needs and the cost of providing services to historically underserved students.
>
How it works Under the LCFF, school districts receive the bulk of their funding through a base grant determined by average daily attendance in four grade spans: K-3, 4-6, 7-8 and 9-12. The formula also includes adjustments to the K-3 and 9-12 base rates to reflect the costs of class-size reduction (K-3), and providing career technical education courses (9-12). In addition, districts receive supplemental grant funding for three student groups: English learners (EL), low-income students (LI) and foster youth. Each student who is part of one of these groups generates an additional 20 percent of the student’s adjusted grade-span base rate. The LCFF essentially eliminates the vast majority of the state’s categorical programs and replaces them with a limited set of spending restrictions with a statute that requires districts to use supplemental and concentration funds to increase or improve services for these three groups of underserved students.
California School Business I casbo.org
47
LCFF growing pains
“Though many advocates pushed
LCFF and CASBO
for significant budget transparency, the
Overall, Vaca thinks districts are pleased
Board of Education doesn’t demand it,
formula because there is finally a
reporting template adopted by the State and most districts have not chosen to provide more detail than required.”
Moving forward, he would like to
see the state make it easier for the pub-
lic to see how much supplemental and concentration funding each district is
receiving and how those dollars are being spent.
with the transition to the new lcff
funding system in place that recognizes
the cost of educating different types of students, which he says has long been a priority for casbo. However, challenges remain.
that all districts receive,” Vaca says. In
of the product.
local communities to ensure that key
stakeholders are included in the development of lcap s.
“As the sbe works on the develop-
on the base grant – the portion of lcff
addition, there are clearly increased
are advocating strongly for accountabil-
Vaca. “The tension that exists is whether the state is truly committed to local con-
trol or whether the new system will turn into a top-down model.”
Anticipating these challenges, the
state created the California Collaborative for Educational Excellence (ccee)
to provide advice and assistance to help districts meet these new student accountability goals.
Says Smith, “There is a significant
expectations at the state level regarding
need across the state for district leaders
For a district that is not receiving
but be provided with tools and support to
progress in student achievement.”
to not only understand the new mindset
“We’re proud of the process we put
significant supplemental and concentra-
plan aligns our actions with our strategic
such as increased retirement contribu-
potential, Smith says that authentic en-
increases, Vaca says it’s vital that local
members is crucial.
in place this year,” he says. “Because the goals and mission, implementation is fairly straightforward.”
Hoffman and his team work with
the governor’s January budget proposal to identify resources available to fund priorities and build programs over two
to three years. Once the district receives
the May revise of the budget, the district finalizes its plans and makes any last ad-
justments before submitting the revised lcap/lcff to the county.
“The challenge to implementing
tion funding and that also faces pressures tions, energy costs and other fixed-cost
communities understand how l c f f
works and the amount of funding the district is receiving.
gagement with parents and community “The ccee began meeting earlier
this year and is currently conducting a search for an executive director. What is
needed now is for the ccee to prioritize
and Public Advocates are paying close
velopment – including best practices in
low schools sufficient time to ramp up
attention to how school districts manage
California School Business I Summer 2015
For the lcff to really live up to its
Additionally, social equity groups
has been getting ahead of the school
resources for implementation,” he says.
build the capacity of district staff.”
“For the LCFF to really live up to its potential, authentic engagement with parents and community members is crucial.”
such as The Education Trust-West, aclu
year with the allocation process to al-
48
employees, and are also working with
ity measures to be strengthened,” says
calls the lcap and lcff process a daunt-
stakeholder buy-in to ensure the success
salary increase for all teachers or other
income and foster youth) have expressed
concerns with the pressure being placed
having a solid process in place with
tion grants may be used for a general
ment of lcff evaluation rubrics, many
plicated’ students (English learners, low-
Chris Hoffman, superintendent of
ing task and says the real challenge is
whether supplemental and concentra-
“Districts with low counts of ‘undu-
“The challenge to implementing has been getting ahead of the school year with the allocation process to allow schools sufficient time to ramp up resources for implementation.” the Elk Grove Unified School District,
have offered guidance and advice on
the lcff implementation phase. They
capacity-building and professional deparent, student and community engagement.”
Even with its numerous benefits,
tion than dramatic changes. However,
member lcff is still a distribution formu-
$1 million to boost classroom redesign
Vaca stresses that it’s important to re-
la and does little to address the adequacy of funding for schools in California.
“When voters approved Proposition
98 in 1988, the goal was to ensure that
per-pupil funding for California schools was at a level that matched or exceeded the average of the top 10 states in the nation,” he says. “According to Education
Week’s annual survey, we are now ranked 46th.” Adds Smith, “We’d hope to see more
innovation. For the most part, the first
San Jose Unified School District invested efforts, and the Santa Cruz coe has
allocated resources to promote profes-
sional development aimed at increasing
CASBO POLL How has LCFF implementation gone in your district? Very smoothly? Pretty well? Very rough road? To vote, go to www.casbo.org/poll
educators’ understanding of foster youth trauma. We also saw interesting ways to communicate the lcap to parents including Bear Valley Unified’s lcap visual aid. There are bright spots.” z z z
Lisa Kopochinski is a freelance writer based in Sacramento, California.
full year of lcff was marked more with program restoration and modest innova-
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California School Business I casbo.org
49
out & about
Please send in your Out & About photos from CASBO events along with the names of the people in the photos and the event where the photo was taken. Digital photos may be sent to tdavenport@casbo.org.
50
California School Business I Summer 2015
out & about
2015 CASBO Conference & Expo Here's a look at what your colleagues were up to at the 2015 CASBO Annual Conference & California School Business Expo held in San Diego.
California School Business I casbo.org
51
out & about
Thanks to these Associate Members for hosting a hospitality suite at Annual Conference!
Office DEPOT OfficeMax Premier Plus Partner School Services of California, Inc. Strategic Alliance Partner
American Fidelity Assurance Company Strategic Alliance Partner
Keenan & Associates Premier Plus Partner
Atkinson, Andelson, Loya, Ruud & Romo
Alliant Insurance Services
52
California School Business I Summer 2015
Sierra School Equipment Company
TerraVerde Renewable Partners Strategic Alliance Partner
Virco Premier Partner
Johnson Controls, Inc.
Southwest School & Office Supply Premier Partner
CASBO book club
Helping Districts Save for 30 Years PARS is proud to partner with CSBA to provide the GASB 45 Solutions Program to school districts, a trust program to help pre-fund retiree health care liabilities, or “OPEB,” in a simple cost-effective way. Contact PARS about: • CSBA GASB 45 Solutions Program • Retirement Incentives • Social Security Alternatives for part-time, seasonal and temporary employees
800.540.6369 ext 127 www.pars.org © 2015 Public Agency Retirement Services (PARS). All rights reserved.
Take the right steps.
Organizational health is the driver of success In the search for what’s behind an organization’s competitive edge, New York Times best-selling author Patrick M. Lencioni dismisses a few things right out of the gate. It’s not superior strategy, faster innovation or smarter employees that make the difference between successful organizations and mediocre ones. It’s the health of an organization that drives its success. In The Advantage: Why Organizational Health Trumps Everything Else in Business, Lencioni explores the unique advantages that come from organizational health. But what does healthy look like? It’s an organization where management, operations and culture are unified. This unity allows them to outperform their counterparts because the culture is free of politics and confusion. And, since star performers rarely leave, productivity and success also become part of the culture. In The Advantage, Lencioni shares tips and anecdotes from his years as a consultant to some of the nation’s leading companies. He argues that the competitive edge can’t be built based on intelligence alone, but rather that business must be conducted in a new way – one that maximizes human potential and aligns the organization around a common set of principles.
Join
CASBO.
www.casbo.org > Membership
Lencioni also identifies what he calls the four steps to health: build a cohesive leadership team, create clarity, over-communicate clarity and reinforce clarity. Read this management expert’s first non-fiction work along with your CASBO colleagues and find out what steps you need to take to improve your district’s overall health. California School Business I casbo.org
53
The California School Boards Association, in association with Piper Jaffray & Co., has partnered with the California Association of School Business Officials, and enhanced the Certificates of Participation program.
û Fixed and variable interest rate options û Flexible prepayment provisions û Capitalized interest û Flexible repayment schedules û Low cost of issuance û Education Code 17406 financings
California School Boards Association
54
California School Business I Summer 2015
3100 Beacon Blvd. | West Sacramento, CA 95691 | 800.266.3382
professional perspective
The challenge to advance By Molly McGee Hewitt Executive Director
AS MORE AND MORE NEW PEOPLE ENTER THE SCHOOL BUSINESS PROFESSION, many
are asking about their potential for
advancement. Most job seekers are applying for a particular job, but also
want to know where their career might head and what a future in the field might look like.
Boomers grew up with the under-
standing that in order to advance, you
had to “pay your dues” or complete a
with management or with the workforce?
advancement or don’t feel valued, appre-
and assert your professionalism in deal-
position. They see the value in working
Can you work with governing boards ing with your instructional colleagues?
Can you write well and communicate complex issues in understandable language? Can you handle criticism and
public scrutiny? Are you ready not only
to be addressed in every discipline, transportation.
Potential advancement is about plan-
this mindset.
ning, preparation, study and observation.
the workforce itself morphed, Gen X and
to do and what position you would like to
Millenials put a high value on advance-
ment opportunities. They come to the workforce with new skills, more educa-
tion and a desire to advance quickly. They
don’t accept the old mores and expect
more from their employers than previous generations.
The opportunity to advance is per-
It’s about planning what you would like hold in the long and short term. It’s about
seriously preparing for the position and
family and doesn’t require you to be con-
nected 24/7? Do you want a career that’s
fast-paced and challenging? Do you want to work alone or are you prepared for the rigors of supervision and manage-
ment? Can you hold your own in dealing with conflict and crisis? Do you identify
acknowledge leadership contributions
after years, but will center on continual recognition in imaginative ways. Career advancement, professional develop-
ment opportunities, compensation and benefits, as well as employee health and
wellness, will be necessary to maintain a vibrant workforce.
The future for professionals enter-
continue to be there for prepared and in-
need to succeed. It’s about staying current and having a future-focus.
The industry is growing and change
is undecided. Study and observation are
the flexibility to spend time with your
nition programs will no longer begin to
sure you have the skills and training you
discipline. Preparation is about making
you serve. It will be centered on what Do you want a career that gives you
and to establish working conditions that
ing school business has never been more
is the order of the day. How we did it yes-
you’re looking for in your career.
The challenge for employers will be
becoming a subject-matter expert in your
sonal. It will vary with your education, expertise, life goals and the organizations
flexible and prepared.
promote advancement. Employee recog-
from accounting to child nutrition to
Things have changed. Not only has
their course of advancement and remain
These questions are not limited to
trials and challenges?
antees of advancement. The workforce business professionals operated under
glass ceilings. Their challenge is to find
to meet the needs of this new workforce
cbo careers; they are inquiries that need
accepted this and many veteran school
in a variety of lea s and do not settle for
for the perks of leadership, but also the
prescribed series of steps. This program could take years and there were no guar-
ciated or respected, they look for a better
welcoming and open. Opportunities will terested leaders. Boomers are retiring and job openings abound. Chart your course and expand your horizons! z z z
terday is over; how we’ll do it tomorrow
about understanding the profession, the politics of education, collective bargain-
ing, school law and the dynamics of the
district and its leadership. It’s about the soft skills of interpersonal communica-
tion, relationship building, ethics and strategy.
The new workforce is less patient
than its boomer colleagues. If today’s
employees don’t see opportunities for California School Business I casbo.org
55
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Public Finance Stifel, Nicolaus & Company (415) 364-6839 www.stifel.com/publicfinance Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 2
Risk Management Services Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 49
AD INDEX American Fidelity Assurance Company . . . . . . . . . . . . 19 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . 26 California Financial Services . . . . . . . . . . . . . . . . . . . . 27 California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . . . . 8 Christy White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Cossolias, Wilson, Domnguez and Leavitt . . . . . . . . . . . 4 Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Southern California Schools Joint Powers Authorities (909) 763-4900 www.scsjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 11
DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
School & Office Supplies
Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . 14
Office DEPOT (888) 263-3423 www.business.officedepot.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 10
Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Horace Mann Companies . . . . . . . . . . . . . . . . . . . . . . 12 Infinite Campus, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Office DEPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Piper Jaffray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Public Agency Retirement Service . . . . . . . . . . . . . . . . 53 School Innovations & Achievement . . . . . . . . . . . . . . . 18
School Bond Underwriters
School Services of California, Inc. . . . . . . . . . . . . . . . . 28
Stifel, Nicolaus & Company (415) 364-6839 www.stifel.com/publicfinance Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 2
Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . 49 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . 23 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . 43 Smartetools, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
School Bus Sales Service & Parts
Southern California Schools Joint Powers Authorities . . . . . . . . . . . . . . . . . . . . . . . 11
Creative Bus Sales (909) 465-5528 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 26
Stifel, Nicolaus & Company . . . . . . . . . . . . . . . . . . . . . 2 Sungard K-12 Education . . . . . . . . . . . . . . . . . . . . . . 56 TerraVerde . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 The Cooperative Purchasing Network . . . . . . . . . . . . . 33
Student Information Services/Systems Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 3
Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . 34 Vicro Manufacturing Corp. . . . . . . . . . . . . . . Back Cover
Infinite Campus, Inc. (651) 631-0000 www.infinitecampus.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 7 Sungard K-12 Education (866) 905-8989 www.sungardk12.com/lead Please see our ad on page . . . . . . . . . . . . . . . . . . . . 56
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last words
”
Coming together is a beginning. Keeping together is progress. Working together is success. – Henry Ford
$1billion Intel has to date given $1 billion to support education. Target, Cisco and IBM are poised to do the same. Goldman Sachs, AT&T and Facebook’s Mark Zuckerberg have each donated $100 million or more in recent years. Source: Fast Company
” With the exception of Latino and AsianAmerican students, more than one out of four boys of color with disabilities (served by IDEA)—and nearly one in five girls of color with disabilities—receives an out-of-school suspension.
As a partner, Microsoft does a lot more than give us dollars. They really get into the community, roll up their sleeves and help address education problems that are easy for them to solve, but huge for schools to achieve. – Sandi Everlove, interim CEO at Washington STEM
Source: U.S. Department of Education Office for Civil Rights
”
If you’re an African-American boy, you are three-and-a-half to four times more likely to be suspended out of school. – Roger Dickinson
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Sixty-eight percent of highly engaged employees believe they can positively impact costs in their job or unit, compared with just 19 percent of the disengaged. Source: Towers Perrin
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
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