CASBO School Business Summer 2010

schoolbusiness california

California Association of School Business Officials

Summer 2010

THE QUEST TO COMMUNICATE Budgets are tight at same time school communications are critical

LUCKY NUMBER 13?

Proposition 13: School funding folly or fair fix?

TAKING BULLIES BY THE HORNS Keeping your district out of trouble on one of schools’ current hot issues

2 | California School Business

Summer 2010 | 3

4 | California School Business

contents

Volume 75 Number 2 Summer 2010

departments

9

Checking in CASBO ‘For the members, by the members’– a legacy and a tradition Molly McGee Hewitt

10

Mail bag

13

Bottom line Finding opportunities in challenging times Renee Hendrick

15

42

In focus CASBO member profile: Ron Lebs

44

Book club The Death and Life of the Great American School System

45

First person We are all ambassadors of the CASBO brand Jodi Jackson

50

Last words

cover story

28

The quest to communicate Budgets are tight at same time school communications are critical Julie Phillips Randles

interview

17

New education secretary weighs in on school funding, proposed cuts Bonnie Reiss talks short-term goals, education budget issues Julie Phillips Randles

features

23

Lucky Number 13?

Proposition 13: School funding folly or fair fix?

Linda A. Estep

37

Taking bullies by the horns Keeping your district out of trouble on one of schools’ current hot issues Julie Sturgeon

Out & about Photos from the 2010 CASBO Annual Conference and California School Business Expo

15

23

37

Summer 2010 | 5

ABOUT CASBO A private, nonprofit corporation, CASBO was founded in 1928 and is the oldest statewide school administrator’s organization in California. Association members are the voice of the industry and oversee all areas of school business management and operations, including finance, accounting, payroll, human resources, risk management, transportation, school nutrition, maintenance and operations, information technology, purchasing, school safety and school facilities.

publisher editor in chief features editor contributors

Julie Phillips Randles Linda A. Estep Julie Sturgeon Kevin Swartzendruber

editorial assistant

Kristen Jacoby

design/layout

Sharon Adlis

advertising art

Lori Mattas

casbo officers

president-elect vice president immediate past president

advertising sales manager

STRATEGIC PLAN In April 2007, the association adopted its new strategic plan that will serve as a road map for the organization’s activities for the next several years in the areas of administration and governance, professional development, advocacy and policy, marketing and communications, and membership and partnerships.

For more details on the strategic plan, visit our website at www. casbo.org. The plan can be found under the “organization” link.

Jodi Jackson

Dennis Meyers

president

CASBO MISSION

The mission of CASBO, the leader in school business management, is to set the standard for best business practices and policies that support public education through high-quality professional development and effective advocacy, communication and collaboration.

Molly McGee Hewitt

Renee Hendrick Orange County Department of Education Gary Matsumoto Hacienda La Puente Unified School District Michael Johnston Clovis Unified School District Sharon Ketcherside Sacramento County Office of Education CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999

www.casbo.org California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814. (916) 447-3783. $2 of CASBO membership dues goes toward the subscription to California School Business magazine. The subscription rate for each CASBO nonmember is $20.

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 2010 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Published June 2010

6 | California School Business

Summer 2010 | 7

8 | California School Business

checkingin

CASBO ‘For the members, by the members’– a legacy and a tradition What does CASBO do for you? What does it mean to you? In your personal and professional life, has CASBO played a role in your career or leadership development? Interesting questions being asked in interesting times.

Questions that demand and deserve our attention.

CASBO has always been an organization for the members and by the members. Our members are the heart and soul of this association. We are not a faceless group with a head office somewhere that is run by disinterested bureaucrats. We are an incredible organization with a legacy and a rich tradition of true member engagement and direction. Thanks to the strong foundation that has been built by our member leaders and professional staff, we continue to evolve and meet the changing and dynamic needs of our members.

The professional world of school business officials has changed dramatically since CASBO was founded in 1928. The profession has witnessed and experienced shifts in demographics, politics, technology and the arrival of the Internet. Add to this changing school systems that provide more services to student and adult learners and employees today than ever before, and it’s clear that those founding leaders could not imagine the world in which we now live. However, I’d venture to say that they could imagine the need for professionals to band together, to meet together, to share information and resources and to create an association that would serve the business side of the schoolhouse.

Member leadership and participation at all levels in our association is a CASBO legacy and a continuing tradition. While the need for involvement and leadership remains, the jobs have changed as society has changed.

We still need members to mentor and network with other members, we still need professional councils to create workshops and programming, we still need member leaders to participate in a wide variety of committees. We continue to need members to create and implement our strategic plan and to chart our future course. In other words, we need you. Your talents, your thoughts, your ideas, your professional expertise – your leadership.

Thanks to the strong foundation that has been built by our member leaders and professional staff, we continue to evolve and meet the changing and dynamic needs of our members.

As a member of your professional staff, I am honored to serve with a team of talented and dedicated colleagues who share your vision and your goals. The goals of CASBO are corporate and are not based on any one individual. We pledge ourselves to continue to partner with you to continue the CASBO legacy and tradition of “For the members and by the members.”

Together with you, the future holds great possibilities!

Molly McGee Hewitt Interim Executive Director

Summer 2010 | 9

mailbag

Letters to the editor Getting to the greater good The column in the spring issue of California School Business made a compelling argument for the problems facing all of us due to the inability of the major political parties to move toward the middle.

I imagine I am one of many who are also questioning the actions of both parties, and beginning to look for other solutions.

I, too, have become weary of the growing sense of entitlement at all levels of government and society.

What has happened to the sense of making one’s own way in this life? Grew up poor? Strive to do better. I did. Success requires sacrifice, but the payoff is tremendous.

And do some good along the way. Everyone can find an opportunity to benefit someone or society as a whole in some way. When was the last time you walked down the street, looked a stranger in the eye, smiled and said, “hello.” Finding small ways to make the world better costs us nothing.

If we all agree to work for what we want, be kind along the way and give a little back, we will have made a positive impact on the world.

Shauna Stark Budget & accounting manager San Diego County Office of Education

California School Business magazine welcomes “Letters to the Editor” on subjects covered in previous issues. Please send your letters to jjackson@casbo.org. All letters are edited for content, space and style considerations.

10 | California School Business

Summer 2010 | 11

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12 | California School Business

bottomline

Finding opportunities in challenging times

By Renee Hendrick CASBO President

I am very honored and excited to serve as president of casbo in the coming year. Though these are very challenging times for California schools, with every challenge comes new opportunities.

During difficult times like these,

ly enabled us to tackle these challenges with dedication and perseverance.

A second area of focus during my

presidency will be working with our sections and professional councils to

implement the new Manual of Procedures (mop) and committee structure

the experience and dedication of casbo

under our strategic plan. Our member-

continue to be on the leading edge of their

extraordinary, and we need to be sure

be able to adapt to their changing needs.

always our first priority.

members is crucial. As casbo members

profession, we as an organization must With this in mind, one goal of my

presidency will be to focus on enhancing

our professional development programs.

To meet this goal we will be launching

our first online program and will be

looking at new opportunities to deliver professional development in methods that better meet members’ needs.

Resources are limited for all districts,

but we must also recognize that the ma-

driven nature makes casbo unique and

that member needs and expectations are

casbo has been instrumental in

enhancing and promoting the careers of

many school business professionals. We

During difficult times like these, the experience and dedication of casbo members is crucial.

jor reductions in support staff at many

may have begun our careers with a job

mote our members and to expand their

crucial than ever.

tifaceted profession. We may have started

Finally, I look forward to working

districts make the need for training more

We cannot expect professionals to

be successful with added responsibilities

without providing the tools and training necessary for the new jobs. casbo members are extremely resourceful and

have used networking and peer support to share information and to pool

and have since seen it evolve into a mulin one discipline with limited knowledge

skill sets.

with our dedicated casbo staff to explore

and responsibilities and today find our-

innovative business models that ensure

executive-level positions. Our experiences

per. I am excited to work with Immediate

selves with supervisory, management and

with casbo have been positive leadership, growth and training experiences.

The skills we acquire in our school

we are able to continue to grow and prosPast President Sharon Ketcherside on

a new task force that will examine our partnerships with associate members – a key segment of our association.

resources for years through our profes-

districts and through our work on profes-

committees).

other casbo committees have given us

but I am confident that the dedication of

in public presentations, management

also make this an exciting and rewarding

tion of our mop and the new committee

many upcoming casbo events.

sional councils (formerly known as r&d Strategically using our resources and

our relationships to meet the challenges

ahead will be crucial for our school dis-

tricts. Our dedication to our profession and the children we serve has consistent-

sional councils, section leadership and expanded connections, additional skills

and human resources. The implementastructure will help us to continue to pro-

It will be a challenging year ahead,

your casbo executive board and staff will

year. I look forward to seeing you at the

Summer 2010 | 13

14 | California School Business

infocus

Ron Lebs

Sense of contribution is key to his career, personal life

“Tenacious” is one of the words Ron Lebs modestly uses to describe himself.

Add to that descriptors like “optimistic” and “engaged” and you begin to get a good picture of just who Ron Lebs, deputy superintendent, business and support services, for the Capistrano Unified School District, and member of CASBO’s Governance Implementation Team (GIT), really is.

Lebs earned a bachelor’s degree in finance/accounting from Cal Poly San Luis Obispo. After graduating, he volunteered with a relief and development organization in Peru, and then worked as a general contractor before finding a home in school business in 1996. His school business career includes experience as a CBO and facilities director for Sylvan Union School District, and as a project supervisor for King City Public Schools.

On behalf of CASBO, Lebs has served as chair of the Central Section Facilities R&D, has been a key member of the GIT which spent three years re-engineering the policies and procedures that govern the association, and is currently chair of the State School Facilities Professional Council. He also spent 18 months assisting in the rewrite of the Proposition 39 charter school facility language alongside Sandra Silberstein, CASBO’s former advocacy and policy director, and is a frequent speaker at CASBO workshops.

And he’s committed to two key goals: contributing and making a difference.

“There is something very noble about what we do in schools; I feel a sense of accomplishment when I can come to work each day, create a better environment for the students and contribute to the educational community as a whole,” Lebs described. “That’s a personal value.”

When it comes to making a difference, one way Lebs met that goal recently was with his dedication to updating CASBO’s Manual of Procedures (MOP). “I like being engaged where I can have an impact and make a change. CASBO is about growing leaders and helping them become the next generation of school business officials. The MOP rewrite takes CASBO into the next generation and creates policy that reflects who we are today and where we’re going.”

Lebs is also optimistic to the core. “I have a realistic approach. Times are tough and will be for the foreseeable future. We have to be prepared for the long haul, remain focused and surround ourselves with a committed team that shares those same values. I’m fortunate to have found that in my own district, as well as with my colleagues in CASBO,” he said.

As for the reasons behind his involvement in CASBO: “You should always have several people on speed dial that are smarter than you,” Lebs joked. “CASBO is the best way to collaborate with colleagues, increase your impact and multiply your knowledge base. And, we all need someone to commiserate with from time to time.”

Photography by Hope Harris

Summer 15 Summer 2010 2010 || 15

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interview

New education secretary weighs in on school funding, proposed cuts Bonnie Reiss talks short-term goals, education budget issues

By Julie Phillips Randles

Bonnie Reiss, an operating advisor to a private equity firm and former advisor to Gov. Arnold Schwarzenegger, was appointed California State Secretary of Education by the governor in February.

In appointing Reiss, Schwarzenegger called her a “dynamic

and driven advocate for public education in California,” and a

“proven ally in upholding the academic standards that make our public university system the best in the world.”

Reiss succeeds former Education Secretary Glen Thomas,

who stepped down in early 2010. Previous education secretaries in the Schwarzenegger administration are Dave Long, former superintendent for Riverside County; Richard Riordan, former mayor of Los Angeles; and Alan Bersin, former San Diego schools superintendent.

The secretary of education is the primary education adviser

to the governor and is charged with creating, promoting and supporting the governor’s policies that ensure access to quality education for all Californians. The secretary also serves as the governor’s chief liaison to the state Board of Education. As

education secretary, Reiss also oversees projects that benefit California’s children, especially after-school programs.

Since 2007, Reiss has served as operating adviser to Pegasus

Capital Advisors, a private equity firm committed to investing in and developing scarce resources, commodities and sustainable

companies. From 2003 to 2007, she served as senior adviser to the governor, advising him on major policy initiatives including

education, the environment and children’s issues. From 1994

to 2003, Reiss served as founding president of the Inner-City

Games Foundation, later renamed After School All-Stars. In 1988, she founded the Earth Communications Office where she

Photos by Kevin Swartzendruber

led the effort to use media for public awareness campaigns of environmental issues. She has also worked as an entertainment lawyer, accountant, producer and writer.

Reiss has served on the University of California Board of

Regents since 2007. She serves on the board of directors for After

Summer 2010 | 17

Bonnie Reiss

New education secretary weighs in on school funding, proposed cuts

School All-Stars and the Governor and First Lady’s Conference

Reiss: There are a few initiatives the governor has begun that still

Achievement Award from the u.s. Department of Education for

is in the lead in the country and we want to make sure that gets

on Women. In 2007, Reiss received the William S. White Lifetime her advocacy in public education. She was the 2006 recipient of

the Advocate of the Year Award from the University of California Student Association. From 2004 to 2006, Reiss served on the California State Board of Education.

Reiss has a bachelor’s degree in business administration

from the University of Miami and a juris doctorate from Antioch Law School.

She recently spoke with casbo about her life, her plans for

her time in office and the current state of public education in California.

CSB: What is the last book you read?

Reiss: “The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being,” by Daniel J. Siegel.

CSB: What is the best advice you have ever received? From whom?

Reiss: From Arnold (Schwarzenegger) about 25 years ago. It was

really about don’t let what other people think determine the path you want to take. If you believe in yourself, follow that path. It was both the advice he gave and watching him put it into action

need to be pushed further. One is digital textbooks. California pushed as far as it possibly can. Then there’s looking at making

sure the reforms passed last year are really implemented. Also

pursuing more stem (Science, Technology, Engineering and Math) work – that math and science are advanced as much as

possible. How do we see what models like those in Singapore are

doing and support similar models? The other thing that is com-

ing up is the 50th anniversary of the California Higher Education Master Plan, so that’s a priority. Looking at reliable, consistent

funding for higher education and encouraging the Legislature to be looking at some mechanisms to give reliable funding to higher education. Both the governor and I are committed to

working with all three systems (k-12, community colleges and

uc/csu) to support keeping their greatness. Career tech educa-

tion is also a big priority for him and he’s asked me to see if we can advance that.

CSB: Each person who has held the secretary of education position has

had a unique perspective. What special skills and experiences do you bring to the job?

Reiss: I think that I have perspective both from being on the state

that had such an impact on me.

Board of Education and the uc Board of Regents. And having

CSB: What is one of your hidden talents?

Reiss: I like to write poetry, the kind that looks at things with a

income schools than most people. So I bring kind of a holistic

different view of the world, somewhat like the movie “Into The Wild.”

CSB: You’ve been a trusted adviser to Gov. Schwarzenegger for many

years and you know him as well as anyone. What is his long-term vi-

sion for public schools?

Reiss: I guess it would be for parents to be given enough choice within the public school system that parent involvement forced accountability with schools and districts, and thus forced the

education product to be up to par. It’s consistent with the idea that if schools are failing, parents should be able to transfer their

run after-school programs, I’ve probably been in more lowlook at how everything is connected and interconnected.

CSB: By anyone’s reasonable definition, California schools have made

tremendous cuts over the last several years. The Sacramento Bee finally said as much in a March 2010 editorial. How can we continue

to have the highest academic standards for our students in the country, and among the very lowest levels of per-student support for our students, and still hear from elected leaders like the governor that there is still room to cut?

Reiss: Whether its cuts next year or that the federal dollars are

not coming, getting to the bottom line, the truth is schools have

had budget problems when California and the u.s. have eco-

kids to another school. It’s consistent with a philosophy of how

nomic downturns. Of course our schools have been impacted.

it’s easily understood, and then give them choice. He believes

of the equation. But because it’s only one part, the governor

do we make sure parents have all the information they need, that

that is what it will take to create a better product. The other phi-

losophy he has is for the state to have very high standards and then to have real systems of accountability in place. Then, to step back and get out of the way of school superintendents.

CSB: There are only a few months left in the governor’s administration,

what do you hope to accomplish in such a short time?

18 | California School Business

That’s a given. With that said, funding is really only one part believes strongly that ultimately why California is impacted

worse across the board when there is an economic downturn is

that the kinds of taxes the state relies on are the kind that are very volatile. Even in the downturn years, personal income was off by

3 percent, but state tax revenue was off 23 percent. That is a core problem for the California budget which will impact everything,

continued on page 20

Summer 2010 | 19

Bonnie Reiss

New education secretary weighs in on school funding, proposed cuts continued from page 18

and that’s very bad for every entity that relies on state funding.

governor really believe that local school boards have not made the right

to create those problems.

their way over the past 18 months?

When you have a roller coaster system of revenues, that is going The other one is a significant rainy day fund that California

doesn’t have, so when you do have ups and downs, a prudent

state, like a prudent family, would not spend everything. They

would put money aside so that when you have a downturn, you’re not cutting all these programs. Proposition 98 was put forth by the Education Coalition and supported by the voters

and it’s a complicated system. But ultimately, the Proposition 98 formula itself is subject to the economic volatility based on the ups and downs of the state.

Funding is not the only part of the equation; no one would

decisions in implementing the $1,200 per ada in cuts that have come

Reiss: In recent discussions with the governor and in participating in meetings with superintendents, let me say that I believe the governor is willing to look at and talk with some Education

Coalition members like your organization about how that looks in terms of if there is flexibility. Let’s look at flexibility not just in finances, but with other issues. I think that in recent discussions, because the governor is seeing the success superintendents are

able to have, he’s willing to look at more flexibility issues, as long as it’s within the context of all issues, not just funding. z z z

deny that reliable funding is very important. It’s really important

Julie Phillips Randles is a freelance writer based in Roseville, Calif.

They have to have an open, honest conversation about the other

Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.” Please send your letters to jjackson@casbo.org. All letters are edited for content, space and style considerations.

for people within education not to say ‘just give us more money.’ parts of the equation.

CSB: One of the governor’s budget proposals is to require that school

districts implement a $1.5 billion revenue limit cut by targeting spe-

cific central office expenses. How do you see this proposal? Does the

20 | California School Business

Summer 2010 | 21

22 | California School Business

feature

Lucky Number 13?

Proposition 13: School funding folly or fair fix?

By Linda A. Estep

It seemed a good idea at the time.

and stem the rapid rise in property taxes

ers overwhelmingly passed the People’s

ing explosive growth, it imposed strict

Now, 32 years after California vot-

Initiative to Limit Property Taxation,

commonly known as Proposition 13, the state teeters on the edge of a fiscal abyss

at a time when California was experiencrules on the ability to raise taxes of any kind in California.

allowing them to remain in their homes

reduction in revenues derived from

part of the blame.

instead of being priced out by soar-

Spearheaded by lifelong tax fighter

Proposition 13 aimed not only to roll back

SERRANO V. PRIEST For public agencies such as school

they would see a stabilization of taxes,

Howard Jarvis along with Paul Gann,

each year.

For many property owners it meant

and some observers wonder if the 1978 anti-tax measure must shoulder at least

provided predictability of property taxes

ing market prices and accompanying

tax rates. It was an especially welcome relief for those on fixed incomes, and it

districts, Proposition 13 meant a severe property taxes, although the California

Supreme Court had ruled more than a

decade before in Serrano v. Priest that a finance system for public education

Summer 2010 | 23

Lucky Number 13? based solely on property taxes was

note that funding for schools did begin

must be more equitably distributed

and they believe it has been a factor in the

unconstitutional, and that those revenues among districts. The revenue-limit

funding formula was established after

to diminish after Proposition 13 passed,

no more than 1 percent a year under the

downward spiral of funding.

adjustment up to 2 percent. Only if the

property changes hands is it reassessed

pupil funding, as ranked against other

for years that commercial and industrial

the cause, but it is undeniable that per-

school districts.

states, has gone down since Serrano, and

“Runaway local property taxes are

what led to Proposition 13,” explained Dennis Meyers, casbo assistant execu-

tive director, advocacy and policy. “Serrano v. Priest was about equity.”

Proposition 13 is often called California’s “third rail,” something politicians cannot touch without fear of retribution at the ballot box.

Others simply call it California’s Folly.

the decline has steepened since Proposition 13,” said Renee Hendrick, casbo

president and executive director of business services at the Orange County

Department of Education. Hendrick be-

lieves the added state control over fund-

ing has adversely affected how available

funds are spent, and that a return to more

local control is what districts really need and want.

cities, counties and special districts, ac-

sales. And even if the commercial property does not change hands, he believes a

“split-roll” approach to taxation – where

commercial properties would be taxed

according to market value, not rates established years ago and increased only

slightly each year – is a more equitable tax plan for California.

“We have an analysis of what coun-

system were implemented,” Goldberg

in California education was on what was needed in order to teach effectively. Now,

he says, the focus is how to spend the money available. He acknowledges that

his area posted high approval of Proposi-

tion 13, but that the population is coming

what they would receive if a split-roll

said. His figures indicate substantial

increases in property tax revenues are possible with a split roll, and that some

larger counties could see well over $100 million more.

“Any discussion of split roll would

to grips with the fact that education fund-

involve funds going to schools,” Gold-

“People were losing their homes,” he

The idea has never generated enough

ing as it is now doesn’t work.

berg added.

acknowledged of the pre-Proposition 13

steam in past years to get anywhere, but

Ardent education supporters were los-

interest in the concept. “We have a plan

era. “My taxes doubled in a short time.

ership Committee and a past chair of the

in property tax revenue from schools to

rates through complicated disguised

noting that in the 1950s and ’60s the focus

Superintendent Donald Zimring agrees,

distribute to local governments and

reallocated approximately $2.7 billion

property owners have skirted higher tax

ties receive now in property taxes and

ing their homes,” said Zimring, chair of

school districts. Subsequent legislation

at its current value. Goldberg has argued

Las Virgenes Unified School District

But the passage of Proposition 13

meant a smaller pool of revenues to

same ownership, with a small inflation

“I’m not blaming Proposition 13 as

that, using monies from property taxes

and state aid for general purposes in

Proposition 13 caps property taxes to

casbo’s Professional Standards & LeadProfessional Development Committee.

SPLIT ROLL

Goldberg believes there now is a growing and campaign to go for it. Our strategy is

to make it real and concrete. Many organizations are willing to help.” Goldberg

said he believes casbo would be a wel-

come addition to the list of supporters for a split-roll application to property taxes.

cording to the California Budget Project,

Zimring also raised the issue of

organization. The result was less reliance

modified and, in essence, being calculated

Changing Proposition 13 in any way is a

That very sentiment has long been the

to be a popular component of the state

an independent fiscal and policy analysis

on property tax revenues by schools and more state responsibility for school

finance. While the pain wasn’t immediately felt, many longtime educators

24 | California School Business

commercial real estate tax rates being

differently than residential property. rallying cry of the California Tax Reform Association headed by Lenny Goldberg.

HIGH HURDLE TO CLEAR high hurdle to clear, however. It continues

constitution (Article 13a) and generally

is regarded as “untouchable.” Tinkering

with the mechanism of the measure that

tion, among other things. She believes

step. He says it is far more complicated

a minefield where few dare to venture.

boards of trustees having the ability to set

lawmakers and governors over the years

saved many from losing their homes is There have been attempts, but each was resoundingly turned back or defeated.

the loss of local control, such as district tax rates, has had a huge impact.

“Local control has disappeared.

than that, pointing to manipulations by that impacted school funding.

Recalling the popular anti-tax revolt

There are also those who feel chang-

Board members don’t fear the wrath

of 1978 Walters said, “The Legislature

owners would be an anti-business move,

can raise tax rates. If I could suggest one

Proposition 13. If it hadn’t happened,

ing the rules for commercial property

while others contend a state with crum-

bling infrastructure and inadequately funded schools is what will drive businesses out of the state.

Jean Ross is the executive director of

the California Budget Project and believes

Proposition 13 has been a major factor in

of voters. In other states, school boards change it would be (lowering) the two-

something else would have,” he stressed.

to raise taxes,” Ross said.

not a simple question.”

thirds vote requirement of the Legislature “Local control is good, but you must

watch the equity implications of local control,” she added.

of Dan Walters, columnist for The Sacra-

be wearing protective gear. The Howard

responsibility for funding education, she

mento Bee. Walters is not so quick to lay

prisons, health care and higher educa-

DEFENDING THE MEASURE Anyone looking to pick a fight with the

California have the breadth of knowledge

points out that education competes with

“Proposition 13 did have a role, but it is

Few, if any, political observers in

the woes of school finance, but not the only one. With the state assuming more

had the opportunity to do things before

the ills of California budget issues and

school finance at the Proposition 13 door-

proponents of Proposition 13 had better Jarvis Taxpayers Association is ready

to dispute all claims of unfairness, and Executive Director Kris Vosburgh delivers

Summer 2010 | 25

Lucky Number 13?

a buzz saw of talking points defending

highest corporate income tax. We’re low

comes to school funding.

higher.”

the popular measure, especially when it

in tax rates, but the value of property is

ment to approve school bonds from twothirds to 55 percent.

According to the National Education

Vosburgh predictably is opposed to

Association, one of several organizations

“The cta is the most muscular force in

nesses pay more in taxes than people

ally, education funding in California was

acted nothing with regard to how much

improvement made on the property, the

“We spend more on teachers than

any other state,” Vosburgh said, adding,

California politics. Proposition 13 exis spent on education. The Serrano suit premise was that kids weren’t getting an equal education. Serrano is what limited

the split-roll concept, claiming that busi-

that calculate per-pupil spending nation-

think because every time there is an

declining five years before the passage of

value of the improvement gets assessed

came 10 years after Proposition 13 was

at market value.

In 1978 almost two-thirds of Cali-

Proposition 13, and its steepest decline approved.

revenues.”

fornia voters swept Proposition 13 to

While the pain wasn’t immediately felt, many longtime educators note that funding for schools did begin to diminish after Proposition 13 passed.

as it was then. Jarvis and Gann’s measure

So, was it a good idea to roll back and

voting booth in order to approve what

For many homeowners at the time,

victory, and it remains as popular today

prompted 4 million people to flock to the

altered the way this state collects and spends tax revenues. It is often called

California’s “third rail,” something politicians cannot touch without fear of retri-

bution at the ballot box. Others simply call it California’s Folly.

The likelihood of dismantling the

MAKE IT WORK significantly limit tax increases in 1978? even those who were mortgage-free but

drowning in a tsunami of property tax, it was a lifeline. But was it any more than a single element in the perfect storm of the

1970s involving more than a taxpayer revolt?

Howard Jarvis died eight years after

components of Proposition 13 seems dim,

Proposition 13 was enacted. He was a

And taxing commercial real estate dif-

people’s champion by some, dismissed

if not impossible, given its popularity. ferently than residential historically has

been an uphill battle at best. Some insist

fiery anti-tax advocate, embraced as a

as a kook in search of a platform by others. On election night June 6, 1978, with

it could drive business out of the state.

almost 60 percent of the voters having

Vosburgh describes complaints

ciation is fiercely protective of the provi-

before television cameras and reporters

Proposition 13 as “incestuous nonsense

accustomed to criticism. It maintains that

to the mismanagement of funds available

sponsible for diminished school funding

about so-called damaging effects of

and wishful thinking,” pointing instead to local governments and school districts.

He says many school administrators per-

petuate the urban myth that Proposition

13 has caused the drain of funding for schools.

“The reason the state doesn’t have

The Howard Jarvis Taxpayers Asso-

sions embodied in Proposition 13, and is

people who believe Proposition 13 is redo not know or recall the history of the

Serrano v. Priest ruling and subsequent action by the state to assume responsibility for school finance.

Some observers contend that the

provision in Proposition 13 requiring a

enough money is that we don’t have

two-thirds vote for any tax increase has

ployment in the state. “What we’re see-

limiting funds available to schools. One

enough money,” he said, citing uneming is that people are fleeing the state

because of high taxes. California has the

26 | California School Business

had the unintentional consequence of initiative, Proposition 39, did meet voter

approval in 2000, reducing the require-

just approved Proposition 13, he stood to declare, “We, the taxpayers, have spoken. We have made clear our goal. Now we are watching you, the legislators. It is

your responsibility to make Proposition 13 work.” z z z

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

Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.”

Please send your letters to jjackson@casbo.org. All letters are edited for content, space and style considerations.

Summer 2010 | 27

28 | California School Business

cover

T he

q u e st to c om m u n i c ate Budgets are tight at same time school communications are critical

By Julie Phillips Randles

We are living in the information age. E-mail, niche publications, smart phones, tweets, customized news reports – there’s information out there and we want it. Now.

Yet as accustomed as we have become to on-demand in-

formation delivery, perhaps school business leaders should ask

program or improve an existing one and common missteps to avoid along the way.

What’s in a name?

themselves if they are as responsive as they could be their audi-

Pick an era or pick an industry and you’ll find various names

How does your district or county office of education dis-

relations. Marketing. Public information. Not great labels today,

ences’ similar desire for information.

seminate information? Is it enough? Is it accurate? Does it tell your story? Is it hit and miss?

While unprecedented financial times for California schools

are today’s reality, so is the information age analogy. Perhaps

we’ve reached one of those genuine now-more-than-ever situations. Now, perhaps more than any other time, it’s crucial to

for the departments which handle communications tasks. Public say the experts.

The name for the entity and staff that communicate on

behalf of a district or county office does matter, and the proper

name for the departments and professionals tasked with sharing and receiving information should be “communications.”

“pr or public relations are terms associated with spin or ob-

communicate with our myriad audiences. The issues are com-

fuscation. They have become synonymous with manipulation or

And maybe the financial cost is not as great as it seems at

in her career as a school communications expert has trained more

plicated, the messages, important.

first glance. In fact, according to one school communications expert, communication is not an expense, it’s an investment.

“Our publics want information, they want it accurate and

they want it now,” said Molly McGee Hewitt, casbo’s interim

deception, and should be avoided at all costs,” said Hewitt, who

than 5,000 superintendents and school board members in com-

munications methods. “If we want to have credibility, we need

to use terminology and concepts that resonate with our publics.”

Rich Bagin, executive director of the National School Public

executive director. “In times of crisis, we need to re-evaluate our

Relations Association (nspra), has additional suggestions for

then we need to win friends. We cannot do that if no one knows

should be a “two-way method of working with people and com-

priorities, and if the priority is a vibrant public education system, about our programs or supports us.”

Here’s a look at the key issues in school industry commu-

nications, tips on how to develop an effective communications

department names. All focus on the idea that communication

municating with people.” He suggests incorporating terms like

communications, public engagement or public accountability in department names and titles.

Summer 2010 | 29

the quest to communicate Another option, “constituent relations,” suggested Jac-

“If we need accounting advice, we seek out the professionals

queline Price, retired assistant superintendent of Capistrano

who can help us. If we need specialized information in almost

the same time, Price bristled at the importance of honing in on

seek it out,” described Hewitt. “Why should school communica-

Unified School District and a former president of nspra. At just the right name. “You can call it anything, but it’s really the

art of behaving responsibly and the commitment to behaving

responsibly,” she said. “If that (the name) really makes a differ-

ence in people’s support or the notion of responsible professional behavior, then go for it. If it holds people back because it’s seen

any other area of education – from food service to facilities – we

tions challenges be any different? Let’s acquire the expertise we need to do the job.”

Picking personnel

as spin, change it, because the need is too great.”

While large districts may have a central communications

place, it’s time to talk about appropriate delivery systems that

assign communications tasks to staff members who have a

they understand and embrace, Hewitt recommended.

draw the short straw.

Whatever title is selected, once a communications team is in

provide information to the publics that districts serve in ways

“We must consistently and clearly communicate factual

professional, districts with fewer than 10,000 students often

background in the field, the proclivity, or in some cases, simply But the experts say there are better ways to decide just who

information in language that everyone understands, and find

should take on communications tasks, and various options for

on the school site or pta newsletter to do the job. We must also

sional is always best as making communications an add-on to

a variety of methods to do that,” she said. “We cannot depend provide training opportunities at all levels in public schools to successfully share our story.”

It’s a science Those who work as communications professionals are aware that some see them as party planners or cheerleaders, rather than

trained experts. But the experts remind that communications is a profession with a knowledge and resource base – and usually a range of college degrees to back it up.

In fact, communications pros say their role should be that

of a key consultant, and that they are best used when conferred with at the management level before a decision is made.

Trinette Marquis, director of communications for the Twin

Rivers Unified School District, an institutional casbo member,

described her duties this way: “I may have heated debates (with

affordable outside help. Hiring a trained, experienced profesan executive’s existing duties tends to fail.

Our publics want information, they want it accurate and they want it now.

“We pay competitive salaries for handling human resources,

for those who oversee our money, for those who provide the di-

rect service of education, so why not pay a competitive salary for the individual helping to coordinate and guide the very operation of the school district?” questioned Price. “Saying you don’t have the time or money is a cop out, and is very shortsighted.”

Bagin suggested contracted services as another option. A

district leaders), but that’s my role – to come in to these decision-

professional can do the job quickly, cleanly and package informa-

are and where the attacks might come from.

funding and budgeting require clear, strategic communication

making areas and give them a head’s up on where the soft spots “The most valuable thing communications directors can do

is help you think through how you handle large decisions, espe-

tion in a way that is easily understood. Complicated issues like that is best delivered by an expert.

Simply can’t hire a pro? Enlist every employee as an am-

cially the large, painful decisions you are being forced to make,”

bassador, suggested Price. “We, as a school system, need to

munication Award co-sponsored by nspra and the American

that everyone involved in the school system has a role in com-

said Marquis. trusd earned the 2010 Leadership Through Com-

Association of School Administrators.

In other words, school business officials and district leaders

at all levels must be open to learning new skills and exploring new ways of reaching internal and external publics.

30 | California School Business

impress upon our employees the importance of acknowledging

munications. Individual people, collectively, have enormous power. Most live in the community and are believed sources,” Price noted.

continued on page 32

Summer 2010 | 31

the quest to communicate continued from page 30

Whoever takes on the role, the goal is clear, said Bagin: “You

are trying to get people engaged so they see the dilemmas you are facing.”

Facing opposition Any district which has recently hired a communications professional has likely felt the backlash from labor groups and parents who question, often publicly, the need for a “highly

paid hack.” In fact, fear of facing this sort of opposition can stop any plans for hiring a communications expert in its tracks. Think

parents and the media, standing up to the opposition becomes a necessity.

School districts are often afraid to share their side of the

story on budget cutbacks or collective bargaining, Hewitt noted.

“They don’t want to get into a paper war with the unions, so

they remain silent. This silence is too expensive for districts’ credibility and for the importance of the issues. It is not about

standing up to unions or opposition, it is about telling the truth

and communicating facts that the public has a right to know,” she said.

After all, these same sources are using communications

again, the experts say.

techniques to the hilt, and if districts don’t have the resources

derail the commitment to professional communication. “It’s not a

response.

Price is firm in her belief that a response from labor should not

luxury, because it gets down to who we are and how we function

to deliver timely, factual information, they are left without a

“Being able to effectively communicate in a bargaining crisis

as an institution. So to say someone is making too much money to

is certainly a challenge. You need to be prepared to withstand

In fact in the current environment, with demands for infor-

skills are best developed before you need them, and are then

do that is to question the whole validity of the institution.”

mation coming from myriad hostile sources including unions,

32 | California School Business

the attacks that invariably come, and still remain poised. These sharpened with experience,” Hewitt said.

Key influentials are free Every community has them and like it or not, they hold meetings

in grocery stores, on soccer fields, during pick-up in school parking lots and in malls. “They” are the key influentials in a community.

nspra’s Bagin suggests creating a database of key influen-

tials and bringing them together for a face-to-face meeting with

the superintendent and school board president. Once a relationship is established, engage the group in helping the district communicate when an issue comes up or news breaks.

Simply having a genuine conversation with community

leaders goes a long way toward building consensus about the

issues and reinforces that everyone in the community has a stake in schools.

“Open doors and face-to-face conversations still influence

people,” Hewitt said. “It takes courage and conviction – but no funds are needed. Being unavailable and inaccessible only reinforces negative perceptions.”

You are trying to get people engaged so they see the dilemmas you are facing.

Summer 2010 | 33

the quest to communicate Ready, set, go The experts shared a number of key communications strategies and tactics districts and county offices should implement immediately. As Price reminded, “we are communicating every minute of every day, whether we’ve planned for it or not.”

• Establish a key message. Agree at the district level what

key message should go out to the community. Everyone, from

board members to site staff, should know the district’s mission and vision.

• Know your audiences, both internal and external. For

schools, they include voters, parents, employee groups – classified, certificated and administrators – business leaders, unions,

Open doors and face-to-face conversations still influence people. Being unavailable and inaccessible only reinforces negative perceptions.

Funding, in the form of grants, is often available to cover the

nonprofits and key influentials.

costs of a communications program, Hewitt reminded. Grants

question those in your database about the community’s priori-

ment, parent training, and for sites with a large non-English

• Survey your community. Use an online survey tool to

ties for its schools.

• Involve the school board. Along with the superintendent,

the board is the public face of the district. The board must carry the message about what’s happening in local schools.

• Seek help from professionals who live in the district. Give

real estate agents school tours and show them every nook and cranny. They’ll leave saying “I’ve been there, the schools are

clean, safe and well-run.” Ask parents who work in it improve and manage your website.

• Create a community task force and tap district parents

who are communications professionals. Ask them to assist with events and distributing your key message.

• Be truth-tellers. Those involved in the communications

function at a district must tell both sides of any story, contact the media with bad news as well as good and create a reputation for

are available to reach such goals as improving parent involvespeaking population – all key to the communications function.

Parent-teacher groups and school foundations may also

provide funding for public engagement tasks. Communications costs can also be included in school bond campaigns.

Common missteps In addition to the “to-do” list, there are few pitfalls to avoid.

The first – don’t shoot the district in the proverbial foot.

“When boards and superintendents get in conflict, when the

community is up in arms or collective bargaining is controversial, we can present an image to the public that is not always positive,” said Hewitt. “Instead, send a message that how we do business is as important as what we do.”

Also, use electronic communication wisely – while afford-

being honest in all communications.

able and efficient, electronic communication is not always the

show it’s the most effective method. Create a team of ambassa-

and when and how you say it. Send too many e-mails and your

• Keep communications interpersonal. Decades of research

dors – parents, grandparents, friends of your schools – and use the team to connect schools with their communities.

best choice, noted Marquis. “Be prudent about what you send message is diluted,” she said.

Finally, don’t go dark and choose not to communicate at all

• Keep the dialogue going. Don’t only turn to constituents

with audiences. “If you are not communicating or if you create

all the time about the mundane and the monumental creates

“You create frustration from target audiences who can’t find out

when you want something. Communicating with transparency relationships and establishes a goodwill bank account in case a withdrawal is necessary when controversy hits.

• Join community groups. Encourage school leaders and

administrators to get involved in community organizations.

When present at these groups’ meetings and events, communicate effectively with the owners of your institution – the taxpayers.

34 | California School Business

a communication void, the critics will clearly fill it,” Bagin said. what’s going on in the system.” z z z

Julie Phillips Randles is a freelance writer based in Roseville, Calif.

Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.” Please send your letters to jjackson@casbo.org. All letters are edited for content, space and style considerations.

Summer 2010 | 35

36 | California School Business

feature

TAKING BULLIES BY THE HORNS Keeping your district out of trouble on one of schools’ current hot issues

By Julie Sturgeon

In the good old days, teachers, principals, deans and counselors handled the situation at the site level when kids called each other names in the bathroom or picked on someone in the cafeteria. But cyberspace has broadened students’ opportunities to belittle, and the

stakes for school districts have escalated. What was once a site-based issue now includes responsibilities at the central office level.

Summer 2010 | 37

TAKING BULLIES BY THE HORNS

The examples abound. The American Civil Liberties Union

was brought in to handle a case where boys ganged up on a student in the Upper Lake Union Elementary School District, kicking him in the head and stomach on the locker room floor while yelling slurs at him.

He was one of the luckier victims. Four months before that

case settled in June 2008, bullying led to 15-year-old Lawrence

King’s death when a classmate shot him in the head at e.o. Green

Junior High School in Oxnard, Calif., over his sexual orientation.

On statistics and studies

and goes in one ear and out the other.” Instead, it’s time to go

from impromptu reactions to research-based programs and professional best practices.

“If we ignore these things, we’re just as guilty as the kids

that are doing the bullying. It’s our job to keep the kids safe,” she added. And therein lies the problem.

Legally bound Politicians, of course, stepped in to make things better via laws.

California Education Code Section 48900 has addressed school

violence and crime expulsion rules for years, but on Jan. 1, 2009,

According to statistics in Wayne Sakamoto’s folders, 30 percent

it added: “(r) Engaged in an act of bullying, including, but not

instigators, 10 percent are victims and the rest are observant

defined in subdivisions (f) and (g) of Section 32261, directed

of a district’s students are involved in bullying: 15 percent are

bystanders watching the action unfold. This director of Safe Schools in the Murrieta Valley Unified School District, an

limited to, bullying committed by means of an electronic act, as specifically toward a pupil or school personnel.”

Coupled with Section 234, aka the Safe Place to Learn Act,

institutional member of casbo, also has health studies showing

which spells out what must be in a discrimination and harass-

compared to just 6 percent who say they aren’t a victim; 42

squarely on school leaders’ shoulders.

that 16 percent of children who are bullied report headaches

percent have sleep problems compared to 23 percent who are

ment policy, the two laws place the burden of policing bullying

But none of these mandates are helpful in determining the

not bullied; 28 percent experience anxiety as opposed to the

point when student interaction crosses the line into bullying.

depression against 16 percent of those who aren’t picked on.

fornia, considers common phrases like “that’s so gay” overheard

10 percent of the unharassed; and 49 percent show moderate “The impact is very clear academically – if I do not feel safe,

I am not ready to learn,” Sakamoto concludes. “And if we have

bullying going on unchecked, we have lower attendance from students calling in sick or just truant.”

The impact is very clear academically – if I do not feel safe, I am not ready to learn.

Not to mention that when bullies rule the roost, kids know

the adults have lost control, and they respond by disconnecting from their environment. Altruistic behaviors drop off sharply.

In the past it was enough for the vice principal to sit down

for a chat with bullies to show them the error of their ways.

“Hello, the vice principal is not a counselor,” said Loretta

Elizabeth Gill, a staff attorney with the aclu in Northern Caliin a cafeteria conversation a serious, hurtful slur. However, “what we really care about is bullying that rises to the level of harassment based on a protective characteristic – that’s what

schools are legally culpable for,” she noted. So in reality, Gill admits, that casual conversation in the cafeteria probably won’t land the district in hot water.

Whew, because trying to stamp out teasing is unrealistic,

pointed out Donald “Dino” Velez, a partner in the San Francisco

office of Dannis Woliver Kelley, formerly Miller Brown & Dannis, a full-service education law firm and an associate member

of casbo. And in his experience, “that’s so gay” responses in a

conversation fall under teasing. On the other hand, Gill advises

administrators to follow a formal complaint procedure if a student reports that someone uses a racial slur or derogatory term as they get off the bus every day.

A legal quagmire

Middleton, senior director of student support services at the San

If the difference in the two examples escapes you, join the club.

casbo. “Intervention is not just about talking to a person. That

• Two students in the Poway Unified School District were

Diego County Office of Education, an institutional member of speech sounds like Charlie Brown’s teacher, ‘wah, wah, wah,’

38 | California School Business

To illustrate the legal quagmire, consider these two recent cases: continually harassed about their sexual orientation, despite

turning to the administration and asking for help. In one complaint, administrators offered to let one of the complainants

“There are different ways of protecting people besides going

full bore on discipline – these are the political and legal ramifica-

change gym clothes in the coach’s office, but throughout the

tions that need to filter back to the district office,” Velez stressed.

victims were reporting. Eventually, the students simply left

and chair of casbo’s Associate Member Committee, counts

chain, no one investigated or tried to halt the incidents these school to stop the bullying, and a jury believed the logs they kept of the events. The courts found the school district liable to the tune of $400,000.

• Students in Beverly Hills Unified School District made a

YouTube video at a restaurant after school using personal recording equipment to deride a fellow classmate. The victim wound

up in the counselor’s office crying the next day, and administrators suspended the filmmaker. On Nov. 16, 2009, one of the

disciplined students filed a lawsuit against the administrators on grounds of violating her First Amendment rights.

So doing nothing when asked to step up to the plate landed

one district in hot water, while taking a swing at an issue that

His colleague, Marilyn Cleveland, a partner in the same firm

this lesson in communication as one of the most important take-aways. The Wild West mentality where schools fend for themselves can’t continue.

If we ignore these things, we’re just as guilty as the kids that are doing the bullying. It’s our job to keep the kids safe.

wasn’t a school jurisdiction proved just as disastrous for another.

Summer 2010 | 39

TAKING BULLIES BY THE HORNS

“Leadership has to have a policy for dealing with bullying,

Heading bullies off at the pass

and it needs to come from the school board and the central of-

According to Velez, most school districts adopt the board policies

– human resources, the superintendent’s office, risk manage-

Association, which closely follow the relevant statutes. Essentially,

fice,” Cleveland advised. Who gets the ball rolling is irrelevant ment – because in the end, it’s a group effort to implement.

Four years ago, Sakamoto surveyed the 42 districts that

feed into San Diego County and discovered only two had a specific bullying policy. Gill, too, cites ignorance of the law as the

and regulations proposed by the California School Boards these take a “thou shalt not” approach to handle bullying incidents rather than spelling out proactive ways to teach tolerance.

And yet the prevention programs work, according to a

study funded by the u.s. Department of Justice, which discov-

most common response she encounters from school districts.

ered physical bullying dropped from 22 percent to under 15 per-

have a policy,’ but most districts do not,” Sakamoto pointed

initiatives like the Olweus Bullying Prevention Program. Count

“So we say, ‘yes, it’s on everybody’s radar, we should

out. Of course, it needn’t be a stand-alone section; Sakamoto

says it’s legal to fold the consequences into the conduct code or harassment paragraphs already in place. “But I like having

a separate policy because it helps us clearly define our direction,” he added.

cent over the course of five years when students were exposed to Sakamoto among Olweus’ fans – he has applied this model in his consulting work with the California Department of Education and the Department of Justice.

It starts with appointing a task force or school safety com-

mittee comprised of principals, members of the district office,

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40 | California School Business

counselors, classroom teachers, classified staff, local law enforce-

in the lesson plans even without a formal program. “However,

hard numbers on bullying in their boundaries via focus groups,

those from other districts will not be aware of the program phi-

ment officers and mature students. Their first task is to assess the surveys, interviews and a peek at suspension/expulsion data.

“We find when we ask kids beginning in late elementary grades,

‘Who gets picked on?’ they’ll tell you. It helps to see which groups are victimized frequently,” said Sakamoto.

Once you’ve gathered the information, risk management

without ongoing professional development, new teachers or losophy,” she noted. “The responsibility [for bullying intervention] still goes to the school sites, but during these budget times

our office has to look at ways to cut, or find an alternative way to deliver that service.”

Some districts have found other delivery methods. At San

best practices demand you take action on it. This is where the

Diego coe, Middleton is combining the bully pulpit with the

play. For example, if elementary kids are excluding certain class-

Sakamoto or someone from the School Law Enforcement Part-

prevention, suppression and intervention action plan comes into mates at recess, the action plan would be to organize structured

games for everyone, or establish playground buddies to reach out to the outcasts.

Paying the piper The final step in the Olweus blueprint: an intervention plan.

response intervention methods such as Ready to Learn. Either nership (slep) attends school staff meetings for a few minutes of face-to-face instruction throughout the school year in Murrieta, and they are working to include anti-bullying stories in the mix

for volunteer reading sessions with parents. Gill’s office also will

put school districts in touch with outside groups like slep which

are willing to provide gratis training on bullying topics.

“Often schools are saying, ‘We don’t need this. We don’t

This is where adults need to be trained to work with skill

have time for it.’ Well, ok, but you’re legally required to address

– and where school leaders like Renee Hendrick start laughing

‘How can I avoid these obligations?’ They should be thinking,

development among the bullies, the victims and the bystanders

and crying in the same breath. Hendrick, casbo’s president and the executive director of business services for the Orange

bullying,” Gill said. “Administrators should not be thinking, ‘This is how I can implement these in a creative way.’”

Hendrick doesn’t disagree, but she knows first-hand just

County Department of Education, knows character education

how ugly district accounting books look. “These programs have

are making inroads into bullying issues. A few years ago, pal

what will happen in the next couple of years. The cuts districts

curriculum and Peer Assistance and Leadership (pal) programs received $500,000 in operating funds.

Leadership has to have a policy for dealing with bullying, and it needs to come from the school board and the central office.

Today, that’s been slashed enough to cover a single employ-

ee salary – one employee to train peer counselors at junior and senior high schools to mediate on conflict issues. The character

been safe up until this point, but we have real concerns about

are having to make are incredibly large – counselors are being cut, assistant principals are being cut. We’ve not seen what that means yet to these types of programs, and that’s a little scary.”

Indeed, the number of expulsions in her county is rising,

although she can’t say for sure these students were kicked out

for bullying per se. “My biggest concern, with the financial situation, is that we’ll lose sight of problems like bullying. That, unfortunately, is sometimes the case until it becomes an urgent issue,” she warned. z z z

Julie Sturgeon is a freelance writer based in Indianapolis, Ind. Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.” Please send your letters to jjackson@casbo.org. All letters are edited for content, space and style considerations.

education grant has also dried up. Gill’s reaction: “Well, I don’t

have tons of practical advice. I understand there are budget constraints. It’s also the law. So, you have to do what’s in there regardless of how much it costs you.”

Hendrick is hoping that since character education was built

into the curriculum over the last few decades, it will continue

Summer 2010 | 41

CASBO officers are all smiles during the president’s leadership recognition dinner. (l-r) Past President Eric D. Smith, incoming President-Elect Gary Matsumoto, outgoing President Sharon Ketcherside and incoming President Renee Hendrick.

Awards ceremony MCs entertain the crowd during the president’s leadership recognition dinner, (l-r) Jeannie Goobanoff, retired member and conference chair; and Shauna Stark, budget & accounting manager, San Diego County Office of Education.

Immediate Past President Sharon Ketcherside passes the presidential gavel to CASBO President Renee Hendrick.

Eric D. Smith, deputy superintendent, Santa Barbara School Districts, displays the immediate past president’s plaque during the president’s leadership recognition dinner and awards ceremony.

Kevin Smith, outgoing Southern Section president, receives his award of recognition from Ruth Ann Hall (l), director of purchasing services, Twin Rivers Unified School District, and Guiselle Carreon (r), director of purchasing, Grossmont Union High School District.

Attendees visit the booths during the opening night of the California School Business Expo.

Please send in your Out & About photos from CASBO events along with the names of the people in the and the eventBusiness where the photo was taken. Digital photos may be sent to jjackson@casbo.org.

42 |photos California School

out & about

Annual Conference

CASBO Sacramento Don Zimring (r), superintendent, Las Virgenes Unified School District, receives the Sky Joyner Award from associate member Ron Pregmon (l).

(l-r) Renee Hendrick, incoming CASBO president; Nancy LaCasse and Ron Bennett, School Services; Molly McGee Hewitt, interim CASBO executive director; Sharon Ketcherside, outgoing CASBO president; Jeannie Goobanoff, retired member and conference chair; and Greg McDermott, outgoing Associate Member Committee chair, pictured during the associate member hospitality night.

(l-r) Loreen Farrell, director of fiscal services at Northern Humboldt Union High School District; Bennie Howard, director of facilities modernization at Oak Grove Elementary School District; and Sandy Austin, director of internal business services at the Solano County Office of Education, take in the sights at the opening night of the California School Business Expo.

Keynote speaker Bruce Jenner jokes with the audience during the second general session.

Premier-level associate member California Financial Services and CASBO leadership pictured at the California School Business Expo. (l-r) Patricia Paulsen, Mark Epstein and Hamid Yosafi of California Financial Services; Sharon Ketcherside, outgoing CASBO president; Michael Dodge, California Financial Services, and Renee Hendrick, incoming CASBO president.

(l-r) Lettie Boggs, Colbi Technologies Inc., pictured with incoming CASBO President Renee Hendrick and Nina Boyd from the Orange County Department of Education.

Summer 2010 | 43

CASBO book club

BASIC DESIGN

CHILD RESTRAINT

Popular Ravitch book comments on school reform movements, new directions

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CASBO book club participants can unite this summer in reading “The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education,” a frequently discussed new book by Diane Ravitch.

In this recently published book, Ravitch, an education historian and former assistant secretary of education, analyzes research and uses interviews with educators, philanthropists and corporate executives to question the reforms that have been recommended to the American public education system.

She also discusses the various reform movements that have been proposed in recent decades, from boosting educational standards and emphasis on standardized testing to school choice and attempts to identify what makes for “quality teaching.”

Once a believer that “competition and incentives will improve education,” Ravitch now says, based on 40 years of experience, that reforms like No Child Left Behind have failed to make an impact on the lowest performing schools and that charter schools have mixed records.

In the end, Ravitch concedes that there is no single solution for school reform and recommends instead a movement toward renewed educational values and strong neighborhood schools.

Join your CASBO colleagues in reading this timely and informative selection this summer.

44 | California School Business

firstperson

We are all ambassadors of the CASBO brand

By Jodi Jackson CASBO Director of Communications & Marketing

A s To y o t a wa s g o i n g t h o u g h massive recalls, analysts commented that the bad publicity would hurt

in mind, and under the guidance of the

sheet identifying the “Top 10 Guidelines

force, a logo, the foundation of casbo’s

simple things like correctly resizing the

member-driven casbo branding task

Toyota’s brand. We’ve all heard the term

brand, was developed.

but what is a brand exactly? In simple

board of directors, the next step was to

what people think and feel about them.

force our image of professionalism. One

“a company’s brand” or “brand image,” terms, it’s a company’s reputation. It’s

And what people think and feel leads to behaviors. In Toyota’s case, it caused people to buy, or not buy, its cars.

A brand is equally important for an

association like casbo. A strong brand

image leads to support – support from employers, school boards and colleagues

for things like membership, attendance at

workshops, section events and the annual

Once the logo was approved by the

use it properly and consistently to rein-

ment can be found on the website under the “forms and brochures” link.

Our logo and brand are icons of

which we can be proud. Our logo is

and colors – from PowerPoint presenta-

it that represents who we are. It is also

tent standards in the use of our logo, fonts tions and fliers for section events to logo

items or committee reports. Correct use

of the logo, colors and fonts – no matter how small it seems – plays a part in the collective perception of our association.

To help us all stay on track, the Stra-

tegic Plan’s Communications and Mar-

foundation in this area, the previous

of casbo members, came up with a tip-

member-driven strategic plan called for

logo, using the official casbo typefaces,

and logo “do’s” and “don’ts.” The docu-

of the ways is through following consis-

conference.

Realizing the importance of a strong

of Consistency.” The document includes

keting Implementation Team, comprised

unique to us and has a meaning behind federally trademarked. We invested time and effort in its creation, and we can help

maintain its integrity through proper usage. We are all ambassadors of the casbo brand – it is both a privilege and a responsibility.

To see the meaning behind the

casbo logo, go to the following link: www.casbo.org/logo_meaning.

the development of a casbo brand. The

first step in developing a brand was clari-

fying who we were as an association and

what we stood for. So we began asking our members. We received input through

And of course, we looked at our mission statement and strategic plan to see what they said about our goals and values.

What we discovered could be boiled

down to one word: “professionalism.”

And not coincidently, the theme of pro-

fessionalism can be seen throughout

many strategies of the current strategic plan. What also surfaced was that casbo

is a convergence of many things: collective knowledge, collaboration and

answers on page 49

among various committees and the board.

sudoku

a member survey, brainstorming sessions

experience. With all of those concepts Summer 2010 | 45

Driving resources to the classroom White Background - Note: OH+S to select black or white background CASBO 1/4 page Magazine Ad (3.875”x5”) for Orbach, Huff + Suarez LLP 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.

May 20, 2010

Contact us today and let us develop one for you!

Retirement Incentives CSBA GASB 45 Solutions Program Alternatives to Social Security

800.540.6369 ext 127 www.pars.org © 2008 Public Agency Retirement Services (PARS). All rights reserved

46 | California School Business

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

Summer 2010 | 47

advertiserindex Accounting, Auditing and Financial Services Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 16 & 27 Vicenti, Lloyd + Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 20 & 21

Architects WLC Architects (909) 987-0909 www.wlc-architects.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Bond Counsel Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Consulting / Advocacy School Innovations & Advocacy (800) 487-9234 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Consulting Services GASB 45 Solutions (916) 371-4691 www.csba.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 16 & 27 Vicenti, Lloyd + Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 20 & 21

Contractors / Construction Management Bernards (818) 336-3536 www.bernards.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Roebbelen (916) 939-4000 www.roebbelen.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 22 SGI Construction Management (626) 395-7474 www.sgicm.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Cooperative Purchasing The Cooperative Purchasing Network (713) 744-8133 www.tcpn.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 U.S. Communities www.uscommunities.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Emergency 24 Hour Services American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Eye Care VSP (800) 852-7600 www.vsp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Financial and Human Resource Software Infinite Visions/ Windsor Management (888) 654-3293 www.infinitevisions.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Smartetools (760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Financial Services Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

48 | California School Business

Fire & Water Damage Restoration American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Furniture Virco Manufacturing Corp.

(800) 813-4150 www.virco.com Please see our ad on page . . . . . . . . . . . . . . . . . . . Back Cover

Insurance - Benefits and Services American Fidelity Assurance Co. (866) 523-1857 www.afadvantage.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 44 ASCIP (562) 403-4640 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Keenan & Associates (310) 212-0363 www.keenanassoc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Standard Insurance Company (800) 522-0406 www.standard.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Legal Services Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3200 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Dannis Wolver and Kelly (562) 366-8500 www.mbdlaw.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Fulbright & Jaworski LLP (213) 892-9323 www.fulbright.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Orbach, Huff & Suarez, LLP (310) 788-9200 www.Ohslegal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Orrick, Herrington & Sutcliffe, LLP (413) 773-5494 www.orrick.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 31

advertiserindex AD PAGE INDEX

Mandate Reimbursment

School Bus Sales Service & Parts

School Innovations & Advocacy (800) 487-9234 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Creative Bus Sales (800) 326-2877 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Program Management

School Construction

Capital Program Management (916) 553-4400 www.capitalpm.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Northern California Carpenter’s Regional Council (510) 568-4788 www.nccrc.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Program/Construction Management

School Supplies

Capital Program Management . . . . . . . . . . . . . . . . . . . . . . . 32

Seville Construction Services (626) 204-0800 www.sevillecs.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Southwest School & Office Supply (800) 227-7159 www.southwestschool.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Fulbright & Jaworski LLP . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Public Finance

Services/Utilities

GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

The Southern California Gas Company (800) 427-6584 www.socalgas.com/business/rebates/onBillFinancing.html Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Rentals of Modular Buildings

Student Information Services

Mobile Modular (925) 606-9000 www.mobilemodularrents.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Retirement Benefits

Student Safety Seats

Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 46

C.E. White Company (239) 218-7078 www.cewhite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Orrick, Herrington & Sutcliffe, LLP . . . . . . . . . . . . . . . . . . . . . 31

Risk Management Services

Transportation

Q’straint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Tyler Technologies (800) 433-5530 www.tylertech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Roebbelen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Wheelchair & Occupant Securement Systems

Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . . 31

Q’straint (954) 986-6665 www.qstraint.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

American Fidelity Assurance Co. . . . . . . . . . . . . . . . . . . . . . . 44 American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . 16 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . . 10 Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Infinite Visions/ Windsor Management . . . . . . . . . . . . . . . . . . 7 Jones Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Dannis Wolver and Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Northern California Carpenter’s Regional Council . . . . . . . . . . 51 Orbach, Huff & Suarez, LLP . . . . . . . . . . . . . . . . . . . . . . . . . 46

Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Public Agency Retirement Service . . . . . . . . . . . . . . . . . . . . . 46

School Innovations & Advocacy . . . . . . . . . . . . . . . . . . . . . . 12 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . . 36

Seville Construction Services . . . . . . . . . . . . . . . . . . . . . . . . 35 SGI Construction Management . . . . . . . . . . . . . . . . . . . . . . . 36 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Southwest School & Office Supply . . . . . . . . . . . . . . . . . . . . 46

sudoku

Standard Insurance Company . . . . . . . . . . . . . . . . . . . . . . . . 21 from page 45

Stone & Youngberg LLC . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The Cooperative Purchasing Network . . . . . . . . . . . . . . . . . . . 4 The Southern California Gas Company . . . . . . . . . . . . . . . . . . 2 Tyler Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 U.S. Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . . . . . . . . 16 & 27 Vicenti, Lloyd + Stutzman LLP . . . . . . . . . . . . . . . . . . . 20 & 21 Virco Manufacturing Corp. . . . . . . . . . . . . . . . . . . . Back Cover VSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 WLC Architects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Summer 2010 | 49

lastwords

Perseverance is not a long race; it is many short races one after another.

~ Walter Elliott

43% Student bullying is one of the most frequently reported discipline problems at school. 21 percent of elementary schools, 43 percent of middle schools and 22 percent of high schools reported problems with bullying in 2005-06.

Source: Youth Violence Project

If you turn the

imagination loose like a hunting dog, it will often return with the mouth.

bird in its

PROP13

Proposition 13 passed in 1978 with almost 65 percent of those who voted in favor and with the participation of nearly 70 percent of registered voters.

Source: Wikipedia

Many persons have a wrong idea of what constitutes

true

happiness. It is not attained through self-gratification but through fidelity to a

purpose.

worthy

~ Helen Keller

2008-09 In 2008-09, 70.1 percent of California’s teachers were white; 72.4 percent were female. The student population was 51.4 percent male and 49.0 percent Hispanic, 27.9 percent white, 8.4 percent Asian and 7.3 percent African-American.

Source: ed-data.org

~ William Maxwell

Excellence is in the

details.

Give attention to the details and

Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to jjackson@casbo.org.

50 | California School Business

excellence will come. ~ Perry Paxton

Summer 2010 | 51

52 | California School Business