schoolbusiness california
California Association of School Business Officials
Fall 2013
School nutrition: A lot on the plate 7 key factors to successful child nutrition programs
From consternation to cooperation
New professional development partnership provides opportunity for collaboration on charters
The look of modern leadership
The skills, traits, characteristics required of 21st century leaders
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contents Volume 78 Number 3 Fall 2013
departments
9
Checking in Separate but not equal Molly McGee Hewitt
13
Bottom line Business is not as usual Rich Buse
15
In focus CASBO member profile: Sandie Thompson-Nobile
17 53
In focus CASBO associate member profile: Carol Taylor
54
Career Rx That awkward question – reference please?
55
Book club The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts
58
Last words
cover story
34
School nutrition: A lot on the plate 7 key factors to successful child nutrition programs Lisa Maria Boyles
interview
19
Out & about Photos from CASBO events
15
24
44
HealthCorps leader works to improve students’ nutrition, fitness levels, mental resilience Shawn Hayes shares the impact schools can have on all aspects of wellness Julie Phillips Randles
features
24
From consternation to cooperation New professional development partnership provides opportunity for collaboration on charters Linda A. Estep
44
The look of modern leadership The skills, traits, characteristics required of 21st century leaders Julie Phillips Randles
Fall 2013 | 5
ABOUT CASBO The California Association of School Business Officials is the premier resource for professional development and business best practices for California’s school business leaders. CASBO is dedicated to promoting
publisher
excellence and professionalism in all aspects of school
editor in chief
business. Founded in 1928, CASBO serves more
features editor
than 3,000 members by providing certifications and
contributors
training, promoting business best practices and
Molly McGee Hewitt Tatia Davenport Julie Phillips Randles Lisa Maria Boyles Linda A. Estep
creating opportunities for professional collaboration. CASBO members represent every facet of school business management and operations. The association
design/layout
Sharon Adlis
advertising art
Lori Mattas
offers public school leaders an entire career’s worth of growth opportunities.
casbo officers president
CASBO MISSION
president-elect
Vincent Christakos Hemet Unified School District
vice president
Leeann Errotabere Clovis Unified School District
immediate past president
Michael Johnston Clovis Unified School District
As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional leaders; advocates for, and supports the needs of members; and sets the standard for excellence
Rich Buse Pajaro Valley Unified School District
through top-quality professional development and mentorship, meaningful collaboration and communication and unparalleled innovation.
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CASBO BY DESIGN For the past 15 years, CASBO has been dedicated
CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999
to the organizational planning discipline as a method for guiding the association into a successful future. In 2012, the association embarked on its fourth such plan, CASBO by Design. This living, breathing document will guide the association for the next five years. The process CASBO uses for long-term planning is grassroots in nature, invigorating in procedure and motivating in outcome. CASBO has long been committed to organizational planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road
www.casbo.org
map that strategic planning provides has allowed CASBO to remain focused on its unique mission, goals and objectives, and to respond effectively to a continually changing environment. For more information on CASBO by Design, visit www.casbo.org, click on “About Us” and then select “CASBO by Design” from the drop-down menu.
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. 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 2013 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher. Published September 2013
6 | California School Business
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Separate but not equal “Separate but not equal.” This description has a special meaning in education. Ever since the Serrano Priest legal decision and the civil-rights movement, we have recognized that the disparities in educational funding impact the quality and caliber of student instruction. Separate but equal also applies to another topic that many in education don’t like to mention – the differentiation between the instructional side of school district leadership and the business functions. Since our focus is on students and student achievement, every educational employee or administrator understands the purpose and goals of public schools. Students’ needs come first. But somehow over the years, we have wrongly translated that to mean that student instructional needs come first. We need to rethink this translation. For schools to truly serve students, we have to educate the whole student. This involves the instructional side of the district and the business divisions working in tandem. One is not superior to the other, and one cannot exist without the other. Students not only have to be taught, they need textbooks and materials; IT services; clean and wellappointed classrooms and facilities; transportation and food services, as well as all the efforts that go into keeping the district solvent, payrolls met and bills paid. We need teachers, administrators and staff at all levels to be well informed, educated and recognized for their achievements and successes. Continuing education and training is a must for every district employee and cannot be considered a frill or “extra.” You cannot have a workforce that operates at peak efficiency without allowing for training and improvement. In many districts, hundreds of thousands of dollars are spent on certificated training, but minimal amounts are spent on professional development for business personnel. This makes no logical or financial sense. We budget for substitute teachers, but fail to allow business staff to attend trainings because there is no one there to replace them.
For schools to truly serve students, we have to educate the whole student.
This issue of California School Business includes an article on the skills and traits needed for modern educational leadership, as well as features addressing charters and other issues facing education today. The skill sets necessary for success are changing and without opportunities for professional growth and development, you cannot execute your jobs effectively. The modern leader must be nimble, technologically savvy, have up-to-date on information and skills and be highly connected to be successful. As a child, my parents used to talk to me about being “penny wise and pound foolish.” The point was that you need to be wise with your resources and use them for the best return on your investment. Saving a penny is not wise if you lose more than its worth in the long run. School districts and county offices have often been penny wise and pound foolish with the business side of the house. School boards must recognize the value of staff development for all educators, not just those on the instructional side. Now is the time to shift this paradigm and return to the concept of a unified work force that is well trained and prepared at every level. CASBO is committed to providing high quality, relevant and practical technical and leadership training. We invite you to participate online, in regional workshops, at symposiums and academies, through our university partnerships and at our annual conference. We welcome your participation and applaud your dedication to our schools.
Molly McGee Hewitt Executive Director
Fall 2013 | 9
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12 | California School Business
bottomline
Business is not as usual By Rich Buse CASBO President
While school began this year as usual for students and teachers across California, it has certainly not
been business as usual. School districts
information in a manner that is easily
understood by lay people and education professionals alike.
Collective bargaining will also be
and county offices are scrambling to
impacted by the new funding model. The
new funding structure adopted by the
and this will mean site budgets and dis-
understand, plan for and adapt to the
Legislature. The Local Control Funding Formula ( l c f f ) and Local Control
Accountability Plan (lcap) have become
new words in our vocabularies. Despite the hundreds of hours of meetings
and study, we are entering a gray area
money follows the needs of the students
trict budgets will be more individualized than ever before. The impact on bargain-
ing will also be significant in that we have never previously tied student achievement to contract negotiations.
In the past, some of us learned the
for school business officials. There is
phrase: Now is the time for all good men
and lcap than we do know. We are
in the school business profession, it should
more that we do not know about lcff still waiting for guidelines and further information.
to come to the aid of their country. Today,
there are ambiguities and unknowns, we
When there are ambiguities and unknowns, we are forced to plan for worst-case scenarios and must work harder to protect our organizations and programs.
and must work harder to protect our
read: Now is the time for all good school
This year, the challenges go a step
their districts! It is going to take a full
Gray areas are not easy for school
business folks. We tend to be black-andwhite thinkers. Tell us what the rules are,
what the budget is, explain the formulas
to us and we will make it work. When are forced to plan for worst-case scenarios organizations and programs.
further. The new funding model and
accountability plans call for greater transparency and community involvement,
as well as tying in student achievement
issues. While we always welcome transpar-
business officials to come to the aid of display of leadership skills, communica-
tion talents and hard work to implement this formula and make it work for our schools.
While it may not be business as usu-
ency, increasing community involvement
al, what is usual is the ability of casbo
lcff and lcap are complex subjects, and
leaders and make this work.
is going to be a continuing challenge. The while we await further clarification and guidelines, we must start a dialogue with
members to rise to the occasion, act as Carpe diem.
our stakeholders and community members. The challenge is to share the correct
Fall 2013 | 13
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infocus
Sandie Thompson-Nobile Loyalty, desire to make a difference are hallmarks of her 40-year career
Photography by Hope Harris
Discovering your career path as a high school
As her initial pay rate indicates (she still has her
Thompson-Nobile is equally dedicated to CASBO,
student is uncommon. Remaining on that path
first pay stub), Thompson-Nobile didn’t get into
and has volunteered in many capacities since
and working for a single organization for nearly
school business for the paycheck. “It obviously
becoming a member in 1987. She currently serves
an entire career is extraordinary. And yet that’s
isn’t about the money. In fact, it never was; it was
on the Continuing Education and Certification
exactly the trajectory Sandie Thompson-Nobile,
a calling,” Thompson-Nobile said.
Committee and has also served as an Action Team
commercial warrants and accounts payable man-
Leader for CASBO by Design; she’s been a CASBO
ager at the San Diego County Office of Education
She says the people at SDCOE and their district
Ambassador; a member of the Annual Conference
(SDCOE), took.
clients are the key reasons she’s stayed with the
Committee; a section president; and chair of the
organization for so long. “It really is the people that
Accounting R&D Committee.
Thompson-Nobile began her career as a Regional
I have the honor of working for and with. We share
Occupational Program (ROP) student worker in
the same desire to make a difference. There is a
“CASBO is an ever-evolving association that exists
1974 at SDCOE, earning $1.90 an hour as a clerk.
certain feeling of family among those who have
to meet the needs of its members. It provides a
Fast forward nearly 40 years, and Thompson-Nob-
chosen to work in the public education sector and
road map to the knowledge needed for a full ca-
ile is heading the department where she started
the willingness to share and support one another –
reer in school business. When I joined, it was like
out. Over the years, Thompson-Nobile also served
in good times and bad – is a strong bond that you
opening the door to all that was in front of me.”
as a business assistant for special education and
can’t really put in a paycheck.”
maintenance and operations; and as a business
Thompson-Nobile will retire in December but al-
advisory services specialist before taking on her
A love for problem solving has also kept her at
ready has a bucket list in place that’s sure to keep
current role.
SDCOE. “Our unit is so compliance oriented and
her busy. “I don’t have a formal game plan in mind,
we are tasked with oversight, but it’s about striking
but I know there’s going to be plenty to do,” she
She stepped away from SDCOE only from 1989 to
that fine balance between auditing the work and
explained. “I will keep in touch with my colleagues
1991 to work as a human resources manager and
helping to solve problems,” Thompson-Nobile
and friends at SDCOE, districts and CASBO and
office administrator in the private sector.
explained. “That’s really what I love to do – come
there will be plenty of lunches and some happy
up with solutions for people.”
hours, too.”
Fall 2013 | 15
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infocus
Carol Taylor She embraces long-term relationships, values connections
Photography by Creative Images
Carol Taylor, vice president at Sehi Computer
solutions, all the while paying attention to schools’
consistently to business partners so that our
Products Inc., has a quarter-century history with
budget constraints. “To go into a classroom or
company can be on the same path to success,”
the firm and a 15-year track record with CASBO.
library, see the technology and know we’re part
she described. “Membership makes you an
The truth is, she got a very early start with both
of helping students and teachers succeed is very
integral part of a community of educators, and it’s
organizations.
rewarding,” she said.
about sharing information and understanding each other.” That’s especially important in the world of
Taylor joined Sehi as an assistant while still a
Her relationship with CASBO began 15 years ago
technology. “It’s ever-changing, so it’s important
student at the University of California, Irvine. She
when she attended the annual conference. Sehi
to integrate technology into the school system
quickly moved into a sales position, where she
has long supported CASBO as a conference
to ensure students succeed in the world. CASBO
flourished. In 2003, Taylor was named vice presi-
sponsor and technology provider. But as with her
gives us a forum to hear school leaders’ concerns
dent and is responsible for all West Coast business
job, Taylor’s connection to CASBO is personal.
and then give them solutions,” she notes.
She noted that when Jeff Sehi, the son of the firm’s
Taylor lives in San Clemente with her husband,
founder, died 10 years ago, her CASBO connec-
Steve, and daughter, Emerson. She holds a num-
It’s a role she truly embraces. “It’s a family-run
tions lent their support. “The ways the folks at
ber of technical certifications from the nation’s
business and it’s definitely a team effort, so every-
CASBO reached out to us still makes me tearful.
leading tech companies. She is currently an active
one is invested in the happiness of our customers
It’s a business relationship, but there’s also a
member of the Hewlett-Packard Partner Solutions
and the success of the business,” Taylor explained.
sense of community and caring that I find endear-
Council.
“It’s a reward to work for the benefit of our cus-
ing and important.”
operations, sales team management, customer relations and vendor alliances.
tomers, rather than just the bottom line.” From a business perspective, Taylor says CASBO Taylor said the most rewarding aspect of her job
connects her to new education concepts, legisla-
is listening to the concerns that educational cus-
tive information and school industry news. “It’s
tomers have, integrating their needs and finding
an organization that distributes information very
Fall 2013 | 17
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interview
HealthCorps leader works to improve students’ nutrition, fitness levels, mental resilience Shawn Hayes shares the impact schools can have on all aspects of wellness By Julie Phillips Randles
Shawn Hayes, Ph.D., is the chief academic officer and director of research and education for HealthCorps, a nonprofit organization co-
founded by author and television personality Dr. Mehmet Oz and his wife, Lisa, to combat the childhood obesity crisis.
In addition to providing nutrition, fitness and mental resilience curriculum to
high schools nationwide, HealthCorps advocates for health-related public policy measures at the local, state and federal levels. The organization’s goal is to elevate health education and physical education to “core subjects” within federal education laws, making both subjects eligible for federal funding.
In his role with HealthCorps, Hayes is charged with curriculum development
and implementing, designing and conducting efficacy studies on the interventional
components of the program. He also oversees HealthCorps’ education program, including HealthCorps University, the education system for the group’s managers and coordinators.
As of August 2013, HealthCorps had coordinators in place in 62 high schools in
13 states and the District of Columbia.
Prior to joining HealthCorps, Hayes worked in the healthcare industry and in
academia. He was a professor at Penn State University’s Hershey Medical Center
in the Heart and Vascular Institute. His areas of expertise are neurophysiology and Photography by Hope Harris
cardiology. Specifically, he studied how the nervous system controls the cardiovas-
cular and respiratory systems during exercise, and how these neural mechanisms are altered by diseases such as heart failure.
Fall 2013 | 19
Shawn Hayes shares the impact schools can have on all aspects of wellness
Before teaching at Penn State, Hayes was an assistant
last, Cleopatra. I have a good friend who is an artist and is mak-
Davis, where he studied autonomic function and neural control
to her about that would be really incredible to see how she was
professor of internal medicine at the University of California, of exercise. He holds a Ph.D. in integrative physiology from
uc Davis and completed postdoctoral work at the Center for Neuroscience.
Hayes was chair of the uc Council of Postdoctoral Scholars
ing a piece on how Cleopatra used her power. Being able to talk able to consolidate her power and do what she was able to do as a woman among men.
and was subsequently its faculty advisor. He has helped de-
What do you think is the appropriate level of responsibility for schools to have in ensuring the wellness of their students?
California, the National Institutes of Health and other organiza-
While everybody is tight for time and money, the data over-
for graduate students at ucDavis and wrote the Postdoctoral
scores they get, their attendance is better, they are more engaged
velop and implement postdoctoral policy for the University of tions. He also developed and founded the Peer Mentor Program Scholar’s Mentoring Checklist.
He has recently worked collaboratively with casbo on
aspects of its child nutrition grant, and as a community partner on topics such as green schools, data-based decision making and nutrition-related professional development.
What is the best advice you’ve ever received? From whom? That came from my Ph.D. mentor. It’s very basic, but it’s a great place to start: “Never assume you know the answer to an obvious question.”
I’ve taken on that philosophy and applied it to many areas
whelmingly shows that the healthier kids are, the better test
and they achieve more. It’s all associated with physical activity, wellness and sleep.
We have to quit saying that our job is to just teach pe. Our
job is to say, “Let’s look at what we’re feeding kids and look
at how we can improve overall wellness.” I believe we have a
role, and we just need to integrate that role. When we do, kids
will do better in school, parents will be healthier and school staff will be impacted. It’s about having a holistic approach
and integrating it throughout the system. It is possible to teach students about wellness in any topic – chemistry, English, biol-
ogy, history – and we provide curriculum that can be used in any of these subjects.
The obesity crisis is still a crisis. It’s slowing down a bit,
at HealthCorps including the curriculum we develop for our
but a number of chronic health conditions go along with be-
informed, and I go forward from there to provide information
healthy eating into our educational system so we can work
kids and for our national partners. I assume people may not be that will help them make informed decisions.
What three items are always in your refrigerator? Eggs, salsa and organic, nonfat milk. I eat the eggs with salsa and the milk is for my nonfat, low-sugar mochas.
Name three people, living or dead, with whom you’d like to share a meal. Why? About 10 years ago, I got one of them off of my list. I had lunch with scientist and author Stephen Hawking at uc Davis.
I would love to meet with Charles Darwin and talk to
him about his later years. Also, being a scientist myself, Albert Einstein. To me, he was an incredibly influential person. And
20 | California School Business
ing overweight. We should integrate wellness education and together with healthcare professionals to decrease these associated diseases.
It sounds overwhelming, but it doesn’t have to be. It can be
done very simply, and we’re working with a number of organi-
zations to see how simple we can make it. That includes training
staff and showing them how to integrate as much as we can.
We don’t have to do everything today, but we can start today to integrate wellness into our schools.
Can you describe a typical collaboration between your organization and a school district? Do you work with both students and staff? We very often get started with an individual school site because we often choose our schools with assistance from funders. Some
say they want to be in this particular school, some say pick a
school in this town and others tell us to do what we think is best with the funding.
we have this idea of a train-the-trainer program and the results so far have been outstanding.
The Sacramento Unified School District created a new
We start at the school level by talking with the principal
program from scratch after two days of training with five em-
program’s success. We tell them about the program and ask if it’s
make everybody fit our mold. We give districts the tools and the
to find someone who will be supportive and invested into the something they would like to try. What they get is an awesome
deal! They get another full-time person working in the school to help them comply with mandates and meet the law about hav-
ployees. They’ve taken it and have run with it. Also, we don’t opportunity, and they make it a fit for their school or district.
ing a wellness counsel. They usually start with their arms folded,
How can schools measure the results of their efforts?
asking when we can start.
impact levels – the number of students, staff and parents who
but by the end of the conversation, they are leaning forward and
We have several ways for schools to measure results. The first is
At the district level, we usually work on specific initiatives.
have been impacted. How many kids were taught the curricu-
Most of the time, we work at the school level and then the coor-
dinator talks to someone at the district level. We start to infiltrate the district and get buy-in. We give them curriculum with wellness embedded into it, and then they can take it out to schools. So
lum? How many came to the health fair? How many came to yoga classes, cooking classes or other after-school programs?
We also often do interviewing at the schools during which
coordinators ask for comments and input – both pros and cons.
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Fall 2013 | 21
Shawn Hayes shares the impact schools can have on all aspects of wellness
Then we get to testimonial-type work. We do surveying on
There are lots of ways that everybody can work together.
very broad levels. For instance, we did a pre- and post-program
What would be great is to get stakeholders from all school busi-
gregate data; we don’t keep track of individual students. At the
tools, resources and ideas.
survey of almost 10,000 students last year. We do this to agbeginning and end of the school year, we ask behavioral ques-
tions about food and mental resilience. The mental resilience
questions take the temperature of hope and how kids are feeling about their future. We also look at physical activity behavior at home, amount of sleep and food choices.
We also do smaller pilot studies on schools where we ask
ness areas to meet with thought leaders and help direct them to
Some business officials have said that the nutritional value of school food is important, but equally important is ensuring that the food provided is something kids will actually eat. How do you strike that balance in your work with schools?
very specific questions about things like our cooking program
First off, it is a huge myth is that healthy food is much more
passive learning. So we use the schools as a living laboratory,
to provide fresh fruit and vegetables versus canned fruit and
or how many calories are burned with active learning versus
and we collaborate with universities and some private research organizations. We’re working with Albert Einstein University,
expensive. On average, it costs about 8 cents to 10 cents more vegetables.
People are listening to hype, and it is incumbent upon us
uc Irvine, Columbia, Cornell, Continental Resources and Chil-
to say there are the alternatives and these are the ways to get
ing specific questions in schools and then sharing best practices
Through HealthCorps, we play with the kids through pro-
dren’s Hospital & Research Center Oakland. So we’re answer-
healthier food in schools and to get kids to try them.
and publishing our findings.
grams like Cafe O Yay to get the kids to try things they have
documentary film about a school in Portland, Ore., that adopted
get them comfortable with trying things by giving away free
The last metric we use is storytelling. We’ve just finished a
the HealthCorps concept. It’s a wonderful story and everyone who has seen it was crying happy tears at the end. So that’s another way to measure what we do.
What role do school finance and business officials play when your organization works with schools and districts? Obviously, the child nutrition people are the first line. But people who supply any kind of physical education product and equip-
never tried before. You have to engage students. You have to samples and having fun with it. You’re not going to win every
kid over, but the more you get them to try it, the less food you throw away over time, and they will change their tastes. It takes 24 to 28 days to change a principle habit.
Your school programs include a component on mental resilience. Can you tell us a bit more about that? Is the curriculum geared toward creating a safer school climate?
ment, and those who work on how to design or redesign class-
We can’t solve every problem, but there are things we can
are also important to us.
recognize when they have issues and what is healthy mental
rooms into more multipurpose classrooms for active learning, Some of the less tangible things that can be done in the area of
wellness are to make schools less institutional, more comfortable spaces. There are designs for schools that create wellness through
their physical structure, so school business leaders can influence
do to promote mental well-being. Most of it is getting kids to behavior. We teach kids how to make informed decisions for themselves and for their families so they can deal with problems that arise.
Second, we need to teach them what is important for their
designing a school for wellness, versus a utilitarian approach.
mental well-being. Sleep is a huge thing. We demonstrate to
tional Network. We consult with districts across North America
example, we do a demonstration on the benefits of exercise.
I am on the board of directors for the Green Schools Na-
on how to do this and how to make schools healthier, more cost effective, energy efficient places. If you can reduce your energy costs, you may be able to use that funding in other areas.
22 | California School Business
them how specific things they do affect their performance. For We have students read for one minute and we track how many
words they read. Then we have them exercise for a couple of minutes and see how many words they read after exercising.
Kids read 10 percent to 15 percent more words and better comprehend what they read after exercising.
What reaction does your organization get from parents?
sion and we discuss all the things that will help them mentally
for that. We get good numbers of parents to school events like
We also talk about how exercise is good to combat depres-
Parents are pretty receptive. Obviously, we have a huge vision
like eating breakfast and how eating well helps you make better
the school health fairs we put on. We encourage students and
decisions.
Then we teach them about the signs of mental health issues.
We teach them about bullying and about signs of depression.
parents to go home and open discussions and do refrigerator and cabinet audits.
Also, kids will go home and they start talking about Health-
Our coordinators receive training in mental health from experts
Corps, health and wellness, and that changes not only what
aware of the early signs of depression, anxiety disorders, hyper-
In the second year at a school, we see much more engagement
at uc Davis. We’re making sure everybody in the schools is activity disorders and other mental health issues.
If we train them in how to identify issues and get them to
the right resources without stigma, we could do a lot for kids.
We can teach them that life is tough, but that there are ways to
get off the Ferris wheel and get out of the place they’re stuck in.
parents buy for kids, but also what parents buy for themselves. and that brings parents to the school more often, and that’s what we try to do: create more of a school community. z z z
Julie Phillips Randles is a freelance writer based in Roseville, Calif.
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Fall 2013 | 23
24 | California School Business
feature
From consternation to cooperation New professional development partnership provides opportunity for collaboration on charters By Linda A. Estep
A
n education wave that began
In the early days of charter school
Tatia Davenport, chief operations
more than 20 years ago with
development, the occasional atmosphere
officer and deputy executive director of
and skepticism has swept in as a success
ers and school districts existed, with each
charters or traditional public schools, the
undercurrents of both hope story that soon could see the California Association of School Business Officials
(casbo) lending expertise to charter school authorizers and possibly charter staff.
Today, following passage of the
Charter Schools Act of 1992, there are
more charter schools in California than there are school districts, serving approxi-
mately 8 percent of the state’s students. Call it a rising tide of acceptance.
of distain and distrust between petitionclaiming their position was in the best
interest of children. Now, thanks to a program spearheaded by casbo and the California Charter Schools Association
(ccsa), there appears to be an opportu-
nity to foster understanding and support
casbo, noted that whether it relates to
need to strengthen school leaders’ fiscal knowledge remains the same. “Advancing learning trumps school structure
every time. That’s where casbo can play a role,” Davenport said.
“I see a future where casbo and the
between the two. Professional develop-
association will have ample opportunity
charter school oversight and possible
dent and chief executive officer of ccsa.
ment for district personnel involved in
direct assistance to charter school officials is on the horizon.
to work together,” said Jed Wallace, presi“casbo could provide district officials
support, and we welcome the notion of
Fall 2013 | 25
From consternation to cooperation
business officials working within charter
American Indian Model Schools in March
Wallace has been the head of the
Indeed, aims was well known for its
schools.”
charter association for four-and-half years and acknowledges that the emer-
gence of charter schools has caused some
consternation among traditional public
back-to-basics instructional strategy of Director Ben Chavis.
The revocation centered around
charges of fiscal mismanagement and
“It is hard to generalize on relations
erating in buildings Chavis owned. In its
between districts and charter schools. We are seeing a broader embrace of charters,
and sometimes there still is some tension. There are ebbs and flows, but many dis-
tricts have good relationships with their charter schools,” he said.
Demand for accountability ccsa is developing a reputation for taking a stand on those charter schools that do
conflict of interest involving schools opscorching justification to revoke the charter, Oakland Unified staff based the rec-
ommendation on findings presented by
the Fiscal Crisis Management Assistance Team (fcmat) in its 2012 Extraordinary
Audit. Those findings included evidence that Chavis and his wife personally prof-
ited to the tune of $3.5 million, as well
as violation of accounting principles and other fiscal irregularities.
fcmat makes no recommendation
not deliver academically. The association
for revocations, but its thorough audit
That, he said, is unusual on the national
basis to decide a charter school’s future.
does not hesitate to recommend closure. charter school landscape.
“From the first week of my job, we
developed an initiative to spell out ac-
countability. If there is any weakness (in
the charter movement), it has been the lack of courage in dealing with under-
performing schools,” Wallace said. “I’m
passionate about authorizers having the
courage to identify and close those that are not performing.”
provides findings that can be used as a
In this case, upon appeal to the Alameda County Board of Education, Sheila Jor-
dan, Alameda County superintendent of schools, called the fcmat audit numbers
“significant and of great concern. The lack of oversight by the aims board and
the unethical practices by its founder are unacceptable and an abuse of the public trust.”
In June 2013, the Alameda County
There are, of course, other reasons
Board of Education voted 5-1 to uphold
cation or be denied renewal. Although
revoke the aims charter. That action af-
for charters to fall short and suffer revothe association focuses its attention on
academic accountability, it does occasion-
ally lend support to governing bodies that take action on other grounds to shut down a school.
One such action was the Oakland
Unified School District Board of Education’s decision to revoke the charter of
26 | California School Business
high test scores under the no-nonsense,
school educators, but it does not define the charter movement.
Advancing learning trumps school structure every time.
2013. The issue was not academic failure.
the Oakland Unified board’s decision to fected 1,200 students attending the three
campuses of American Indian Model Schools. At the time, aims officials said
they would appeal to the state board of education.
The California Charters Schools As-
sociation supported the revocation.
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Fall 2013 | 27
From consternation to cooperation
Why some fail Joel Montero, chief executive officer of fcmat, said his agency “is working more and more with charter schools,”
and that the reason for failure is rarely
Anytime you have a situation where funding depends on how many you educate, there is potential for tension.
going away – they are a significant and
viable alternative for parents looking for options. There are a lot of good reasons for charters to exist.”
He further explained that the new
on the instructional side. It almost
Local Control Funding Formula (lcff)
to Montero, the fiscal trouble generally
remaining issue is the matter of facilities
always has to do with money. According
is not caused by mismanagement as
much as unrealistic expectations of the petitioners.
“In our work, we find charter
schools with less than 100 students al-
most always struggle. Often, they need
outside financial help,” he explained.
levels the playing field. Montero said the
for a petitioning charter if it is requested. He feels charters need more support as start-up operations, and that authorizers have a role in that development.
Assessing viability
“When we come in we often see the
That’s where Lewis Wiley Jr. comes in.
grow, and there is a misconception of
consulting at School Services of Cali-
charter has misjudged how fast it will what the real costs will be. It is easy to estimate normal costs, but there are hidden costs such as garbage, transportation
and other areas that sometimes are not considered.”
fcmat offers assistance to charters
in the area of budget planning. “We are spending way more time in supporting the charter schools,” Montero said.
Wiley is the director of management
fornia Inc., a casbo Strategic Alliance Partner that specializes in helping authorizers determine the viability of a
petitioning charter school. As part of a team, he not only looks at how funding matches the plan, but if the petitioning
charter offers something beyond what already exists.
“A new charter must be different.
Charter schools can come face to
We’re not against charter schools, but
doesn’t materialize, too, according to
cessful,” he explained. Lewis noted that
face with trouble when projected growth
Montero. “Sometimes a school will start with four classrooms and plans call for adding a grade each year or additional
classrooms for the same grade. Conver-
you have to have a solid plan to be sucsome charter operators are very sophis-
ticated and often have their eye on a specific property outside the district.
He also agreed that while relation-
sion schools are the easiest to survive
ships between charter schools and their
Montero acknowledges that tension
is not only possible, it is necessary for
because the kids are already there.”
between charter operators and districts occasionally exists, but is emphatic they can coexist without acrimony. “I think there is room for everyone in the mar-
authorizers can be contentious, harmony success.
Growth of the CMO
ketplace,” he said. “Anytime you have
As the charter movement has grown in
how many you educate, there is potential
management organizations (cmos) to
a situation where funding depends on
28 | California School Business
for tension. Honestly, charters are not
California, so has the trend for charter
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Fall 2013 | 29
From consternation to cooperation
establish schools in areas of need, such
as low-income neighborhoods where
spend at least 25 percent of their school
One successful charter management
learning, rotating on a fixed schedule
academic underachievers struggle.
organization is Rocketship Education, with eight schools serving 4,500 stu-
dents in grades k-5 in the San Jose area.
Rocketship was founded by software entrepreneur John Danner and Preston
Smith, a young principal at a low-income
between digital instruction and face-toface time with teachers. Ninety percent of its students come from low-income
households and 70 percent come from non-English speaking homes.
Rocketship schools place a strong
emphasis on parent and extended family
in his neighborhood. In 2007, the first of
to teach families how they can help as
Rocketship’s schools opened.
Kristoffer Haines, senior vice presi-
dent of growth and development for
Rocketship, said the focus is to serve un-
derprivileged students in the Bay Area,
with no immediate plans to expand to other California regions – although Rocketship is expanding nationally.
engagement, holding monthly meetings they learn how to be their child’s advocate, according to Haines. “This is a
collective ‘we’ proposition and once you
act on that belief, you have success,” he pointed out.
A place for special ed
Rocketship credits its success in part to
Longtime and respected educator Vicki
ing which events were held to familiarize
for 19 years as superintendent of schools,
an 18-month grassroots engagement, durstakeholders with the new school plans.
“It is a deliberate, slow process,”
Haines explained. “Every February, we
consider opportunities for growth, and
when the board gives the green light for proposals, we begin our process.”
The road to Rocketship’s success
has not always been smooth, with op-
ponents voicing concerns over proposed locations, exemptions from local zoning
Barber, who served El Dorado County sees great promise for charter schools in
California, and agrees with Montero that
some start-ups fail simply because their petitioners lacked the business acumen
to foresee difficulty. She lauds charter
management organizations such as Rocketship and Aspire, another highlyregarded cmo with many schools in California.
Barber, a casbo member, has a his-
laws, the impact on nearby traditional
tory of interest in special education as
ferent grade levels. Still, Rocketship
rado County Charter Special Education
schools and the need for schools of dif-
has won approval from the Santa Clara County Board of Education to open 20 additional schools targeting poor and
immigrant children in the area. It claims to have waiting lists for its schools and
boasts average scores that surpass the state’s target of 800 for the Academic Performance Index.
30 | California School Business
hours engaged in personalized digital
school in San Jose, in response to a re-
quest from a local priest to help children
Charters need more support as start-up operations, and authorizers have a role in that development.
Students in Rocketship schools
well, and points with pride to the El DoLocal Plan Area (selpa), approved in
2007 by the State Board of Education as a three-year pilot forming a consortium
of charter schools that includes schools outside their own geographic area.
The outreach to students with dis-
abilities is statewide as reflected in the
California Charter Schools Association’s
“Public Education’s Point of Reference for Making Educated Decisions Since 1975” School Services of California, Inc., (SSC) is the leading provider of consulting, lobbying, and information services for K-14 educational agencies in California. Since its inception in 1975, SSC has served nearly every educational agency in the state.
Management Consulting Services Legislative Advocacy Collective Bargaining and Factfinding Services Executive Search and Recruitment Training, Conferences, and Workshops Books and Software The Fiscal Report and Specialized Publications The Community College Update and Community College Services We are truly “Public Education’s Point of Reference.”
Jeff Bell
Director, Management Consulting Services jeffb@sscal.com
Ron Bennett
Chief Executive Officer ronb@sscal.com
Maureen Evans
Vice President maureene@sscal.com
John Gray
President johng@sscal.com
Dave Heckler
Director, Technology and Legislative Services daveh@sscal.com
Nancy LaCasse
Associate Vice President nancyl@sscal.com
Robert Miyashiro Vice President robertm@sscal.com
Kathleen O’Sullivan
Director, Management Consulting Services kathleeno@sscal.com
Michael Ricketts
Associate Vice President miker@sscal.com
Suzanne Speck
Associate Vice President suzannes@sscal.com
Michelle McKay Underwood Director, Legislative Services michelleu@sscal.com
Sheila G. Vickers Vice President sheilav@sscal.com
Lewis Wiley, Jr.
Director, Management Consulting Services lewisw@sscal.com
1121 L Street, Suite 1060, Sacramento, CA 95814
|
(916) 446-7517
|
Fax (916) 446-2011
|
Fall 2013 | 31 www.sscal.com
From consternation to cooperation
work under the leadership of Gina Plate, senior advisor for special education.
Plate explains that since 2010, charters
With charter schools now able to become their own local education agency, they enjoy more flexibility and autonomy.
charter schools opened in Los Angeles. Today, according to ccsa, California
leads the nation with 1,063 charter
have had more flexibility in funding,
schools serving 470,600 students as of
rizer’s umbrella. With charter schools
districts, Los Angeles leads by a wide
enabling them to move out of the authonow able to become their own local
education agency (lea), they enjoy more
fall 2012. Of the state’s major school margin at almost 250 charters.
Openings of charter schools in Cali-
flexibility and autonomy.
fornia far outnumber closures every year.
students with disabilities is “to expand
low-performing schools is healthy, add-
ccsa’ s long-range plan to serve
the range of educational options available for vulnerable student populations by
building a statewide infrastructure of
Supporters contend that weeding out the ing to the movement’s credibility. Public interest in charter schools has not waned, and there are approximately 50,000 stu-
resources that empowers charter schools
dents on wait lists statewide.
services to all students.”
tistics through the lens of the California
the Los Angeles Unified School District
believe the charter school movement con-
to provide innovative and individualized
The association has worked with
to create improved special education options for district authorized charter
schools, and the result was a reorganiza-
tion of the Special Education Local Plan
that included a charter-operated entity within the existing selpa. San Diego
Jed Wallace, summing up the sta-
Charter School Association, observed, “I
stitutes the biggest reason for optimism in public education.” z z z
Linda A. Estep is a freelance writer based in Fresno, Calif.
Unified School District has a similar
arrangement with its selpa. Charters under both authorizers have more inde-
pendence without leaving the selpa and
applying for lea status.
What’s on the horizon The 20-year history of California’s charter movement shows a re-sculptured
landscape since 1993, when the first
Weigh in on Facebook at https://www.facebook.com/CASBO.ORG to share your experience with managing
charters in your district.
32 | California School Business
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Fall 2013 | 33
34 | California School Business
cover
School nutrition:
A lot on the plate 7 key factors to successful child nutrition programs
By Lisa Maria Boyles
Last year, the California Association of School Business Officials (casbo) used a $25,000 grant to research what district chief
business officials need to know about child nutrition, where there are knowledge gaps and how to improve in these areas. The association recently got the results of that study.
Around the same time, leaders felt blindsided by a Califor-
nia Senate Office of Oversight and Outcomes report that focused
on California school districts ordered to repay $170 million to
student meal programs. The report said those districts were misapplying rules, reporting data incorrectly or failing to report data at all.
“From my point of view, they are literally taking food out
of the mouths of kids,” the report quoted Chief Deputy State Superintendent of Public Instruction Richard Zeiger as saying.
The report recommended the California Department of Ed-
ucation’s team of investigators assess the workload and staffing needs of its food services oversight team and request sufficient
federal funding to enable the unit to aggressively carry out its responsibilities.
Fall 2013 | 35
School nutrition: A lot on the plate
What can your school district do differently to avoid situa-
tions that violate the strict rules governing food service operations? Here are seven key recommendations:
Staying on top of the rules isn’t going to get any easier.
“They really need to understand the regulations are getting stronger on the use of cafeteria funds,” Schram said. “They’re
looking at how cafeteria funds are being spent. They’re looking at how they’re spent on labor dollars and how they’re spent on
1 | Know the rules Congress passed the Richard B. Russell National School Lunch Act in 1946. Today, the $11 billion program feeds more than 31 million children in more than 101,000 schools and day-care centers.
purchasing dollars. They want to make sure those purchases fit within the cafeteria guidance.”
2 | Pay attention to detail
The National School Lunch Program subsidizes 80 percent
No detail is too small when it comes to assuring a program’s
fornia’s public schools. Federal regulations require schools to
corporation,” said Herb Calderon, assistant superintendent
of the 3 million lunches served on average every day in Calikeep student meal funds in a separate account used only for
“the operation or improvement of such food service.” And those regulations are strictly enforced.
“What I hear in the food service environment is people are
a little nervous about what they can and can’t do,” said Robert
Schram, director of campus catering at Clovis Unified School District and a member of casbo. “Just a year ago, if I needed
something, I went and bought it. Now if I’m going to spend more
success. “Food service operations are a multimillion-dollar of business services at Alvord Unified School District and a member of casbo. “A lot of us forget about that. We have to have
that mindset; you have to make decisions that are cost-effective,”
he noted, whether it’s in contract negotiations with vendors, getting good products at the best prices or continuing to provide professional development to keep staff members educated in a rapidly changing field.
“Running a food service operation is like running a small
than $5,000, I have to submit it to the state of California and they
business – it’s a mini-cbo job,” Deshler said. “It has all the
approval process, that they just want to be in the loop, but for
ing, hiring, evaluations. There’s purchasing the food and doing
have to approve it. They tell us that’s not going to be a difficult an operation like ours with 47 sites, it’s not unusual for things to break down, and some of those things cost more than $5,000. It’s just going to add another step.”
But there’s no way to get around following those regula-
tions. “The way to be compliant is to be accurate in operating
facets. There’s budgeting, there’s the operations, logistics, staffcontracts with vendors. There’s all the reporting to the California Department of Education, which then goes on to the usda.”
3 | Know potential problem areas
your school nutrition programs,” said Diane Deshler, director of
According to Sandip Kaur, the California Department of
trict and a casbo member. “You need to be in compliance with
documentation is one of the more widespread problems the cde
food and custodial services at Alcalanes Union High School Dis-
the regulations, in the implementation of them and in the record keeping. That’s a really critical area: how you report information, how you serve food and processing students correctly.”
“
Education’s Nutrition Services Division director, inadequate has discovered during its review.
Calderon can relate to that – his district was fined $1.7 mil-
lion. Several years ago, his district built a new central kitchen facility. That in and of itself wasn’t the problem. What was were
several accounting methods connected to the new building that didn’t satisfy the proper allocation of funds and resources.
YOU NEED TO BE IN
The district’s state-of-the-art central kitchen was on the
COMPLIANCE WITH THE REGULATIONS,
ground floor of a new two-story facility. Most of the problems
IN THE IMPLEMENTATION OF THEM
ment center, totally unrelated to the food services program.
AND IN THE RECORD KEEPING.
36 | California School Business
”
arose from the second floor, which held a professional developAuditors found several instances in which accounting meth-
ods didn’t clearly distinguish between expenses related to the food service operations and other operations that also occurred in or around the building.
Fall 2013 | 37
School nutrition: A lot on the plate
“My advice to all the districts with these central kitchens: the
auditors are going out there,” Calderon said. “Take a look at your cost accounting methods, and make sure you have the proper
allocation method, time accounting method and make sure you have a proper distribution for the utilities in place.”
The fast pace of changes in regulations also causes head-
aches. “I think some of the problems might be in the implemen-
tation and the speed with which new regulations come out,”
“
I THINK COMMUNICATION IS KEY
TO A SUCCESSFUL SCHOOL NUTRITION PROGRAM, AND IT’S GOT TO BE UP AND DOWN THROUGHOUT THE RANKS.
Deshler said. “They might say one thing about a service, the way it’s implemented, and then 30 days later it changes slightly
because they aren’t waiting a year to test drive new regulations.
”
“They need to work closely with their food service director
You have to be really on top of it and really flexible.”
so the director can keep them updated,” Deshler said. “That’s
don’t have a lot of food service staff, and that may be a chal-
the expert on.”
Then there’s staffing limitations. “Many school districts
lenge,” Deshler said. “Small districts especially might just have a director and office staff which limits them in staying on top of all the changes.”
4 | Communicate and build strong relationships What’s one of the first rules we learn on the playground in kindergarten? Play nice with others.
“A good relationship with the cbo is critical,” said Deshler.
“If the cbo doesn’t understand the program, they’re not going to understand all the regulations.”
The “Food Fight” report said: The Senate Oversight Office
also believes the level of ongoing scrutiny would be improved,
something that generally the food service director’s going to be cde’s Kaur agrees. cbo s should work with and listen to
their food service directors because the Nutrition Services Division provides a lot of training to that group.
“It doesn’t serve the interests of California or our sponsors
if we fail to work together to avoid making the same mistakes noted in the Food Fight report,” Kaur said.
5 | Never stop learning Learning in school districts doesn’t just happen in the class-
rooms. Just as teachers have ongoing educational enrichment, business leaders need to stay on top of their game.
“There’s a lot of training that needs to take place in terms of
perhaps substantially, if food service directors were given access
learning how food service programs really operate,” Calderon
sense.
their food services for granted. What I mean by that is as long as
to all cafeteria-related financial records. That’s just common
“I have a financial analyst on staff here [at Clovis Unified]
with me,” said Schram, who thinks part of the Food Fight report
refers to smaller districts. “Every district should have access to
said. “A lot of my colleagues out there have a tendency to take they’re making money, they stay out of it.” No district can afford to stay out of it.
Kaur mentioned several ways in which the cde is trying to
that; I think that should be more open at all levels of district
help school districts stay informed:
fewer of these problems. I think communication is key to a suc-
http://www.cde.ca.gov/ls/nu/sn/cafefundguide.asp. It provides
throughout the ranks.
statutes and regulations that govern school cafeteria funds.
cafeterias. If we had open discussions, you know we’d have cessful school nutrition program, and it’s got to be up and down “When I came on board in a district years ago,” Schram said,
The cde has created a Cafeteria Fund Guidance website:
information and instructions pertaining to federal and state There is also a Cafeteria Fund designated e-mail,
“I went to the business manager and asked to see the budget.
SNPCAFEFUNDQUESTIONS@cde.ca.gov, “We believe that
broke.’ It doesn’t work like that, I need to see my budget.”
more quickly respond to these complicated issues as they arise,”
The response was ‘Don’t worry about it, I’ll tell you when you’re
Schram stayed at that district five years, but he also got to
see his budget – he went to his superintendent and explained why it was critical for him to have access to those figures in order to do his job properly.
38 | California School Business
by providing a single location for questions, we will be able to Kaur noted.
The cde provides training about Cafeteria Fund informa-
tion and updates. “What’s happened in some districts, the funds have been transferred to other areas and used for other
Fall 2013 | 39
School nutrition: A lot on the plate
purposes,” Deshler said. “The way to avoid that is to go to these
trainings. I think this is a newer focus for everyone, so there’s a learning curve.”
Membership in professional organizations can help keep
leaders up to speed. Due to the findings of casbo’s recent re-
search and its work with the cde, the association is developing
schools is a success, Calderon says they’d like to expand it to other schools in the district.
The district is also exploring different ways of bringing
meals to the students, with hopes of improving nutrition, as well as potentially lowering costs.
“Ultimately, feeding our students wholesome, fresh, nutri-
an entire lineup of nutrition program courses for cbo s.
tious meals is a big priority,” Calderon said, “and there are cost-
California School Nutrition Association (csna) are vital compo-
doing here in Alvord is converting from heat-and-serve methods
“I think membership in organization likes casbo and the
nents to success for employees,” Schram said. “casbo is deep
into the finance side, which is the issue we’re talking about today. California School Nutrition Association is deep in the legislative and regulation sides. So when you marry those two
things, you’re going to have a well-rounded director who fully
understands what you’re talking about with finances, as well
as what’s happening in the child nutrition world to let them be better prepared for what’s coming.”
saving measures you can take advantage of. One thing we’re to scratch cooking. My director of child nutrition services esti-
mates we’ll actually be able to save money by implementing scratch cooking.”
Not only is the district eliminating the higher cost of paying
for convenience, but positive feedback from the kids shows they are really enjoying the new flavors, he added.
7 | Never lose sight of who we serve With all this talk of funding and rules, we can’t lose sight of
6 | Be creative Don’t keep doing things the same way because that’s the way
whom we are serving: the students.
“We have an obligation to parents to spend our money as
they’ve always been done. Follow the rules, but don’t turn off
fiscally responsibly as we can,” Schram said. “Our job is to get
At Calderon’s district, they are exploring new ways to get
aren’t encroaching on the general fund. We don’t want to take
your imagination. You might be surprised by the results.
students involved in improving the food services operations.
“What better way to get feedback than to have mystery
shoppers give us input? We have them go through the line and let us know how the service was, did the food look appealing?” Calderon said.
Another thing Alvord is trying is partnering with local farm-
ers through funding from a grant to serve students fresh whole
fruits and vegetables during recess. If the test at two elementary
the best food we can for the student population and to ensure we
from educational dollars, but we need to have enough money
in reserve for the rainy day fund, and we also need to be able to take care of this building out program.”
Studies have shown that students who have breakfast or
lunch tend to do better in terms of learning and retaining knowledge during school versus kids who don’t eat at all.
“Whether it’s breakfast or lunch, in some cases this may
be the only meal these kids are going to get. Alvord has a high
CBOs, tweet the aspect of child nutrition services that you could most use assistance with at #CASBO.
40 | California School Business
“
Calderon, who learned a lot from his mother, who retired after
more than a quarter century in food services. “A lot of the kids
DON’T KEEP DOING THINGS
coming in and getting their meals, they start to develop a kin-
THE SAME WAY BECAUSE THAT’S THE
ship with the food service workers. The workers get to know the
kids by name, and before you know it, the kids are calling the
WAY THEY’VE ALWAYS BEEN DONE.
food service workers Grandma, Grandpa. A relationship starts
FOLLOW THE RULES, BUT DON’T TURN OFF YOUR IMAGINATION.
”
to develop there.” z z z
Lisa Maria Boyles is a freelance writer based in Fresno, Calif.
poverty rate,” Calderon said. “We really need to hone in on food services and the important part they play in terms of the exten-
sion of the family and feeding these kids and making sure that what we serve them is healthy and nutritious.”
Because ultimately, food service operations serve more than
just meals.
“One of the things people don’t realize is that our food
services folks have become an extension of a family,” said
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44 | California School Business
feature
The look of
MODERN LE A DERSHIP The skills, traits, characteristics required of 21st century leaders
By Julie Phillips Randles
W
hen the smoke cleared from the firestorm that was The Great
had flamed out. A combination of malfeasance, lack of integrity,
Recession, many on Wall Street and in the nation’s corporations
arrogance and poor leadership contributed to their demise.
Yes, they learned their lessons. The recession inevitably changed the way
executives manage, develop and engage employees. Ultimately, it influenced what it means to lead and what it takes to do so. After all, most organizations live and die based on the quality of the leaders who run them.
The real question is will we in school leadership heed their example and
learn these lessons, too – without the trauma?
Well, you can’t do your homework until you study the lesson. So today,
post-recession, what do we know about authentic leadership and the skills, traits and characteristics that will be needed to lead in the 21st century?
Fall 2013 | 45
The look of MODERN LE A DERSHIP
First things first
to hire new employees because many
The recession and its impact on state
of leader.
budgets netted a tough five years for schools. Funding was slashed, and school
would quit rather than work for this type It was her job to rehabilitate them.
“No one is doing that anymore.
executives were required to make the
If an organization has an executive or
keep districts afloat and staff on board.
behavioral problems or character flaws,
most of their leadership skills in order to Before digging into what modern
leadership looks like, Ron Bennett, ceo of School Services of California, a casbo Strategic Alliance Partner, suggests a
short pause to take note of the good news.
“We came out of this recession much
better in education in California than many other states, industries and govern-
mental agencies, and that’s because of the leaders we have now and the work they did,” he said.
The next generation of school leaders
will have to be equally prepared, as vola-
tile times are sure to return. “When you
run an education institution, you have to be a lifelong learner and you have to
stay up with best practices in both public education and the discipline in which you work,” Bennett added.
high-potential employee with serious they just don’t invest in them. They let them flounder out,” Blanchard said.
When you run an education institution, you have to be a lifelong learner and you have to stay up with best practices in both public education and the discipline in which you work.
have the skills (or will work to build them) and have very strong interpersonal
ability, she describes. In other words, they coach the stars.
People used to think of leadership as
Madeleine Homan Blanchard has
technical skill sets: intelligence, education
executive coach and was the creator of
“Today, it’s all of those things, but it’s
The Ken Blanchard Companies’ online leadership development program. In
the past, she was frequently brought in
to work with executives who had issues – “the high-level person who gets great results but leaves body bags in his wake,”
she described. Sure, they got things done, but the company was constantly having
46 | California School Business
Blanchard advised. “Our clients are hir-
ing us to work with ‘A’ people, and the coaching is to put the ‘+’ on.”
Getting groovy Hitendra Wadhwa, professor, business
consultant and founder of the Institute for Personal Leadership, teaches a
class at Columbia University called
“Personal Leadership and Success.”
His business theories were recently the focus of an article in Psychology Today,
where he explained why your inner
life increasingly matters in the business
world. Beliefs, values, motivations – all internal, personal issues not typically
explored in management courses – impact your attitude and play into how you behave as a leader, Wadhwa contends.
He tells students that business lead-
should move from “Masters of the Uni-
who really work hard, show ownership,
more than 20 years of experience as an
sense of focus, awareness and humility,
who are super engaged, super energetic,
mention the harder to measure manage-
Coaching to the stars
power early in your career. Develop a
ers must lead as much from within as
who are already ideal employees: people
ment graces.
Showcase your adaptability and star
Today’s employers invest in those
In other words, leadership takes both
preparation and definitive action – not to
Looking to be a 21st century leader?
and work ethic, Blanchard explained. more loaded. The complexity of the
world has grown so quickly, leaders’ skill
sets now include being comfortable with ambiguity, making decisions or solve
problems without enough information, the paradox of sticking to the plan and
yet being flexible enough to change the plan even if the ink isn’t dry.”
from without, and says modern leaders verse” to “Masters of Themselves.” Learn
to direct your internal environment, and
Beliefs, values, motivations – all internal, personal issues not typically explored in management courses – impact your attitude and play into how you behave as a leader.
you’ll be better able to direct the outer
“It’s not gobbledygook. When lead-
environment, he espouses.
ers work really hard to create better envi-
values – considered soft skills – are im-
fairness, justice, good communication
Blanchard agrees that personal
portant in modern leaders. She goes so
far as to say they are equally important as hard skills. These hard to define and
measure, but oh so necessary, skills include wisdom, the ability to inspire,
self-awareness and the knack to modify your natural viewpoint or way of ap-
ronments for their workers that include and meaningful work, it makes a differ-
ence in how people behave,” Blanchard
said. “It’s about what you can do in the environment to ignite passion. The more
we study it, the more obvious it is that it’s true.”
ssc’s Bennett says that high-per-
proaching things. In shorthand, emo-
formance organizations don’t treat soft
“You have to have it or you won’t
At the same time, he warns against silver-
tional intelligence.
be promoted. It’s a deal-breaker now,” Blanchard said.
But don’t be fooled into thinking it’s
all touchy feely stuff; there’s research to support the benefit of strong soft skills.
skills, like the ability to motivate, lightly. bullet fixes and gurus.
Those who are able to maintain con-
trol over outcomes and can earn buy-in
from staff will advance. In fact it’s your
skill in motivational areas that can make
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Fall 2013 | 47
The look of MODERN LE A DERSHIP
a difference between an adequate team and superb team.
“It’s not the fad about some method-
ology. It’s a way of thinking about people
word innovate is overused. You should
best of the best never quit learning.
and then innovate.”
development will be a far greater need in
imitate until you are at the highest level,
Bennett predicts ongoing professional the future than it was in the past.
and how to treat them for a lifetime,”
They dual track their development.
your own personal philosophy.”
disciplines their jobs require while
The best leaders understand an organ-
their leadership skills. Their road to the
it does every year. When resources
Bennett said. “It has to be embedded in
Modern leaders master the technical
They shoot for evolutionary change.
And it’s what school boards are look-
simultaneously working to improve
ization has to get better at everything
ing for when they search for new leadership. “Being able to do the technical aspects of the job is a given,” said Bennett.
“We look at integrity, energy, optimism,
enthusiasm, honesty, and we try to hire that list of characteristics because we can teach people the technical side.”
What great leaders do
executive office runs on parallel tracks.
Strive for evolutionary change and your organization will remain at the top of the heap.
Great leaders are doers. Yes, it’s that
disappear in bad times, they rarely come back. The future will be more demanding
than the past. Strive for evolutionary
change and your organization will remain at the top of the heap. They understand the zigzag. Gone is the clear-cut, straight pathway for
career development in school business.
More outsiders are being hired, and contemporary boards put less value on
simple. They don’t rest on their laurels and drink in their accomplishments; they
They align with other successful professionals.
seat time in a district than they used to.
act, they accomplish, they continue to strive to achieve.
The value of connecting with estab-
We assembled a roundtable of ex-
lished, successful leaders can’t be
zigging or zagging along the path to
underestimated. Top tier folks align
perts to describe the skills and activities leaders who are considered to be out-
standing undertake. Our team included Ted Alejandre, assistant superinten-
dent, business services, San Bernardino County Superintendent of Schools; Stan
themselves with like-minded colleagues, seek their advice and mimic their skill
sets. “If you don’t, you become siloed and you can’t expand your expertise,” Alejandre said.
Mantooth, superintendent, Ventura
They are relationship builders.
own Molly McGee Hewitt, executive
will lead to career advancement. True
County Office of Education; casbo’s
Knowing how to play nice in the sandbox
director; School Services of California’s
leaders understand the ability to col-
Bennett; and executive coach and author Blanchard.
They study best practices. They track down folks or groups that are leading the way, and they learn from
laborate results in a willingness among
Modern leaders get comfortable with career advancement, said Hewitt.
Whether it’s online, by returning to school or through reading to keep up on the industry, leaders are self-motivated to learn.
employees to support their goals. Build relationships and staff will go above
They hone their people skills.
organization’s success.
of the future, Bennett said, as business
and beyond, striving to be part of your
This is especially true for the leaders people will be “selling instead of telling.”
them. “Go find the highest standards in the world for your discipline and
They continue to invest in professional development.
The people skills that were previously
then replicate that until you are setting the highest standards. Then others will
Whether it’s acquiring advance degrees,
replicate you,” Bennett explained. “The
earning additional certifications or
partment are becoming must-have for
attending workshops in their field, the
48 | California School Business
underappreciated in the business de-
technical folks looking to get promoted. Leaders are able to sell their ideas rather
than succeed only by telling and directing people.
They have mentors. Real leaders see their careers as
explaining policy issues like Common Core and the Local Control Funding
Formula to the public, and they do so in a positive and forward-looking way.
evolutionary and align themselves
They model what they expect from others.
understand they need a guide early
leaders model the behavior they demand,
with role models along the way. They
Fast talkers flame out fast. The best
in their career to bring out the best in
rather than thinking their stated demands
themselves and to learn how to bring out the best in others down the line.
apply only to others. Those who do what
reviewing performance and seeking ways to improve.
High-level leaders communicate effectively person to person and during presentations.
they ask of others and treat everyone as equals tend to advance.
They empower others.
Every organization has customers. Amazing school leaders are champions
They have a quality improvement process in place.
micromanagement. Enviable leaders
for kids and advocates for public education, according to Mantooth. That’s
The private sector understands the value
on each person’s characteristics to boost
part of the service they provide their
of establishing improvement plans driven by data and measurements. Great
They have a service ethic.
customers. They also invest time in
leaders value information, are constantly
Empowering others is the opposite of treat others with respect. “They build
their weaker or average skills,” Alejandre
explained. They also flatten the traditional organizational hierarchies and give
Fall 2013 | 49
The look of MODERN LE A DERSHIP
employees permission to be creative and take ownership of their departments.
The best leaders model the behavior they demand, rather than thinking their stated demands apply only to others.
enough to say ‘maybe there’s another
way to get this done,’” Hewitt said.
They continue to look for new ideas, to embrace the younger generation and to look to them for answers.
They manage their reputation. Top leaders understand the need for a
strong, professional reputation and they manage theirs—no matter the medium. They manage their flaws, too. In the world of politics, leaders some-
times get second – or even third – chances. They engage in self-directed learning. Whether it’s online, by returning to
school or through reading to keep up on the industry, leaders are self-motivated to
learn. “It’s never been easier in the history
of man to learn than it is today,” Hewitt said. “The opportunities are phenomenal, but so many don’t make use of them. Leaders continue to learn.”
They are skilled communicators. High-level leaders communicate
effectively person to person and during presentations. It’s not just knowing the topic; it’s about reading your audience, understanding the environment, seg-
menting your lesson and making the
But that tide is turning. Great leaders
may have personal shortcomings, but they know how to effectively handle their flaws.
Great leaders value information, are constantly reviewing performance and seeking ways to improve. “It’s not that we don’t expect our
information understandable.
leaders to behave badly, but we do expect
They are problem solvers.
the general tone. We are looking for
The very best see opportunity in
everything. They look at the dynamics
of a situation and immediately search
for ways to leverage it. “Whether in education or in the business sector, if we
are not optimistic, who can we expect to do that for us?” Mantooth asked. They are flexible and open minded. Great leaders don’t compromise their
core values, but they are open to new ideas. “They can open themselves up
50 | California School Business
them to manage themselves better. That’s leaders who at least act like grownups,” Blanchard said. z z z
Julie Phillips Randles is a freelance writer based in Roseville, Calif.
CASBO poll What leadership trait has been of most benefit to your career? > Communication skills > Ethics > Technical skills > Ongoing education To vote, please go to www.casbo.org. Click on the professional development image and then click on the “Online Surveys” link.
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
3100 Beacon Blvd. | West Sacramento, CA 95691 | 800.266.3382
Fall 2013 | 51
Driving resources to the classroom With budget restrictions growing tighter, now is the time to look to PARS for cost-saving retirement plans to achieve fiscal savings while helping you drive resources back to the classroom. Contact us to and let us develop one for you! • Retirement Incentives • CSBA GASB 45 Solutions Program • Alternatives to Social Security
800.540.6369 x 127 © 2013 Public Agency Retirement Services (PARS). All rights reserved.
April 2-5, 2014
Save the date!
Sacramento Convention Center, Sacramento, CA
52 | California School Business
www.pars.org
out & about
CASBO President Rich Buse takes his role as “Camp Director” seriously. Camp CASBO participants show their creativity and resourcefulness in building a visual display of “Partnerships.”
2013 Camp CASBO
Camp CASBO attendees work to develop strategies for CASBO's success.
Sean Baum of Contrax Furnishings celebrates a creative victory during an event at Camp CASBO.
Marci McFadden, communications officer for the Monterey County Office of Education, leads an education session at Camp CASBO. Past President Michael Johnston gets serious about his camp assignment.
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.
Fall 2013 | 53
CASBO Career Rx
That awkward question – reference please? By Molly McGee Hewitt Executive Director
If you’ve entered the job market, expect to be
As a supervisor, I have always encouraged my
Digitally altered or bogus letters or documents
asked for references. In most cases, employers
staff to take advantage of opportunities that
are never appropriate and can harm your career
are looking for people who can attest to your
may come their way. While I may not want to
for years to come.
professional skills and abilities. The best refer-
lose them, if I cannot meet or exceed an offer
ence would come from someone who directly
they receive, why would I stand in the way of
Remember that education is a small world
supervised you or has been closely involved with
their professional advancement? When your
– your potential employer may call friends
your work. For many, this raises a question:
staff excels, it’s a direct reflection on their
and colleagues to inquire about you. These
Should I let my employer or supervisor know
previous employer and supervisor!
informal recommendations can make or break
that I am applying for another position?
your chances! Always comport yourself as Many employees fear retaliation or a change
an accomplished and mature professional
In most cases, you should inform your employer
in their position or relationships if they tell their
as you never know when you will work again
or direct supervisor of your job hunt. Start by
supervisor they are considering a new post.
with someone, or who else may impact your
sharing the reasons that you are applying for
They worry that they will be seen as being
chances.
the new position with them. Upward mobility,
disloyal and that this will impact their evaluation
increased pay, increased job responsibilities,
or future employment if they do not get the po-
If you are leaving a position for a negative or
opportunities for advancement or even proxim-
sition. This concern can be warranted. Carefully
personal reason, think carefully about how you
ity to home are common reasons for seeking a
consider your relationship and the track record
explain your reasons for leaving and be cautious
new position. By informing your employer, you
of your employer when deciding whether or not
with your explanation. It is possible to tell the
are giving them notice that you are looking,
to disclose your search.
truth in a professional manner.
replacement. This approach works well when
If you’re anticipating a job search, keep copies
In today’s litigious world, many employers
you have a healthy professional relationship with
of your performance evaluations and any letters
merely verify employment status. This makes
your superiors.
of commendation to share with potential em-
the informal references and portfolio materials
and allowing them to prepare for your possible
ployers. Many professionals also keep copies of
more important than ever. Start your portfolio
Often, people ask that their employer not be
significant work projects in which they were in-
and reference file early so that you are prepared
contacted unless they become a finalist or are
tegral to share during interviews. A picture may
when an opportunity arises. Keep a running list
serious contender. It is only natural to fear that
be worth a thousand words, but a manual or
of your professional development and continuing
news of your potential departure may be met with
budget document shows your project manage-
education coursework as proof of your dedica-
mixed feelings. No one wants to lose an excellent
ment abilities and professionalism. Make sure
tion to career advancement.
employee. Your notice allows your employer to
all documents in your portfolio are legitimate
look for ways to keep you – if possible.
copies that can be verified in a reference check.
54 | California School Business
CASBO book club
Guide shares how to ensure 21st century teaching, learning
Piper Jaffray & Co. Public Agency Retirement Services (PARS) U.S. Bank Institutional Trust FAF Advisors
CASBO Book Club participants will be reading “The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts,” by Ken Kay and Valerie Greenhill as the new school year begins. This resource book The California School Boards Association partners with highly qualified consultants to provide districts/county offices with a comprehensive one-stop, low cost GASB 45 Solutions Program. We have a GASB 45 compliant and an Internal Revenue Service approved Section 115 trust.
provides educational leaders with seven key steps for moving their schools and districts forward in the
800.266.3382 | www.csba.org/GASB45
quest to prepare students for the challenges of the 21st century teaching and learning. According to the text, there are four “C’s” that should guide districts into the new era: critical thinking, communication, collaboration and creativity. The book has been called both practical
Providing legal services to California’s school districts for over 30 years.
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A Comprehensive Full-Day Conference for Education Administrators
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Tuesday, November 19, 2013 Sheraton Cerritos Hotel
For additional information or to register, please contact Keesha Clark at (562) 653-3579, or visit our website at www.aalrr.com
“The Leaders Guide” includes practical examples and specific guidelines based on existing high-performing school systems, and lays out a road map for delivering the content students will need for contemporary work and civic life. Join your CASBO colleagues in reading this informative guide.
Cerritos · Fresno · Irvine · Pleasanton · Riverside · Sacramento · San Diego
Fall 2013 | 55
advertiserindex
Accounting, Auditing and Financial Services Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page........................................ 23
Architects and Engineers ATI Architects and Engineers (925) 648-8800 x 1116 www.atiae.com Please see our ad on page.......................................... 4
AV Equipment & Electronics Monoprice, Inc. (909) 912-7703 www.monoprice.com Please see our ad on page........................................ 10
Consulting Services DecisionInsite (877) 204-1392 www.decisioninsite.com Please see our ad on page........................................ 21 GASB 45 Solutions (916) 371-4691 www.csba.org Please see our ad on page........................................ 55 School Services of California, Inc. (916) 446-7517 www.sscal.com Please see our ad on page........................................ 31
Cooperative Purchasing The Cooperative Purchasing Network (713) 744-8133 www.tcpn.org Please see our ad on page.......................................... 2
Facility Permit Automation
Healthcare Insurance Benefits/Services
Civic Permits (800) 555-0431 www.civicpermits.com Please see our ad on page.......................................... 8
California’s Valued Trust (559) 437-2960 www.cvtrust.org Please see our ad on page........................................ 59
Financial and Facility Planners
Healthcare Services/Insurance
California Financial Services (707) 544-7800 www.calschools.com Please see our ad on page........................................ 37
Southern California Schools Joint Powers Association (909) 763-4900 www.scsjpa.org Please see our ad on page........................................ 11
Financial and Human Resource Software Smartetools (760) 242-8890 www.smartetools.com Please see our ad on page........................................ 10
Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page........................................ 12 Security Benefit (866) 330-8879 www.securitybenefit.com Please see our ad on page........................................ 52 Stifel, Nicolaus & Co., Inc. (800) 447-8663 www.stifel.com Please see our ad on page........................................ 16
Fire & Water Damage Restoration American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page........................................ 42
Emergency 24 Hour Services American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page........................................ 42
Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page........................................ 23
Energy Efficiency Upgrades and Demand Management
Furniture
56 | California School Business
Horace Mann Companies (402) 290-3116 www.horacemann.com Please see our ad on page........................................ 27
Financial Services
Fraud Prevention, Detection and Investigation
TerraVerde Renewable Partners (650) 868-0410 www.tvrpllc.com/ Please see our ad on page........................................ 39
Insurance and Financial Services
Virco Manufacturing Corp. (800) 813-4150 www.virco.com Please see our ad on page............................Back Cover
Insurance Benefits/Services American Fidelity Assurance Company (800) 365-9180 www.afadvantage.com Please see our ad on page........................................ 14 ASCIP (562) 404-8029 www.ascip.org Please see our ad on page........................................ 41 Horace Mann Companies (402) 290-3116 www.horacemann.com Please see our ad on page........................................ 27 Keenan (310) 212-0363 www.keenan.com Please see our ad on page........................................ 18 Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page........................................ 47 Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page........................................ 43 Sutton Special Risk America, Inc. (212) 459-3920 www.suttonspecialrisk.com Please see our ad on page........................................ 29
advertiserindex
Investment Banking
Public Finance
De La Rosa Co. (415) 217-3389 www.ejdelarosa.com Please see our ad on page........................................ 49
Stifel, Nicolaus & Co., Inc. (800) 447-8663 www.stifel.com Please see our ad on page........................................ 16
Legal Services
Retirement Benefits
Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page........................................ 55
Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page........................................ 52
Stutz Artiano Shinoff & Holtz (800) 399-3122 www.stutzartiano.com Please see our ad on page........................................ 42
Risk Management Services
Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page........................................ 47
De La Rosa Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Network Solutions & Servers & PC Solutions Sehi Computer Products, Inc. (800) 346-6315 www.sehi.com Please see our ad on page........................................ 43
American Fidelity Assurance Company . . . . . . . . . . . . 14 American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . 42 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 ATI Architects and Engineers . . . . . . . . . . . . . . . . . . . . 4 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . 55 California Financial Services . . . . . . . . . . . . . . . . . . . . 37 California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . . . 59 Civic Permits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edupoint Educational Systems . . . . . . . . . . . . . . . . . . . 7
Southern California Schools Joint Powers Association (909) 763-4900 www.scsjpa.org Please see our ad on page........................................ 11
Office Supplies Office DEPOT (562) 490-9218 www.officedepot.com Please see our ad on page........................................ 33
AD INDEX
School Bus Sales Service & Parts Creative Bus Sales (909) 465-5528 www.creativebussales.com Please see our ad on page........................................ 10
GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Horace Mann Companies . . . . . . . . . . . . . . . . . . . . . . 27 Keenan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Monoprice, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Office DEPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Public Agency Retirement Service . . . . . . . . . . . . . . . . 52 School Services of California, Inc. . . . . . . . . . . . . . . . . 31 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . 47
Solar Electricity TerraVerde Renewable Partners (650) 868-0410 http://www.tvrpllc.com/ Please see our ad on page........................................ 39
Student Information Services and Systems
CASBO Career Headquarters is the premier electronic recruitment resource for the industry. Job seekers can click on Career HQ to view a host of career opportunities; employers can visit the HQ to both post available jobs and to track qualified candidates.
Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page.......................................... 3 Edupoint Educational Systems (800) 338-7646 www.edupoint.com Please see our ad on page.......................................... 7
Security Benefit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . 43 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . 43 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Southern California Schools Joint Powers Association . 11 Stifel, Nicolaus & Co., Inc. . . . . . . . . . . . . . . . . . . . . . 16 Stutz Artiano Shinoff & Holtz . . . . . . . . . . . . . . . . . . . . 42 Sutton Special Risk America, Inc. . . . . . . . . . . . . . . . . 29 TerraVerde Renewable Partners . . . . . . . . . . . . . . . . . 39 The Cooperative Purchasing Network . . . . . . . . . . . . . . 2 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . 23 Virco Manufacturing Corp. . . . . . . . . . . . . . . . Back Cover Vision Service Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Vision Services Vision Service Plan (800) 852-7600 www.vsp.com Please see our ad on page........................................ 43
Visit www.casbo.org and look for the Career HQ tab.
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last words
think only intellect counts: knowing how to solve problems, knowing how to get by, knowing how to identify an advantage and seize it. But the functions of intellect are insufficient without courage, Some people
love, friendship, compassion and empathy. ~ Dean Koontz
61%
3X
The number of jobs involving science, technology, engineering and mathematics has grown three times as fast as other fields – a trend experts believe will continue for the next decade. Source: State Schools Chief Tom Torlakson
Statistics show that most business crises today are non-event-related, originating from management inaction and/or neglect. Of these crises, 61 percent were deemed “smoldering or simmering” while only 39 percent were sudden.
impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.
Source: Journal of Communication Management
~ Leonardo da Vinci
I have been
price of success: dedication, hard work and an unremitting devotion to the things you want to see happen. I know the
~ Frank Lloyd Wright
2012
Beginning in 2012, two employees were eligible for retirement for every one person entering the workforce. As the availability of leadership roles continues to increase, young professionals of today are needed to lead the charge. Source: U.S. Bureau of Labor Statistics
Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to tdavenport @casbo.org.
58 | California School Business
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