CASBO School Business Summer 2015

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

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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

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

Program (“StEP”).

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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

9

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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.”

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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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SSCAD_CSB_MAG_2014.pdf

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12/3/2014

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California School Business I Summer 2015

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.

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California School Business I Summer 2015

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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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43

44

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

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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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ASCIP (562) 677-2012 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 43 Keenan & Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 14 Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 49 Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 43

Legal Services Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 26

Network Solutions, Servers & PC Solutions Sehi Computer Products, Inc. (800) 233-7344 www.sehi.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 23

On Demand Operations Management Software School Innovations & Achievement (877) 954-4357 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 18

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

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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 Summer 2015

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