ARIZONA
SCHOOL
BOARDS
ASSOCIATION
WINTER 2014
VOL. 44, NO. 1
OurStudentsOurFuture
PLUS... Annual Awards Showcase
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ARIZONA
SCHOOL
BOARDS
ASSOCIATION
Winter 2014
● DEPARTMENTS 3
President’s Message Our Students, Our Future By J. Elaine Hall, ASBA President
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25
ASBA News
Now is the Time Findings from the Arizona Town Hall on Early Education
By Tracey Benson, ASBA Director of Communications
By Tara Jackson
ASBA Calendar of Events
17
Education and the Law The Legal and Policy Considerations of School Board Agendas By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services
Capitol View The Governor’s FY15 Proposed Budget and Key Emerging Issues By Janice Palmer, ASBA Director of Governmental Relations & Public Affairs
47
26
ASBA Affiliate Members
‘Team Effort’ Raises the Bar for Tohono O’odham Students Baboquivari USD Board Commits to Laying Foundation for Success By Don Harris
28
Leadership Matters What’s Your Team Member Style? By Karen Loftus, ASBA Director of Leadership Development
22
● FEATURES ASBA in Pictures: 56th ASBA•ASA Annual Conference
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20
The Baboquivari USD school board has adopted a “whatever-it-takes” attitude to improving student outcomes. Read the story on page 26.
14
Viewpoints The 50-Year Anniversary of the War on Poverty By Dr. Timothy Ogle, ASBA Executive Director
6
Vol. 44, No. 1
The Courage to Change Benson USD Board’s Efforts Rewarded with State’s Top Academic Ranking By Don Harris
31
ASBA 2013 Annual Awards Showcase 32 Lou Ella Kleinz Award of Excellence 33 All-Arizona School Board Award 34 Total Board Award 38 Master of Boardmanship with Clusters Award 39 Golden Bell Award 43 Superintendents Award
Adopting the Beyond Textbooks program was a key element of Benson USD’s rise to become Arizona’s top-ranked school district. Read the story on page 28.
ASBA Journal I Winter 2014 1
ARIZONA SCHOOL BOARDS ASSOCIATION ● Officers President J. Elaine Hall President Elect Jesus Rubalcava Treasurer Kathy Knecht Secretary Julie Bacon Immediate Past President Randy Schiller
● County Directors, Caucus Leadership and NSBA Representatives Apache Arnold Goodluck Cochise Jeffery Crandall Coconino Jerry Williams Gila Barbara Underwood Graham James Bryce Greenlee Luis Montoya La Paz Barbara “Harlow” Harper Maricopa Bill Adams Maricopa Bill Adams Maricopa Bonnie Sneed Mohave Tom Duranceau Navajo Linda Yazzie Pima Jim Love Pima Sara Mae Williams Pinal Torri Anderson Santa Cruz Maria Neuman Yavapai Ken Dobson Yuma Marvin Marlatt Hispanic/Native American Indian Caucus Eva Carillo Dong Black Caucus Maxine Hill NSBA Pacific Region Director Cynthia Matus Morriss
● Staff Executive Director Dr. Timothy Ogle Director of Administrative Services Ellen White Director of Communications Tracey Benson Director of Governmental Relations/Public Affairs Janice Palmer Director of Leadership Development Karen Loftus Director of Legal and Policy Services/ General Counsel Chris Thomas Assistant Director of Policy Services Dr. Terry L. Rowles Executive Search and Senior Policy Consultant Steve Highlen Policy Consultant Nick Buzan Technology and Information Specialist Michael Barcia Governmental Relations Analyst Geoff Esposito Education Reporter Lisa Irish Policy Technician Renae Watson Member Services Coordinator Shirley Simpson Secretary to the Executive Director Kristi Johnson Administrative Secretary Jolene Hale Administrative Secretary Sara Nilsson Administrative Secretary Elizabeth Sanchez Receptionist Lindsay Jenner Publication Policy: Articles printed herein may be divergent in point of view and controversial in nature. The materials published in each issue represent the ideas or beliefs of those who write them, and not necessarily the views or policies of the Arizona School Boards Association. © 2013 by the Arizona School Boards Association. Address all correspondence to: ASBA Journal Editor 2100 N. Central Ave., Suite 200 Phoenix, AZ 85004 Phone: 602-254-1100; 1-800-238-4701 editor@azsba.org; Website: www.azsba.org Annual subscription rate $24 Production and Design by S&L Printing & Mailing, Inc. 1428 W. San Pedro • Gilbert, AZ 85233 • 480-497-8081
2 ASBA Journal I Winter 2014
ARIZONA SCHOOL B O A R D S A S S O C I AT I O N Quality leadership and advocacy for children in public schools
OUR MISSION Promoting elected local governance of public education and continuous improvement of student success by providing leadership and assistance to public school governing boards.
OUR GOALS Provide model training and leadership emphasizing best practices in public school governance. Represent and advocate for the diverse interests of public school governing boards. Advocate the core beliefs and political agenda as adopted by the membership.
OUR CORE BELIEFS ASBA believes… The basic life needs of children must be met for them to succeed. Meeting the unique educational needs of all students must be the foundation of our school systems. The governance of public schools must lie with locally elected and accountable school district governing boards. The accountability for student success is a shared responsibility of the students, parents, governing board, district staff and the community. Public education funding must be broad-based, stable and at a level that assures all students receive an education that enables them to be successful. State and federal mandates must be funded. Knowledgeable and professionally trained governing board members are fundamental for ensuring student success.
Learn more at www.azsba.org
● PRESIDENT’S MESSAGE
By J. Elaine Hall, ASBA President
Our Students, Our Future
A
s your ASBA President for 2014, I dived into the deep end with the association’s annual board of directors’ retreat in January. This was a great beginning to the year, and I am proud to say that your elected board members are fully engaged and most eager to work for what is best for the students of Arizona. My chosen theme for 2014 is “Our Students, Our Future.” This is not a new phrase, but one that I aspire to give greater meaning and encourage everyone to really think about in depth. We are in the business of helping our educators by providing them with the policies and tools they need to educate our future doctors, lawyers, business and government leaders, as well as our future mechanics, builders, trades people and innovators for the 2020s, 2030s and beyond. The primary responsibility of the educational system, in my opinion, is to teach our students how to think critically and how to learn, rather than just feeding them facts. Of course they need to learn the basics of reading, writing, mathematics and social studies. Our students also need to know where to find the answers to their questions, how to come up with new questions, and how to think for themselves. Our districts throughout the state are faced with many challenges, among them: recruitment and retention of highly qualified teachers. Some of the students in our rural areas travel up to two hours or more just to get to school, and then to get home again in the evening. That is not to say that the larger and urban districts do not have their own set of challenges. As an organization and as individuals, we need to recognize and embrace our diversity. With the increasing mandates of our government, all across the state, districts are dealing with the challenge of upgrading (and in some cases installing) technology. It is no secret that the educational system is being undercut financially by our lawmakers, with the encouragement of special interest groups. Looking beyond these challenges, we can see many amazing things happening in Arizona, and we must encourage districts to share their accomplishments with all of us. With the advent of our Arizona Education News
Service (www.azednews.com), we have the capability of spreading the good news not only to other board members, but to other state leaders –business, civic, elected– and the general public. Connect with ASBA Director of Communications Tracey Benson, or Lisa Irish, our lead reporter, to learn more about this opportunity. I ask all districts who are facing challenges to communicate with your county director or ASBA staff. We, as a state, are a family – a large, diverse family. We will not always agree with one another, but families reach out and help one another. By sharing our challenges and successes, it will be possible for us to build partnerships for the benefit of all of our students. It is my goal to travel around the state more this year in order to meet board members, and to learn about your schools. I want to see the great things your students are doing, and help foster partnerships where they may be beneficial.
By sharing our challenges and successes, it will be possible for us to build partnerships for the benefit of all of our students.
ASBA Journal I Winter 2014 3
4 ASBA Journal I Winter 2014
● VIEWPOINTS
By Dr. Timothy Ogle, ASBA Executive Director
The 50-Year Anniversary of the War on Poverty
F
ifty years ago, the United States began its all-out war on human poverty and unemployment. It was January of 1964. With the perspective of history, we can today ponder the impact of this war; its success or failure, and the impact to our children. Just a few weeks ago, the Pew Research Center, a well-respected, “apolitical” policy institute, released an informed piece on the progress in our nation related to the changes in poverty in the last 50 years. They used U.S. Census data as their primary source. As you will see, the implications for the state of Arizona and our K-12 education system are profound. Here are some highlights of what they reported. Poverty has risen among Hispanics. In 1972, 22.8 percent of Hispanics lived below the poverty threshold. In 2012, the share of Hispanics in poverty had risen to 25.6 percent. But the U.S. Hispanic population has quintupled over that time. As a result, more than half of the 22 millionperson increase in official poverty between 1972 and 2012 was among Hispanics.
It is time for policymakers and citizens to unite behind the type of forward-thinking leadership we all want.
Poverty among blacks has fallen sharply: In 1966, 41.8 percent of African-Americans were poor; blacks constituted nearly a third (31.1 percent) of all poor Americans. By 2012, poverty among African-Americans had fallen to 27.2 percent. As a comparison, the white population living in poverty in 2012 was 12.7 percent. Childhood poverty persists. In the first few years after the war on poverty began, poverty among children younger than 18 began to drop, from 23 percent in 1964 to 14 percent by 1969. Since then, however, the childhood poverty rate has risen, fallen and, since the 2007-08 financial crisis, has risen again. In Arizona, we are living in a state that has a childhood population that is poorer and more challenged than ever before. Data released in September 2013 by the U.S.
Census Bureau shows that childhood poverty in Arizona is significantly more prominent than the national average. In 2012, more than one out of four children in Arizona was living in poverty, which is defined as a family income of less than $18,284 for a family of three. The impact of these unacceptably high rates of poverty on education cannot be overlooked, nor can we minimize the seriousness of the implications on our state’s future. In every state, lower-income students are less likely to be reading as proficiently as their higher-income peers. But according to the Kids Count report released by the Annie E. Casey Foundation in January 2014, the gap in reading proficiency between students from higher- and lower-income families in Arizona is among the nation’s highest. Only 15 percent of Arizona fourth-graders living in low-income households were reading proficiently in 2013, compared to 43 percent of their higher income counterparts. The solutions are evident. We have massive amounts of citizen input and well documented, research-based recommendations. Taken together, the recommendations of the 103rd Annual Arizona Town Hall, which last fall tackled the topic of early education, and the Center for the Future of Arizona’s guidepost report, “The Arizona We Want 2.0,” provide all of the information we need to create a positive vision for the future of our state. These documents are locally developed by our citizens and clearly indicate a desire for new, innovative approaches to reach children now in poverty and change our future direction, so their children will not inherit a life of poverty. Read these reports. Become familiar with their powerful recommendations. (An overview of recommendations from the Arizona Town Hall can be found on page 25.) As you will see, support of pre-K-12 education is the basis of real hope for this to occur. It is time for policymakers and citizens to unite behind the type of forward-thinking leadership we all want. Let’s get to work and in the next 50-year report card on poverty have readers admire the vision we created and the progress we made. I, for one, look forward to the day when historians will write about the wonderful efforts made to help lift our state and change the trajectory of poverty and the associated complex social, educational, and economic challenges generated by its increase. ASBA Journal I Winter 2014 5
NEWS New ASBA officers elected at annual meeting
Clockwise from back left, President Elect Jesus Rubalcava, Immediate Past President Randy Schiller, Secretary Julie Bacon, President J. Elaine Hall and Treasurer Kathy Knecht.
Delegates representing ASBA member districts from across Arizona elected officers at the annual membership meeting that took place in December just prior to the start of the 2013 ASBA-ASA Annual Conference. Joining President J. Elaine Hall (Sahuarita USD) and Immediate Past President Randy Schiller (Phoenix Union HSD) on the 2014 ASBA Board of Directors Executive Committee are Jesus Rubalcava (Gila Bend USD), president elect; Kathy Knecht (Peoria USD), treasurer; and Julie Bacon (Paradise Valley USD), secretary.
Association leaders identify strategic goals for year ahead Members of the ASBA Board of Directors and the association’s director-level staff came together at a retreat in January to identify strategic goals that the association is pursuing in 2014. They are: • • • • •
Promoting the essential role of school boards and public education. Increasing member engagement in ways that value the diversity of the association. Expanding grassroots advocacy. Developing and delivering services that lead to board effectiveness. Providing accountable and transparent stewardship of association finances.
Strategic planning was on the agenda when the ASBA Board of Directors and director-level staff gathered for a retreat in January.
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ASBA’s first-ever marketing and communications workshop was a success “Telling Your Story,” a one-day workshop held in December as a pre-conference to the ASBA-ASA Annual Conference, generated both higher than anticipated attendance and positive reviews from the public school leaders who attended. The event, which attracted nearly 200 public school leaders from around the state, was ASBA’s first-ever workshop focused solely on effective marketing and communications. Sessions included an overview of the competitive environment, including data and insights on what parents want; branding; storytelling; citizen committees; and social media. The day was capped off with an interactive session on presentation and media training. Eighty-five percent of those who completed the conference evaluation said they would like to continue to see marketing and communications covered at ASBA events. “There is an ongoing need for such info, particularly by those of us who do not have a marketing department,” said one attendee. Many singled out effective use of social media by school districts as a topic of great interest for future training.
Top, West-MEC Public Information Officer Adriana Parsons highlighted ways social media can help public school leaders. Above, Jim Cummings, Glendale ESD’s director of communications and parent and community engagement, provided insights on Arizona’s competitive education environment and what parents want.
Attendees give high marks to first training event of the year Nearly 300 school board members, superintendents and governing board secretaries attended ASBA’s Board Operations and Leadership Training Seminars (BOLTS) in January. These one-day events were held in Tucson, Phoenix and Flagstaff. Informative and interactive learning sessions covered essential governance and leadership topics, including understanding and adopting the district budget, the dynamics of agenda building, discerning and maximizing your leadership style, and building BOLTS attendees completed individual assessments that revealed their team member styles. relationships with other elected leaders. ASBA subject matter experts utilized a new presentation technique called pecha kucha to share information on additional topics. These fast-paced mini-sessions covered Essential Understandings about Executive Sessions; 15 Things Board Members Can Do to Boost Public Confidence in Schools; Campaigning and Advocacy Do's and Don'ts; Telling the Story of Public Education in Arizona; Everyday Advocacy; Living Your Vision, Mission and Goals; and Where Policy Comes From. In addition, a break-away session just for board secretaries focused on two topics: the consent agenda and getting the most out of ASBA's website and new database. Elsa Ramos, governing board secretary for Cartwright ESD, gave the program high marks, calling it “The best BOLTS training seminar that I have attended.” Blossom Tande, a Dysart USD governing board member, enjoyed the pecha kuchas, saying “It keeps the listener engaged.” She called the training overall “a real eye-opener. It answered questions I had and those I didn’t know I had.” ASBA Journal I Winter 2014 7
Warner honored with lifetime achievement award for unwavering support of public education Carolyn Warner, a staunch advocate for public education who began her career in public service as a governing board member for the Phoenix Union High School District and went on to become a three-term state superintendent of public instruction, received the 2013 ASBA Barbara Robey Lifetime Achievement Award for her outstanding contributions in support of public education and ASBA's mission through servant leadership over an extended period of time. Both her mother and father were school teachers, and virtually all her aunts and uncles were in the profession too, as teachers, principals and school board members. “Education in my family was closely akin to being a religion,” Warner has said. “It was sort of a manifestation of our theology, because we believe that everybody Carolyn Warner hugs Megan Schiller, daughter of ASBA Immediate Past President Randy Schiller, after being can - given the opportunity.” presented with the association’s Lifetime Achievement Though she didn’t become a teacher, Carolyn Warner has Award at the ASBA Annual Awards Dinner in December. been a staunch advocate and policy leader for public education – in Arizona and nationally - for more than 40 years. She has devoted her life to making sure that education lives up to its promise – in her words – “as the provider of opportunity for just ordinary young people, ordinary children, to develop and become extraordinary citizens.” In 1986, she was her party’s candidate in a competitive race for governor, a race ultimately won by Evan Mecham. Over the years, Warner has won friends and colleagues on both sides of the political aisle with her knowledge, her insistent but collegial style, her humor – and even her willingness to occasionally poke fun at herself. Out of office, her involvement in education policy and advocacy continues. She received presidential and congressional appointments, serving under both Republican and Democratic administrations. She was a founding member of the Arizona Education Foundation, and continues to fight for teachers, making sure excellence is recognized and rewarded. She authored books on promoting the value of public education – which she does with passion at every opportunity. Today, workforce development is among her top priorities. As co-chair of the Arizona Skills Standards Commission, Warner’s unparalleled ability to develop partnerships with school administrators, teachers, and business leaders is at work for Arizona students. Watch a video tribute to Warner on ASBA’s YouTube channel: www.youtube.com/azschoolboardsassoc
Carolyn Warner addressed the gathered crowd, then stepped off the dais to embrace longtime friend Barbara Robey, for whom ASBA’s lifetime achievement award is named.
8 ASBA Journal I Winter 2014
Future teachers awarded ASBA scholarships ASBA has awarded its annual Jack Peterson Scholarships to three high-achieving high school seniors who plan to pursue degrees in education in college. Scholarships of $1,000 each were awarded to Amanda Grimshaw, Tanque Verde High School (Tanque Verde USD), Dakota “Cody” Hays, St. David High School (St. David USD) and Sydney Knight, Greenway High School (Glendale Union HSD). Since the establishment of the scholarship in 1998, more than 30 talented young people have been awarded nearly $45,000. The scholarships honor the leadership and service of Jack Peterson during his tenure as ASBA executive director.
From left, students Amanda Grimshaw, Sydney Knight and Dakota “Cody” Hays and Jack Peterson.
Hispanic, Native American students benefit from caucus’s first-ever scholarships Three deserving students were awarded the first-ever scholarships given by ASBA’s Hispanic-Native American Indian Caucus. Receiving the Panfilo H. Contreras Honorary Scholarships, which are named after one of the founding members of the HNAIC, were Kevin Gutierrez, Gila Bend High School (Gila Bend USD); Beatriz Ortiz, Flowing Wells High School (Flowing Wells USD), and McKenna Parker, Window Rock High School (Window Rock USD). Recipients will attend an Arizona stateaccredited institution to further their education.
From left, Panfilo Contreras, Jim Love, who accepted the scholarship on behalf of Beatriz Ortiz, and students McKenna Parker and Kevin Gutierrez.
ASBA Calendar of Events February 2014 28 ASBA Spring Legal Seminar Tucson March 2014 7 ASBA Spring Legal Seminar Flagstaff 14
April 2014 5-7 NSBA Annual Conference New Orleans
ASBA Board of Directors Meeting Phoenix ASBA Journal I Winter 2014 9
Winning student photo contest entries capture beauty of Arizona outdoors A polka-dotted monarch perched on a desert blossom. The pleasing symmetry of cacti. A time-lapse nighttime sky-scape. Sunlight breaking through leafy boughs. The beauty and variety of “Arizona Outdoors” were captured with artistry and skill in the five student images selected as winners in this year’s Arizona School Boards Association Jack Peterson Student Photography Contest. The statewide contest, which marked its 15th year in 2013, is open to K-12 students from Arizona’s public school districts. Photos were judged in two categories: grades K-8, with two awards given, and grades 9-12, with three awards given.
From left, photo contest winners Daba Yague, Andrew Kingsbury and Jose Coronado with photography contest chair Julia Smock.
This year’s winners in the grades K-8 category were: First Place: Spencer Scher, an eighth-grade student at Madison Meadows Middle School in Phoenix (Madison ESD) Honorable Mention: Evan Ziker, a seventh-grade student from Sonoran Trails Middle School in Phoenix (Cave Creek USD) Winners in the grades 9-12 category were: First Place: Daba Yague, a senior at Pinnacle High School in Phoenix (Paradise Valley USD) Second Place: Jose Coronado, a senior at Amphitheater High School in Tucson (Amphitheater USD) Third Place: Andrew Kingsbury, a senior at Lake Havasu High School (Lake Havasu USD) The ASBA student photography contest began in 1999 as a tribute to former ASBA executive director and amateur photographer Jack Peterson upon his retirement. Second place, grade 9-12 category, Jose Coronado
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From top, first place, grades 9-12 category, Daba Yague; first place, grades K-8 category, Spencer Scher; third place, grades 9-12 category, Andrew Kingsbury; honorable mention, grades K-8 category, Evan Ziker.
ASBA Journal I Winter 2014 11
Bylaw change adjusts election requirements for members appointed to ASBA Board Delegates at the ASBA annual business meeting, held Dec. 11 in Phoenix, voted to approve an amendment to the ASBA bylaws. It provides that any person appointed to the ASBA Board of Directors as a county director to fill a vacancy will hold that Madison ESD Governing Board Member Scott Holcomb addressed delegates on the floor at the ASBA annual business meeting. position for the remainder of the former elected director’s term. Previously, any director so appointed was required to run for election during his or her next county workshop. This amendment, submitted by the ASBA Board of Directors, impacts Section 9 of Article V: Vacancies and Removal from Office. A proposed bylaw change to Article IV: Membership, submitted by the Madison Elementary School District, was withdrawn. It requested an amendment to change the membership classification of certain regional school districts.
ASBA, the Trust form partnership to enhance services ASBA has entered a multifaceted business partnership with the Arizona School Risk Retention Trust (the Trust), a provider of high-quality, affordable property and liability protection that exclusively serves Arizona public schools and community colleges. Beginning in February 2014, the Trust will assist ASBA member districts and their boards in reducing legal liabilities related to property, liability, and workers’ compensation. In consultation and collaboration with ASBA Legal and Policy Services, the Trust will develop loss control programs for, and provide training on loss control initiatives and programs to, ASBA members. “The Trust has a long-standing, rock-solid reputation for meeting the evolving risk management and educational needs of Arizona school district and community college leaders—in short, our members,” said Dr. Timothy Ogle, ASBA executive director. “This new partnership between our organizations will make delivery of the services each of us provides to Arizona public schools more targeted and coordinated, which will truly benefit those we serve. For example, the risk management and loss control expertise provided by the Trust will inform and further strengthen ASBA’s model policy service.” The Trust currently services 249 Arizona districts and community colleges, making it one of the largest public entity pools in the United States. ASBA will also assist in marketing programs and services of the Trust and disseminating loss control and safety communication and educational materials. “The Trust has enjoyed an excellent, collaborative relationship with ASBA for many years, and our new partnership takes things to the next level through development and coordination of services,” said Mike Tiffany, executive director of the Trust. “It’s a win for our two organizations, but the bigger win is for the districts and school boards we serve.” The Arizona School Risk Retention Trust, Inc. (the Trust), a not-for-profit corporation, was established in 1986 under A.R.S. § 11-952.01(A). It operates as a risk retention pool funded and governed by its members, and is backed by the best reinsurance companies in the world. The Trust prides itself on offering value, service, and peace of mind that commercial property and liability insurers cannot match. In addition to coverages, the Trust offers its members a variety of low-cost or free services to assist them in managing their risk. The Trust operates in partnership with the Arizona School Alliance for Workers’ Compensation, Inc. (the Alliance), and the School Construction Insurance Pool, Inc. (SCIP). 12 ASBA Journal I Winter 2014
Arizona school board delegation attends national Advocacy Institute A delegation of more than 20 Arizona school board members traveled to Washington, D.C., in February for the National School Boards Association first-ever Advocacy Institute. The successor to the NSBA Federal Relations Network Conference, the event focused on training board members in effective advocacy, creating concise messaging to enhance lobbying efforts, and engaging the media and public throughout the year. Keynote speakers at the event were legendary, Pulitzer-prize winning journalist and author Bob Woodward and the Rev. Bernice King, inspirational orator, author and daughter of Dr. Martin Luther King, Jr. In addition to participating in numerous discussion and learning sessions, attendees visited Capitol Hill for a day of meetings with Arizona’s members of Congress and their staff.
ASBA Secretary Julie Bacon (Paradise Valley USD) and Michael Wong, staff assistant to Congresswoman Kyrsten Sinema.
From left, ASBA President J. Elaine Hall (Sahuarita USD), Congressman Ron Barber, and ASBA Pima County Co-Director Jim Love (Flowing Wells USD).
From left, Janice Palmer, ASBA director of governmental relations and public affairs, Congresswoman Ann Kirkpatrick and ASBA Pima County Co-Director Jim Love (Flowing Wells USD).
ASBA Pima County Co-Director Jim Love (Flowing Wells USD), Congressman Jeff Flake and ASBA Treasurer Kathy Knecht (Peoria USD).
NSBA’s Kathleen Branch displays a card students from Patagonia ESD created for Congressman Raul Grijalva. Board member Cindy Matus Morriss delivered the card.
ASBA Journal I Winter 2014 13
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56th
•ASA ASBA Annual Conference
Dec. 11-13, 2013 | B i l t m o r e C o n f e r e n c e C e n t e r
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Mesa USD’s Westwood High School Air Force JROTC Honor Guard, under the direction of Maj. Ed Greer, posted the colors.
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A school board member takes notes during a session in the New Board Orientation track.
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ASU President Dr. Michael Crow gave a captivating keynote on “Education, Innovation and Arizona’s Future.”
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School leaders were able to choose from 40 break-out sessions on topics ranging from governance and leadership to education policy.
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Joe Melchionne (Yuma ESD), a member of ASBA’s Trust Lands Committee, answers questions during a panel discussion hosted by the committee.
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J. Elaine Hall takes the stage for the first time as ASBA president to introduce her theme for the year, “Our Students, Our Future.”
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C. Ed Massey, immediate past president of the National School Boards Association and a currently serving school board member in Kentucky, delivered his keynote presentation on “Adaptive Leadership: Leading Through Change.”
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The vocal ensemble from Phoenix Union HSD’s Betty Fairfax High School performed as a prelude to the conference opening ceremonies.
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Chris Thomas, ASBA general counsel and director of legal and policy services, presents at the New Board Member Orientation.
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ASBA Black Caucus Immediate Past President David Evans discusses issues with Gerae Peten, superintendent of Fort Thomas USD, during a caucus meeting.
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● EDUCATION AND THE LAW
By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services
The Legal and Policy Considerations of School Board Agendas
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chool board members only have authority when acting collectively as a board. And all board actions must be at a meeting that is in compliance with Arizona’s Open Meeting Law, which requires 24-hour advance notice of all matters to be considered, discussed or decided at the meeting. So, what gets put on a board agenda, and how that occurs, is very important. This installment of “Education and the Law” will explore the critical issue of school board agendas. Q. What are the requirements for board agenda setting? My board has adopted a policy that is consistent with the ASBA Model Policy (BEDBA). A. Other than the Open Meeting Law, Arizona statute says little else about how boards are to create their agendas. Statute does give a school board the authority to “prescribe rules for its own government.” A.R.S. §15321D. This gives a board tremendous f lexibility. The model agenda-setting policy that ASBA recommends reads, “The Superintendent will prepare Board meeting agendas in consultation with the Board President.” It is important to understand what roles the superintendent and board president play in this typical policy. The superintendent is there in a ministerial role not as a “gatekeeper.” The superintendent is responsible for the operation of the district and, thus, will possess an understanding of what actions a board will need to take to keep the district running. The superintendent will know what required actions the board must take under the law and when. ASBA Policy Services publishes annually for its subscribers a calendar of required actions that boards must take under the law and when those actions must be taken. This publication is helpful for planning future board agendas and long-range calendaring. Find it at www.azsba.org/policy-services/ calendar-of-required-board-actions. The superintendent also is the person who would best be able to develop issues for board discussion, ensuring that the board has all of the information necessary to have an informed discussion and, ultimately, make an informed decision. This background information may include consulting with legal counsel, ensuring that
the proper resources are available and making sure the subject-matter experts are there at the meeting and available to answer board questions. To be sure, the superintendent as a key partner in the boardsuperintendent management team must also be there to lend a policy perspective; however, ultimately, the superintendent is there to administer the agenda and ensure that the board’s agenda is brought to fruition.
If you are not adopting your board agenda at the beginning of your meeting, you are missing out on an important meeting management tool. The board president is there to represent the board in the agenda setting process, to ensure that the issues that the board wants to talk about are included in the board agenda. The board president is also not typically “the gatekeeper.” Instead, the board president is there to ensure that all of the board members’ voices – all equal in authority, including the board president – are heard. Toward that end, ASBA’s model policy also includes the following: “The Superintendent or Board members may place items on the agenda. Any Board member desiring to place an item on the agenda will notify the Superintendent of the particular item of business at least five (5) working days before the meeting.” This model supposes little or no discretion by the superintendent or board president in putting an item on the agenda. However, there may be discretion exercised by either the superintendent or the board president if the agenda item submitted for inclusion needs further development and research by the superintendent to be ready for board discussion or if the item is not something that board is interested in hearing as a whole. The latter circumstance might be apparent if the item has appeared on previous board agendas and the board has not supported the item. ASBA Journal I Winter 2014 17
Consent agendas are huge time-savers and they allow the board to focus on substantive issues where the board is needed to exercise its collective strategic vision.
The superintendent or board president should never poll support among the board prior to deciding to put the matter on a board agenda. Q. What if the board president or superintendent refuses to put the matter on the agenda and the policy has been followed? A. This is a tough one. Unfortunately, the policy is not self-executing. In other words, such a scenario presents a governance problem for the board and the district. I would say that if the board president or the superintendent wish to remain in those roles, they would be wise to heed the will of the board or they may find themselves out of those roles in the future. ASBA believes that a board has the authority to change board presidents at any time; superintendents may have additional legal complications to remove, but clearly a superintendent unwilling to follow the lead of his or her board is not likely to remain superintendent for long. Q. Does ASBA recommend the inclusion of a “Suggestion of Future Board Agenda Items” as part of a regular board meeting agenda? A. Yes. Such an item on the agenda allows all board members to suggest items for consideration in future board agendas adding to the inclusiveness of the board and fostering a stronger board-superintendent team. However, board members and superintendents must be mindful that any future agenda item suggestion cannot take the form of a legal proposal (suggesting a particular action be taken by the board by one board member can violate the Open Meeting Law) and board members and staff should not engage in any conversation on the merits of the suggested agenda item. Q. We have adopted ASBA’s model policy BEDBAgenda and do not use the suggested “adoption of board agenda” in our board meetings as we fail to see the purpose for this. Are there any downsides to this practice? 18 ASBA Journal I Winter 2014
A. If you are not adopting your board agenda at the beginning of your meeting, you are missing out on an important meeting management tool. The inclusion of this item is to give the board the opportunity, at a time near the beginning of the meeting, to rearrange the agenda items on the agenda. This allows a board to move up an item on the agenda where the public has signed up to speak in order to not keep them waiting. It allows the board to up-front decide to table items that are not ready for discussion. It also allows a board member to remove an item from the consent agenda (more on that later). Most importantly, since this is done at the beginning of the meeting, it provides greater notice to the public as to how the board is going to manage the meeting. Q. Our board includes in its reports section both board and superintendent reports and other reports such as principal’s reports, budget reports and facilities reports. Is this the right way to do this? A. This has been the subject of some confusion in recent years. Under the Open Meeting Law, all items to be discussed on the agenda must be noticed to the public and sufficiently described to put the public on notice as to what will be discussed, considered or decided at the meeting. There is an exception for “current event summaries” done by board members or superintendents. These current event summaries are intended for items that do not foster a great deal of interest among the public, other board members or staff. Any item brought up in a current event summary that is not specifically listed on the agenda cannot be discussed by the board members or staff at the meeting. Typical items for superintendent current event summaries may be recognitions of students or staff for academic or extracurricular achievements or certain late-breaking news items (but remember: no board comments or questions on items not sufficiently described on the agenda). Typical items for board member current event summaries may be notice of attendance at board trainings, school events and positive recognition of school staff. Other reports that do not meet the criteria of a superintendent or board member current event summary must meet all of the other requirements of the Open Meeting Law. In other words, it would not be sufficient in terms of the required notice to just have “Budget Report” on the agenda. What budget is going to be discussed – the current year or some other year? What aspect of the budget will be discussed? Remember the person-off-the-street standard: all meeting agenda items must be sufficiently described to put a person who has no knowledge of school district business or on-going issues on notice that a particular item will be discussed
such that this person can decide whether or not to attend the meeting. This means that items such as “Budget Report” or “Facilities Report” must contain additional information as to what aspect of those items will be discussed within the report. Q. Our board has recently begun using a consent agenda. Can you outline what a consent agenda is and how it should be used? A. A consent agenda is a tool used to streamline meeting procedures by collecting routine, non-controversial items into a group whereby all are passed with a single motion and vote. Consent agendas are huge time-savers and they allow the board to focus on substantive issues where the board is needed to exercise its collective strategic vision. Typical items on consent agendas are board minutes, approval of payment vouchers, approval of new hires, acceptance of gifts, approval of vendor contracts, acceptance of committee or staff reports and second-reading of board policies (where first reading has already occurred and no changes have been made to suggested document). What should never be on consent agendas are controversial issues, matters of high public
concern or any item where there will be board interest to discuss at the meeting. The best practice is to allow any board member to remove an item off the consent agenda for discussion and/ or decision as part of the regular action agenda. However, if this becomes problematic for the board and the board finds that individual board members are consistently pulling items off the agenda that the board would rather adopt as part of the consent agenda, the board can adopt a policy that it takes a majority vote of the board to remove an item off the consent agenda. Board members should provide notice to the superintendent in advance of their intention to remove an item off the consent agenda. Further, board members should ask clarifying questions in advance of the board meeting rather than removing items off the consent agenda to ask these types of questions. If items are constantly being removed from the consent agenda for individual discussion or action, it defeats the time-saving purpose of having a consent agenda in the first place. Boards should know that, at the meeting, items previously noted for individual action on the agenda cannot be moved to the consent agenda.
ASBA Journal I Winter 2014 19
● LEADERSHIP MATTERS
Karen Loftus, ASBA Director of Leadership Development
What’s Your Team Member Style?
A
s ASBA continues to provide our members new forms of professional development, I wanted to make sure you knew about the “What’s My Style” self-assessments that we are now able to offer your governing board and/or leadership team. For those attending the Boards Operations and Leadership Training Seminars (BOLTS) in January, you got your first taste of this personality assessment tool which focuses on the four personality styles, as they pertain to being a member of a team – in this case a leadership team or governing board team. By completing a short, copyrighted 18-question self assessment, you can gain insight into how you behave as a member of a team, and, in turn, how your teammates behave. Being part of a team can be rewarding and yet challenging. The “challenge” often comes because of people. We might have the most exciting, clearly defined mission and vision, but if the people on our team can’t be understood and communicate with one another, then our chance of success is impacted. ES S HI GH AS SE RT IV EN
NE SS LO W EX PR ES SI VE
DI RE CT
SYSTEMATIC
CONSIDERATE
ES S LO W AS SE RT IV EN
20 ASBA Journal I Winter 2014
VE NE SS HI GH EX PR ES SI
SPIRITED
Whether you were appointed, hired into your role or elected, we come together as a team with a mixture of backgrounds, opinions, histories, personalities and preferences. As governing board teams, you are charged with creating conditions that enable increasing levels of student achievement and community engagement. The question becomes, if we come to the table with all these differences, how can we effectively collaborate with people who are completely different from one another? One answer is to understand each team member’s style. A “style” is simply the way a person behaves when they are able to do things their own way. If you were solely responsible for completing a task, it might not matter how you approached it as long as the outcome is reached. But imagine how things change when there are five of you working together on an outcome and each of you has a different way to organize your time, gather the resources, and then perform the task. Can you see how the possibilities for misunderstanding and frustration are endless? On every team, there are roles we may be assigned or choose to take on. These aren’t necessarily the “board president” or “clerk” role we know on governing boards, but rather task roles that help the team accomplish the work that needs to get done and maintenance roles that help nurture interpersonal team dynamics. Let me try to put this in context for you. When my father-in-law began quickly progressing through the later stages of dementia, our family faced some difficult decisions. The decision-making process was complicated by the fact that only two of his five sons – my husband included – lived nearby. You can imagine the amount of communication that was needed to keep everyone in the loop. I volunteered to research facilities within 10 miles from our home that would be able to provide the appropriate type of care. How I did it didn’t matter to anyone, just that I got the research done in a way that moved us forward. But having all the sons and their
Task Roles
Maintenance Roles
Initiator Gets discussions started, addresses difficult issues
Gatekeeper Gets people involved
Coordinator Organizes people and projects
Harmonizer Mediates between conflicting parties
Evaluator Asks questions, measures progress
Energizer Keeps spirits and motivation high
Completer Follows through on the details
Encourager Recognizes and praises good performance
wives work together as a team to make a decision based on the information – now that was a different story! That required teamwork! Taking this comparison further, can you see how it was important that we had a few initiators to get the elephant in the room addressed (e.g. my father-in-law’s growing care needs)? Situations like this also often need some coordinators to handle various components of implementation of a major decision, certainly one or more harmonizers to help when the inevitable bumps along the way are hit, and many energizers to keep the team’s spirit up through the process. I find that taking the leadership processes we’re talking about and moving them into a personal realm often help people understand the commonalities between something that sounds like a “work thing” and a “life thing.” So, whether it be at work or home, by knowing the personal style of each team member, we’re better able to f lex our own preferred style when there’s a gap on our team, take advantage of our team strengths, and inf luence our team’s success.
We might have the most exciting, clearly defined mission and vision, but if the people on our team can’t be understood and communicate with one another, then our chance of success is impacted.
If you’d like to learn more about this “What’s My Style” assessment tool and how ASBA can facilitate a work session for your governing board or leadership team, please reach out to me at kloftus@azsba.org.
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ASBA Journal I Winter 2014 21
● CAPITOL VIEW
By Janice Palmer, ASBA Director of Governmental Relations & Public Affairs
The Governor’s FY15 Proposed Budget and Key Emerging Issues
T
he 2014 legislative session began on Jan. 13. Schools quickly went on the defensive with the unveiling of the governor’s proposed fiscal year 2015 budget less than two weeks later, and the quick calendaring of negative bills affecting public education. The one bright spot: All parties are looking toward an expedited legislative session as this is an election year.
Specifics of the Governor’s K-12 Budget Outlined in the governor’s proposed FY15 budget for K-12 education are: $70 million for the inf lation factor; sadly, the governor chose to use a lower than legally required figure for per pupil base support in this calculation. The governor’s number does not account for the three years that the per pupil amount wasn’t adjusted. This is a difference of approximately $280 million. $13.5 million for the Arizona Academic Standards Assessment, a new test which would measure students’ mastery of the state’s new math and language arts standards. A $15 per student per year fee for six years to bring broadband to Arizona public schools. The proposal calls for E-Rate monies to be leveraged statewide, and raising additional private funding to expand high-speed Internet access, with the goal of bringing 95 percent of schools up to 100 mbps. (ASBA opposes this fee. In addition to broadband being a statewide need that extends far beyond education, district budgets have been cut more than $1.6 billion over the past four years and districts are at different levels of investment in technology needs.) The impetus behind the budget item is to get prepared for the computer-based assessment for the Arizona College and Career Ready Standards. $40 million for Student Success Funding, which is all new monies for districts and charters to reward individual student growth and performance. $16.5 million for the Arizona Education Longitudinal Accountability System (AELAS), which fully funds ADE’s budget request to continue to move forward on a fully functioning data system. 22 ASBA Journal I Winter 2014
Elimination of the small-school weight for charter schools; however, those monies are aggregated and averaged, along with an additional $31.5 million for a total of $85 million averaged to every charter school additional assistance student. This is completely unacceptable, especially considering that the inf lationary issue for all public schools hasn’t been addressed and the governor’s proposed budget also permanently institutionalizes the cuts to district capital monies. The governor has nothing specific on district-sponsored charter schools, but mentions that she wants to work with the Legislature on it. Additional employee to the State Board for Charter Schools (SBCS) to assist in the closing of underperforming schools, funded through the ability of the SBCS to charge charters a renewal application fee. $2 million for the Microsoft IT Academy.
Expansion of Public Dollars to Private Schools In addition, we have already seen efforts to expand public monies going to private schools through expansion of companies eligible to take Student Tuition Organization (STO) corporate tax credits for private schools; and widening the definition of who is eligible to participate in the Empowerment Scholarship Accounts (ESAs) to children of first responders and low-income families. In addition, legislation has been introduced that would remove the requirement for military families receiving ESA monies that the child had attended a public school in the previous school year. ASBA advocacy efforts have, and will continue, to focus on these issues in the context of choices; this truly is a choice of whether we want to invest our state dollars to fund unaccountable, private schools or to invest in fullday kindergarten to our public schools that serve nearly 90 percent of our public school children and show a strong return on investment. We think the choice is that simple.
Barriers to Bonds and Overrides Further, there have been numerous efforts to squelch the ability of school districts to look to their local communities for support through bonds and overrides – and, thus, a
reduced opportunity for local taxpayers to show their support for our schools. These efforts include: Eliminating the factual explanation of what and why a bond or override is being proposed. Disallowing districts from pursuing the continuation of an override if the first attempt at continuation fails. Only allowing bond and override elections to be held in even-numbered years. These attacks on bonds and overrides are especially troubling considering that with state funding being cut both in our M&O and capital funding, districts are more reliant than ever on their local communities to supplement state dollars.
Testing Mastery of Our New Standards Yet again we are seeing the debate on the Arizona College and Career Ready Standards and assessment funding; however, it is coming. Arizona set these standards in 2010 and our districts have been working feverishly to implement them, through development of curriculum, professional development and classroom rollout. Unfortunately, the continual debate on these standards and the
ongoing need to assure the public that curriculum decisions continue to be made at the local level takes much time and effort that diverts us from the task at hand. Funding for the assessment is critical to not only ensure that our students are mastering the standards, but also to implement the many other reforms passed in 2010 (Move on When Reading, A-F School Accountability System, Teacher and Principal Evaluation, etc.) that rely on a strong assessment to be effectively implemented. This is another cornerstone of our advocacy efforts. These are just three issues that have emerged and there will be many more. That is why it is so critical that our grassroots efforts work in partnership with our lobbying efforts. You have been amazing in signing up for the Request to Speak system, as well as responding to our advocacy requests. Please be sure to sign up for our final lobby days as well (March 10 and March 24). Geoff Esposito, ASBA governmental relations analyst (gesposito@azsba.org), is here as your resource to help support, build and focus your advocacy efforts. We make a great, great team and couldn’t do it without you!
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www.TraaenandAssociates.com ASBA Journal I Winter 2014 23
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24 ASBA Journal I Winter 2014
Now is the Time FINDINGS FROM THE
ARIZONA TOWN HALL ON EARLY EDUCATION
BY TA RA J A CK S ON, E XE CUTI V E DI R E CTO R , AR I ZO NA TO WN HALL
B
enjamin Franklin famously said, “An ounce of prevention is worth a pound of cure.” Some messages are worth repeating – especially when it comes to early childhood education. Last November, a politically and professionally diverse group of Arizonans gathered for the 103rd Arizona Town Hall to look at the issue of early education in Arizona. After three days of intense study and discussion, including presentations by an expert on brain development and an economist from the Federal Reserve Bank, they concluded, “We can pay now or we can pay a lot more later.” Studies of the cost-benefit analysis of investing in early education show returns of $3 to $17 for every dollar spent. These studies measure the savings in later remedial education, health care, the justice system, and human and social services. What they don’t measure are the intangible but just as important improvements to individual and community quality of life. While the impact of quality early education is critical to every state, it is especially relevant in Arizona which is experiencing a rapid growth in children ages 0-5, a larger share than normal of children growing up in poverty and an increasing number of children in foster care. The good news is that we have the ability to dramatically alter the future. And, thanks to the hard work of Town Hall participants, we have a guide for how best to invest our time and resources to ensure maximum returns. Some of their key recommendations include: 1. Creating quality through a cohesive vision and consistent standards building on existing initiatives such as First Things First, Expect More Arizona, Build Arizona and Read On Arizona.
2. Encouraging collaboration and coordination across the early education community, including alignment of the education continuum with health care providers, parents, libraries and other organizations. 3. Restoring funding for full-day kindergarten, early education and care subsidies, family literacy programs and established mandates. 4. Exploring alternative financing to support early education such as social impact bonds, endowments, service taxes, public-private partnerships and private investment in program seeding. 5. Engaging in a comprehensive branding and outreach campaign so that policy leaders and parents understand the critical importance of early education. 6. Marshaling resources and aligning programs to improve the recruitment, development and retention of qualified early childhood educators. 7. Collaborating with families and communities to provide additional resources for children not enrolled in programs. 8. As individuals, looking for opportunities to volunteer, teach, tutor, and work with local school districts. Whether we apply the latest findings on how to positively impact brain development, lobby our policy leaders to fund important initiatives or start innovative programs in our communities, it’s clear that our actions will have big payoffs and that Arizonans believe the time to invest is now. The full report from the 103rd Arizona Town Hall, which includes resources for teachers, parents and community leaders, can be downloaded at www.aztownhall.org.
ASBA Journal I Winter 2014 25
‘Team Effort’ Raises the Bar for Tohono O’odham Students Baboquivari USD Board Commits to Laying Foundation for Success B Y DO N HAR R I S, CO NTR I B UTING WRITER
W
hen leaders in a struggling school district adopt a “whatever-it-takes” attitude, good things are bound to happen. That brief ly summarizes the success story at Baboquivari Unified School District at Sells, the capital of the Tohono O’odham Nation in Pima County. So successful was the effort, in fact, that the BUSD Governing Board is one of two that received the Lou Ella Kleinz Award of Excellence for 2013 from the Arizona School Boards Association. It is the highest honor that ASBA bestows on a governing board. In the application submitted to ASBA, Superintendent Dr. Alberto Siquieros said the governing board in January 2010 declared that a legacy of mediocre performance and results was over, and the board was committed to transforming BUSD into an excelling school system. Since that time, BUSD has implemented several strategic initiatives and best practice programs such as Success for All Reading, PowerTeaching Math, and Advancement Via Individual Determination that are enabling students to be college and career ready upon graduation from high school. The path toward that goal included the implementation of highly effective instructional strategies, teacher and staff recruitment efforts, professional development, and effective student services, Siquieros outlined in the application. “Students are grasping the concept that hard work, dedication, and passion toward learning will enable them to self-determine their path through life,” Siquieros said. “Clearly, students expect to be taught a much more rigorous 26 ASBA Journal I Winter 2014
curriculum at all grade levels through the development of their writing, inquiry, collaboration, organization, and reading skills. As a result, students know that they need to attend school with the self-determination to be an effective learner.” Verlon Jose, president of the governing board, recalled that the 1,100-student district was close to being taken over by the state for nonperformance when their leadership decided, “We would no longer settle for mediocrity. We raised the bar.” He said 50 percent of the teachers were let go because they weren’t meeting the new standards. Jose credits the entire district for the turnaround, mentioning Siquieros, the faculty, staff, receptionists, maintenance, cooks, students, and the community. “Everyone was part of it,” Jose said. “It was a team effort. If we didn’t change the attitude of the entire school district, we couldn’t do the great things that we’re doing today.” It was Siquieros who emphasized the importance of community involvement, Jose said. “Dr. Siquieros said the first thing we need is community buy-in. We cannot do this alone. Every month at school board meetings I thank the parents for their support. We can educate our students, and you play a very important role in this. Parents need to get them up in the morning, make sure they’re in school, make sure they have a good night’s rest, and make sure they do their homework. Every student has homework every day, and every student has a reading project.” These ongoing efforts are directly aligned toward teaching
Arizona's College & Career Ready Standards (Common Core Standards). BUSD has established a comprehensive approach to monitoring progress of student achievement and instructional performance, including: » Quarterly Galileo benchmarks measuring student progress in reading and math. » Weekly grade-level data meetings where teachers, specialists/interventionist, and principals develop and modify individual learning plans and whole class instruction. » Weekly principal/superintendent meetings to discuss progress in achievement of yearly goals. » Parent/teacher conferences at least twice annually for all students, and as needed where student-led conferences provide parents with information and data on their child’s academic and behavioral progress. » School improvement grants and continuous improvement plans that include goals aligned to academic achievement, attendance, parent involvement. In addition, the teacher evaluation system not only places an emphasis on student achievement, but is administered timely to allow for early teacher performance intervention as needed. As a result: » K-2 students are demonstrating the highest academic achievement outcomes seen in many years. » Graduation rates have increased from 48 percent in 2009 to 78 percent in 2013. » 26 high school students are enrolled in math and English dual credit courses at Tohono O’odham Community College. » Of 52 high school seniors in the class of 2013, an alltime high of 30 applied to higher education institutions, including 24 to four-year universities. In previous years, few students considered college as an option. » Babaquivari High School students placed first at state and national science fairs in 2012 and 2013. Jose tells of parents who informed him their third-grader is reading at eighth-grade level. Other parents sent their son, a first-grader, to Tucson, but the teachers say he should be in second grade. “They say they’re going to bump him up a grade,” Jose said. “Some parents take their kids to a Tucson school because they think they’re better, and they end up bringing them back to Baboquivari.” Governing board members know that the more involved the parents, the higher the academic achievement and overall success of the student. The board fosters increased parental involvement by encouraging parents to read to and/or with their child for at least 20 minutes daily, spend at least 10 minutes a day reviewing the events of the school day with their child, volunteer a minimum of four hours monthly in their child’s school, and attend school workshops and events
K-2 students are demonstrating the highest academic achievement outcomes see in many years.
throughout the year. In addition, all new parents to the district are expected to attend 15 hours of parenting classes. Even with all that success, Jose is not satisfied. “By no means are where we want to be,” he said. “We have a lot of work to do and it will not happen overnight. We know we need to lay the foundation for success. We go through a rigorous interview process for hiring instructors and teachers. We look for the best of the best – superstar teachers. Our starting salaries are the highest in Pima County and throughout Arizona.” For example, in the 2010-2011 school year the beginning teacher salary was $31,000, in 2011-2012 it was increased to $40,000, and for the 2013-2014 it is $45,000. “We need to continue to support our teaching staff so they can continue to do the great work,” Jose said. “It’s a work in progress.” An area Jose wants to improve is student attendance. “We’re at the 90 percentile, but we can do better,” he said. “We also need to continue to strengthen the collaboration with other entities of the tribe – the Health Department and Education Department.” Don Harris is a Phoenix-based freelance writer and editor. He covers state education, school finance, legislative and policy issues for the ASBA Journal and other statewide publications. To watch the Lou Ella Kleinz Award video recognizing Baboquivari for its accomplishments, visit ASBA’s YouTube channel: www.youtube.com/azschoolboardsassoc ASBA Journal I Winter 2014 27
The Courage to Change Benson USD Board’s Efforts Rewarded with State’s Top Academic Ranking B Y D ON HAR R I S, CO NTR I B UTI NG WR I TE R
B
enson Unified School District parlayed a helpful neighbor and an involved and respected governing board to shake itself out of a just-rural-Arizona mentality. As a result, the 1,200-student district in Cochise County rose right to the top. After winning the number-one academic ranking from the Arizona Department of Education, Benson received the Lou Ella Kleinz Award of Excellence from the Arizona School Boards Association. It is the highest honor that ASBA bestows on a governing board. District Superintendent David Woodall gives much of the credit for Benson’s success to the governing board, led by board president Bob Bernal. But it wasn’t easy or without some obstacles and opposition. “The governing board was very instrumental in this process,” Woodall said. “They provided a lot of support and risked a little bit to go down this road. They deserve a lot of credit.” The other factor in Benson’s ability to improve was neighboring Vail Unified School District, which has enjoyed much success over the years and offered to help. “We piloted things they do in Vail, but whenever you put in new practices and procedures, as we did, there’s always a little resentment,” Woodall said. “People want to know – why are we doing this? It led to changing our curriculum and school calendar, and those are never easy things in a school district.” But Woodall said the governing board supported the moves by the administration and staff. “They gave us a chance to prove what we were doing,” the superintendent said. “We had a traditional calendar and we went to an extended year, which allows us to bring students in for remediation during breaks after each quarter. It shortened our summer to seven weeks from about 10 weeks.”
28 ASBA Journal I Winter 2014
Bernal said there was some reluctance from parents about the shorter summer vacation. “You’d be surprised how much of a difference a couple of weeks make,” he said. But that’s wasn’t all. “We started on a path of (Vail USD’s) Beyond Textbooks, which is an instructional playbook, incorporating that into our strategies,” Bernal said. “There was a little apprehension from some of the teachers, who were not willing to get fully involved. But some teachers jumped into it with both feet and were committed to new lesson plans. It involves more use of computers, with more tools for teachers. And, it involved more in-house instruction with Vail. The administration people were reviewing data, finding out that kids were not getting what the teachers were teaching. So we began lining up a strategy for intervention. But, it’s been a struggle to get kids below the line to come in for intercession periods.” Both Woodall and Bernal have high praise for Vail’s guidance. “It’s priceless,” said Bernal. “You can’t put a value on it.” It’s no secret that over the years Woodall and Vail Superintendent Calvin Baker developed a strong professional relationship, as have the two governing boards. Woodall said, “Our board and the Vail board have enjoyed a close working relationship. You don’t always see that with school districts. There has never been a sense of competition. It’s been more of, how can we help each other?” Vail, which nominated Benson for the ASBA award, raised a question: How does a rural district with more than 50 percent of its students on free and reduced lunch rise to the top when typically suburban districts are the high performers? The answer was that Benson’s governing board “decided it was time to revision the district with academics at the top of the priority list.” The next question was: How does a rural district that is set deep in its roots and rich
Top, students cheer at a pep rally celebrating Benson USD’s designation as the top-rated district in the state in 2013. Above, an elementary classroom.
history make a drastic change? The answer: It takes powerful leadership. Benson leaders successfully realigned their vision, mission, and guiding principles with student achievement at the top. The board members, said Woodall, enjoy trust in the community, which was a huge factor in Benson’s success with a budget override during tough economic times. What’s more, the board avoided implementing any student fees for participation in extracurricular events, and participation stayed high. “Our board is well respected in the community,” Woodall said. Examples of the board’s role in the community are many. Each year the board holds a Community Appreciation Tailgate event, with board members f lipping burgers, barbecuing hot dogs and serving the community. The board also holds parent nights at the schools, doubling as tour guides.
Board members also serve as church leaders, Little League coaches, members of booster clubs, members of the San Pedro Valley Alliance, scoutmasters, and more. Everyone knows them, and they work to ensure that is always the case. They not only believe in fostering parent involvement and collaboration, they model it, the Vail nomination states. And when it comes to fostering parent relations, especially in the midst of implementing changes, the board listens. “They hear. They empathize. They care! Further, they are continually evaluating methods of better communicating with parents. They make a concerted effort to utilize the website, their Facebook page, and other electronic media,” according to the award nomination. During the re-visioning at Benson, all schools received an “A” label from ADE, and AIMS scores soared. The high school saw astounding results: students passing the math component jumped to 81 percent from 55 percent, and ASBA Journal I Winter 2014 29
reading results rose to 97 percent from 85 percent. The numbers are similar across all grade levels. Benson hung out the welcome sign, inviting students whose parents had placed them in charter schools to return. In fact, Benson reversed an alarming trend: It decreased the number of charter students to 75 from 180. Back in 2008, Benson was in the middle of the pack among the state’s school districts when the board chose to tackle such problems as technology, culture, switching to a modified year-round schedule to allow for intersession tutoring. Many Benson teachers and the community in general were worried about becoming “Vail East,” but Vail didn’t want that either. Faced with opposition from various quarters, the board had plenty of reasons to abandon ship, but one board member suggested they “Stay the course.” The board was not easily swayed. Bernal is pleased but not totally satisfied. He wants to improve attendance for students needing intercession. “We need to work harder with those at bottom of the scale,” he said. Woodall acknowledged the many successes, and said there is still work to be done. “We did a lot of after-school programs, and did a lot of things to try to engage lower performing students,” he said. “The board was really supportive of that. The board is very proactive and very goal oriented.” Don Harris is a Phoenix-based freelance writer and editor. He covers state education, school finance, legislative and policy issues for the ASBA Journal and other statewide publications. The school board’s community involvement and an increased use of technology are both credited with lending to positive change within the district.
To watch the Lou Ella Kleinz Award video recognizing the Benson USD Governing Board for its accomplishments, visit ASBA's YouTube channel: www.youtube.com/ azschoolboardsassoc
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2013 ASBA Annual Awards Showcase Recognizing Excellence in People and Programs in Arizona’s Public Schools
Each year the Arizona School Boards Association celebrates the excellence and commitment of local governing boards and school district leadership, and recognizes exceptional educational programs statewide. In this issue, we celebrate the people and programs that were recognized for their contributions to public education in 2013.
Lou Ella Kleinz Award of Excellence th A
b
eA o ASBA’s highest w ut honor, the Lou ar Ella Kleinz Award of d Excellence is presented to one governing board annually that demonstrates the most outstanding education leadership for the year. The prestigious award has been given since 1992 and is named in honor of Lou Ella Kleinz, ASBA’s executive director from 1971 to 1991. Kleinz once explained what it means to serve on a governing board: “As we pursue excellence in boardsmanship, our higher moral duty is to provide effective leadership in shaping the lifelong attitudes of the young people in our communities.”
Baboquivari Unified School District Governing Board Marlene Gonzales, Sylvia Hendricks, Sara Mae Williams, Verlon Jose, Ella Mae Greasewood*
Benson Unified School District Governing Board Bob Bernal, Frank “Chic” Maldonado, Anita Choate, Kelly Johnson, Brett Barney*
*Not pictured
32 ASBA Journal I Winter 2014
All-Arizona School Board Award th A
b
eA o The All-Arizona w ut School Board ar Award is the highest d honor the Arizona School Boards Association bestows on individual governing board members. Nominated by their governing boards, the recipients are experienced board members who have demonstrated excellence in boardsmanship, a commitment to gaining knowledge of school problems, concern for students as well as staff and patrons of the district, and an ability to work with other board members. From left, Barry Sharp, Mari Alvarado and Robert Ethridge
Mari Alvarado – Alhambra Elementary School District Mari Alvarado takes her school board’s core value of building enduring relationships to heart. Her dedication to nurturing strong, positive relationships with fellow board members, district leadership, staff, parents, students and the community is wellknown. On her board, Alvarado has been recognized for her team approach. Congenial, cooperative and respectful of other board members are phrases used to describe her style. A true ambassador for the district, Alvarado regularly attends community luncheons, faith-based leaders luncheons and business partners breakfasts, which were organized as a direct result of governing board action steps and goals. Her actions reflect a sentiment she once expressed: “I serve on the board without pay because my pay is knowing that our teachers are teaching and the students are learning and we have the evidence to show it.” “She exemplifies the qualities of a school leader. She is knowledgeable in school district policies and procedures, and always keeps students’ interest at heart when making decisions.” – Dr. Karen Williams, superintendent, Alhambra ESD
Robert Ethridge – Altar Valley Elementary School District Robert Ethridge is a recognizable face of the board in the community. Superintendent Nathan McCann calls him the district’s cheerleader-in-chief, citing Ethridge’s dedicated civic involvement, belief in the potential of the district’s students, and extraordinarily positive outlook. He serves on multiple committees and boards, and is known to volunteer for just about any position where manpower is needed – a vital asset in a small, rural community. During his six years on the board, Ethridge has advocated for a more rigorous and relevant curriculum, encouraged and supported a robust student and staff recognition program, provided leadership in the development of the district’s long-range planning, and enthusiastically supported free, full-day kindergarten and the expansion of pre-kindergarten services. When it comes to his board service, Superintendent McCann says, “This is when Bob is at his best.” “He has invested himself with integrity and enthusiasm in many of the most critical areas of our life, and he encourages students to work hard and achieve while enjoying life as a student.” – Local pastor Dane Miller
Barry Sharp – Ash Fork Joint Unified School District Tireless advocate. Well-respected. Authentic, moral leadership. These are words used to describe Barry Sharp, who has put his desire to see local children reach their fullest potential to work as a school board member for the past decade. When not in the board room, Sharp can often be found working with the local homeowners associations and the American Legion Post to make sure they understand what the school is working to accomplish for students – and what they can do to help. At the board table, Sharp’s leadership is exemplified through the care he takes in training new board members and patiently answering concerns of the public and staff. Among the district’s proudest accomplishments during Sharp’s board tenure: Reducing the tax rate for local taxpayers, building a new school, joining the Mountain Institute JTED, and taking the district from underperforming to one of the top 10 most improved district in Arizona – and earning an A rating in 2013 to boot. “No one would ever question Barry’s motives when he is on a mission to accomplish something. Everyone knows he cares about effectively managing resources to make sure that the kids have everything they need to succeed.” – Seth Staples, superintendent, Ash Fork Joint USD ASBA Journal I Winter 2014 33
Total Board Award Concho Elementary School District Mary Mills, President Steve Vital, Clerk Cecilia Roberts, Member Linda Gilbertson, Member Patricia Staffnik, Member
Crane Elementary School District Karen Johnson*, President Steve Pallack*, Clerk Brenna Paulin*, Member Jim Colby, Member Mary Garcia*, Member
Florence Unified School District Bob Dailey, President Denise Guenther, Vice President Janeane Candelaria, Member Jim Thomas, Member Rose Marie Monks, Member
*Not pictured
34 ASBA Journal I Winter 2014
Ganado Unified School District Allan Blacksheep, Jr.*, President Sylvia Etsitty*, Clerk Dr. Phillip Bluehouse*, Member Teresa Gorman*, Member Wanda Begay, Member
th A e A bo w ut ar d
The Total Board Award is part of the Board Academy and is granted to a governing board when at least a quorum of members has attained the level of Certificate of Boardsmanship, which requires 36 continuing education units (CEUs). The remaining members must also have earned their Certificates of Orientation.
Total Board Award Glendale Union High School District Patty Kennedy, President Don DeBusk, Clerk Pam Reicks*, Member Rick Fields*, Member Vicki Johnson, Member
Globe Unified School District Jacque Cline-Griffin*, President Frankie Dalmolin*, Clerk Anna Harmon-James, Member Cayci Vuksanovich, Member Judy Moorhead, Member
Isaac Elementary School District Patricia Jimenez, President Rudy Santa Cruz, Clerk Evelyn Shapiro, Member Maria Guzman*, Member Teresa Quihuis-Gerrado, Member
Kayenta Unified School District Raymond Laughter, President Lita Dixon*, Clerk Marion Todecheene*, Member Patricia Parrish*, Member Fern Benally, Member
ASBA Journal I Winter 2014 35
Total Board Award Littleton Elementary School District Mike Pineda*, President Sandi Nielson, Vice President Amy Soucinek*, Member Kathy Reyes*, Member
Osborn Elementary School District Marilyn Rollins, President Dean Wolcott*, Clerk Maxine Radtke*, Member Sue Corbin, Member Victor Diaz, Member
Pinon Unified School District Virgil Denny, President Carmelita Redsteer, Vice President Bessie Allen, Member Michael Bahe, Member Ramona Nalwood, Member
Safford Unified School District Mike DeLaO, President Craig Hackett*, Member Diane Junion*, Member Julie Cluff, Member Shirley Turner Chaplin*, Member *Not pictured
36 ASBA Journal I Winter 2014
Total Board Award San Carlos Unified School District Robert Cassa, President Katrina Talkalai, Vice President Fred Ferreira*, Member JoAnn Thompson*, Member Mary King, Member
Sierra Vista Unified School District Connie Johnson, President Debra Scott*, Clerk Hal Thomas, Member Lori Silk, Member Melissa Avant*, Member
Tempe Elementary School District James Lemmon*, President Rochelle Wells, Vice President Kathy Espinoza, Member Melanie Beikman, Member Teresa Devine*, Member
Window Rock Unified School District Emily Arviso*, President Lorraine Nelson, Clerk Albert Deschine*, Member Richard Showalter*, Member Marty Bowman, Member
ASBA Journal I Winter 2014 37
Master of Boardmanship with Clusters Award Second Cluster (160-219 CEUs) Barbara Underwood Brenda Bartels Frankie Dalmolin* Helen Freeman James. J. Lemmon* Dr. Jeffery S. Crandall Mary Mills Mary Worker* Micaela Roth Michelle Hirsch* Olivia Jaquez Patricia Parrish* Paul Roetto Dr. Richard Lines* Steven Chapman Traci Sawyer-Sinkbeil
Third Cluster (220-329 CEUs) Dale Williams Denise Standage* Hal Thomas Jesus Rubalcava* Jim Coulter Patricia Foy Rochelle Wells Rose Marie Monks Rudy Parker* Sandi Nielson Sylvia Hendricks
th A
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The Board Academy e A ou w t is a continuingar education program d designed to equip board members with the knowledge and techniques necessary to develop policies and practices to support the district’s instructional leadership role. Curriculum areas include Board Member Orientation; Board Operations, Planning and Goal Development; Board’s Role in Curriculum and Instruction; Fiscal Management and Resource Allocation; Communications and Interpersonal Relations Skills; Board and Superintendent Relations; Board Policy, School Law and Ethics; and Personal Skills and Effective Leadership. The Cluster Pin Awards recognize a select group of board members who, after attaining the level of Master of Boardsmanship, continued to develop their skills with additional hours of training. The following board members were recognized in 2011 for receiving their respective levels of boardsmanship training.
Fourth Cluster
Fifth Cluster
(330-399 CEUs)
(400 CEUs or more)
Carolyn Calderon* Debra Scott* Delores Brown Elizabeth Sanchez* Jesus Rubalcava*
Ernest Hubbell Karen McClelland Ramona Nalwood
*Not pictured
38 ASBA Journal I Winter 2014
CATEGORY
Elementary
Golden Bell Award
Pre-K through Sixth Grade FIRST PLACE: Flowing Wells Inquiry Science Initiative Centennial, Davis, Douglas, Hendricks, Laguna, Richardson Elementary Schools Sunnyside Unified School District
th A
e A bo This year celebrates the 32nd w ut Anniversary of the ASBA ar Golden Bells Awards, one of the d most important and coveted education awards in our state. ASBA is committed to supporting excellence in education, and we believe in the advancement of student achievement. The Golden Bell Awards provide an opportunity to shine the spotlight on those districts that have a proven track record in achieving excellence through their academic programs. All entrant programs must meet six criteria: • Student-oriented • Made a significant difference in student achievement • Demonstrated evidence of teacher creativity • Demonstrated district leadership in the management of instruction • Been in operation for at least two years, including planning and development • Presented in clear, concise terms
From left, Dr. Kevin Stoltzfus, Andrea Aamodt, Dr. David Baker, Talon Anderson, Kim Fuentes
The Flowing Wells Inquiry Science Initiative began in 2008 with the explicit goal of elevating the importance of science achievement. To achieve this goal, the district sought to develop teachers’ instructional skills, identify new science resources, redesign curricular expectations, and create assessments for the systematic analysis of students’ higher level thinking. This district program continues to inspire students to investigate the world around them.
RUNNER UP: Arizona Ready-for-Rigor Project Gadsden Elementary School Gadsden Elementary School District
Back row from left, Jose Urena, Richard West, Luis Marquez, Raymond Aguilera, Jesus Arrocon, Homero Chavez; front row from left, Cindy Sanchez, Virginia McElyea
The Arizona Ready-for-Rigor (AZRfR) Project, a federal Teacher Incentive Fund grant awarded to Arizona State University’s Mary Lou Fulton Teachers College, is impacting more than 44,000 students by working with 2,300 educators in 60 high-need Arizona schools in 11 districts, such as Gadsden Elementary School District, to improve student achievement by increasing teacher and administrator effectiveness. The project uses the TAP System for Teacher and Student Advancement to provide educators with mentors, support groups, professional development and a compensation system based on student growth on achievement tests and teacher observations. Through this five-year, $43.8 million U.S. Department of Education grant, the AZRf R Project is making a positive change in educational reform throughout Arizona while developing better teachers, better students and better schools. ASBA Journal I Winter 2014 39
Golden Bell Award CATEGORY
Middle Years Grades 4-9
FIRST PLACE: Cougar Skills for Success Mentoring Program J. O. Combs Middle School J. O. Combs UniďŹ ed School District At Combs Middle School, Cougar Skills for Success is built into a student’s schedule to provide opportunities for students to be mentored through tutoring assistance, improving reading comprehension skills, reviewing note taking techniques, examining organizational skills, interacting with teachers, and attending assemblies on a variety of topics. A key focus of this program is for the mentor to develop a relationship with each student to assist with academic, social, and personal growth.
From left, Ashley Morris, Jauine Crow, Angie Beauchene, Mark Mauro
Mark Yourr Calendar C The deadline to submitt entries for the 2014 ASBA Annual Awards Program is Friday, Friday ay, Oct. 31. Look for entry materials in early September at www.azsba.org www. w.azsba.org
40 ASBA Journal I Winter 2014
CATEGORY
Golden Bell Award
High School Grades 9-12
FIRST PLACE: All Wranglers College and Career Ready Wickenburg High School Wickenburg Unified School District All Wranglers College Ready is a transformational proficiency-based program adopted by Wickenburg High School as a part of Arizona’s Move on When Ready initiative, and the National Center for Education and the Economy’s Excellence for All program. WHS will offer the first Grand Canyon Diplomas in the spring of 2014. All freshmen and sophomores have taken, or will take, ACT end of course examinations in Algebra I, Geometry, English 9, English 10, Biology, Chemistry, World History and U.S. History.
From left, Lyndsey Quinn, Jennifer Appleby, Jacquelyn Jacobson, John Douthat
RUNNER UP: Transitions – A Valued Role for Every Student Vail High School Vail Unified School District As students with special needs near the end of their public education, a gigantic question mark often looms in their future. Their parents often fear what the future will hold beyond high school. Vail has eliminated this heavy burden for these families with its Transitions – A Valued Role for Every Student program. Transitions offers a variety of student work crews on and off campus where students learn general workplace skills and develop an understanding that productivity results in monetary compensation. What began as just one student working at a student built car wash on campus has now morphed into a program with multiple work environments from which students with disabilities may choose. And, it serves over 100 Vail students who develop a connection to a Vocational Rehabilitation specialist as well. Vail students with disabilities leave high school with bright futures as contributing members of society. From left, Brooke Nelson, Julie Wilson, Rhonda Warren, Cynthia Come, Calvin Baker
ASBA Journal I Winter 2014 41
Golden Bell Award CATEGORY
District-Wide Curriculum Delivery and Accountability FIRST PLACE: College and Career Ready Clinic Program Central Arizona Valley Institute of Technology (CAVIT) It has become increasingly important to challenge students to strive for and realize their personalized career journey through rigorous and relevant inquiry-based instruction promoting teamwork and collaboration. CAVIT leads the way in helping students do that with a comprehensive service learning program whereby students apply high levels of technical knowledge, coupled with employability skills and a firm academic foundation in student-run campus clinics.
From left back row, Jeff Wooley, Ben Barth, Mike Glover, Tiffany Brown; front row from left, Ashley Williams, Jennifer Schwartz
RUNNER UP: K-2 Literacy Toolkit Higley UniďŹ ed School District The Higley Unified School District created a comprehensive literacy assessment and intervention system called the K-2 Toolkit. This districtwide program is student focused, and was created collaboratively by district teachers, coaches, and administrators. This system allows students to be active participants in their literacy development. It has transformed the way we assess literacy in our classrooms and puts data directly into the hands of teachers, parents, and students.
From left, Kim Anderson, Claudia Henze, Dawn Foley, Venessa Whitener
42 ASBA Journal I Winter 2014
Superintendents Award th A
From left, Dr. Tim Ham, Dr. Debbi Burdick, Barbara U’Ren, Dr. Nathan McCann
Small District Dr. Nathan McCann – Altar Valley Elementary School District
The Arizona School e bo A u Administrators w t ar Association’s highest d recognition was bestowed on five deserving district superintendents from throughout the state. Honors are awarded in three categories: Large Districts (5,000+ students), Medium Districts (between 1,000 and 5,000 students) and Small Districts (1,000 or fewer students). The awards recognize superintendents who set the standard for educational excellence and serve their students, staff, families and the community in an exemplary manner. ASA also awards an Arizona Superintendent of the Year as part of the National Superintendent of the Year Program.
Dr. Nathan McCann is known and widely respected for his hard work and dedication, engaging leadership style, positive relations with the school board and community and especially for his focus on academic achievement. He is credited with focusing on a “whole child” approach to learning and has invested in comprehensive professional development and early childhood education. McCann has used his engaging leadership style to help shift the image of this rural, diverse community to one that is communicative, connected and professional. The district, under McCann’s tutelage, is thriving with strong fiscal management, increased teacher salaries, and high expectations for all.
Medium District Barbara U’Ren – Cottonwood-Oak Creek Unified School District Barbara U‘Ren’s recognized strengths are in the areas of leadership, curriculum and instruction and vision for the future. She is described as focused, courageous, with a keen sense of humor. Using the District’s Blueprint for Continuous Improvement Plan, her collaborative leadership style has resulted in the district opening an International Baccalaureate School, receiving AdvancED accreditation, forming the COCSD Community Foundation, creating professional learning communities on each school campus, and a community preschool. In addition to securing many grants funding preschools to resource officers, U’Ren has established high expectations and strong communication practices for all staff, students, families and the communities of Cottonwood and Oak Creek.
Large District Dr. Debbi Burdick – Cave Creek Unified School District Dr. Burdick is a visionary leader in Cave Creek USD and the five distinct municipalities that it serves. Colleagues describe her as being visible, open and honest, possessing an open-door policy that shows how devoted she is to every student, staff member, and parent and community organization in the district. Student outcomes are at the forefront of this superintendent’s focus. All goals lead to student achievement through a 21st Century approach. Through the goals set, the district now offers a renowned World Languages program with the district becoming the first in Arizona to teach Spanish, French and Chinese as a core curriculum in grades K-12. Additionally, the CCUSD Technology Plan has added the implementation of 2:1 student devices, wi-fi in all schools and a new infrastructure and broadband to support leading edge technologies
Superintendent of the Year Dr. Tim Ham – Madison Elementary School District Dr. Ham’s leadership skills can be articulated best through his actions and results in achievement in Madison ESD. This central Phoenix district has earned the distinction of being A-rated by the Department of Education and is the first and only elementary district to become “Internationally Accredited” through AdvancED. Dr. Ham initiated a “systems approach” when he joined the district as superintendent in July 2007 to focus on quality assurance and continuous improvement. His mantra, “Trust the Process,” demonstrates the well thought out procedures and processes in place in Madison that continuously empower students, staff, families and the community. He believes deeply in the power of public education to make a difference for all. In Dr. Ham’s words, “Closing the achievement gap in our district is critical to our success. From goal setting in every school, department and district group to strong internal and external communication, it takes all stakeholders to ensure the excellent reputation of our district.” ASBA Journal I Winter 2014 43
Thank you to the sponsors of the ASBA-ASA 56th Annual Conference! For information about conference sponsorship in 2014, please contact Ellen White, ASBA Director of Administrative Services, at ewhite@azsba.org
44 ASBA Journal I Winter 2014
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46 ASBA Journal I Winter 2014
ASBA Affiliate Members 1GPA Mike Chouteau 1910 W. Washington St. Phoenix, AZ 85009 602-327-3735 ABM Janitorial Services Wade Moffet 2632 W. Medtronic Way Tempe, AZ 85281 480-968-8300 Accelerated Construction Technologies Lori Bennett 22425 N 16th St. Phoenix, AZ 85024 602-272-2000 Adolfson & Peterson Construction General contractor Jaime Vidales 5002 S. Ash Ave. Tempe, AZ 85282 480-345-8700 www.a-p.com Ameresco (formerly APS Energy Services) Energy conservation, renewable solutions Sarah (Helmer) Price 60 E. Rio Salado Pkwy., Ste. 1001 Tempe, AZ 85281 480-499-9200 www.ameresco.com American Fidelity Assurance Donna Sciulara 3505 E. Flamingo Rd., Ste. #6 Las Vegas, NV 89121 800-616-3576 Arcadis Infrastructure, environment, buildings Richard Carr, Jr. 410 N. 44th St. Ste. 1000 Phoenix, AZ 85008 602-438-0883 www.arcadis-us.com
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Arizona Technology Council Deborah Zack 2 N. Central Ave., Ste., 750 Phoenix, AZ 85004 602-422-9449 ASBAIT (Arizona School Boards Association Insurance Trust) Mike Hoffman or Mark Thurston 1 East Camelback, Ste. 840 Phoenix, AZ 85012 602-249-2031 www.asbait.org Assessment Technology Inc. Electronic learning assessment resources Craig Mayhew 6700 E. Speedway Blvd. Tucson, AZ 85710 877-442-5453 www.ati-online.com Auto Safety House School bus sales and service Del Anderson 2630 W. Buckeye Rd. Phoenix, AZ 85009 602-269-9721 www.autosafetyhouse.com The Bagnall Company Employee benefit consulting Mark W. Bagnall 1345 E. Chandler Blvd., Bldg. 1, Ste. 103 Phoenix, AZ 85048 480-893-6510 www.thebagnallcompany.com
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ASBA Journal I Winter 2014 47
Arizona School Boards Association appreciates the support for public education shown by its organization affiliate members.
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Hufford, Horstman, Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 www.h2m2law.com
Logicalis Anati Zubia 8945 S Harl Ave., Ste 102 Tempe, AZ 85284
Hunt & Caraway Architects Tamara Caraway 1747 E. Morten Ave,. Ste. 306 Phoenix AZ 85020 602-595-8200 www.huntcaraway.com Immedia Edu Daniel Leis 7661 E. Gray Rd. Scottsdale, AZ 85260 480-483-3399 www.immediaedu.com Kennedy Partners LLC Allison Suriano 5415 E. High St., Ste 410 Phoenix, AZ 85054 623-374-2478 www.kennedyprtnrs.com Konica Minolta Business Solutions, USA David Radcliffe 4415 E. Cotton Center Blvd. Phoenix, AZ 85040 602-798-7225 www.hc-km.com LaSota & Peters Donald Peters 722 E. Osborn, Ste. 100 Phoenix, AZ 85014 602-248-2900
48 ASBA Journal I Winter 2014
Mangum Wall Stoops & Warden Franklin Hoover P.O. Box 10 Flagstaff, AZ 86002 928-779-6951 www.flagstaffattorneys.com Maricopa County Community College Dr. Rufus Glasper 2411 W. 14th St. Tempe, AZ 85281 480-731-8823 Midstate Energy Ron Stalica 1850 E. Riverview Dr. Phoenix, AZ 85034 602-452-8700 www.midstate-energy.com MiTek Corporation Cynthia Marchant 4545 E. Baseline Phoenix, AZ 85042 480-559-3837 M.L. Riddle Painting Inc. Mike Riddle 5922 N. Black Canyon Hwy. Phoenix, AZ 85017 602-277-3461
Mohave Educational Services Co-op Deborah Sandoval 625 E. Beale St. Kingman, AZ 86401 928-753-6945 www.mesc.org NTD Architecture Scott Beck 2800 N. 44th St., Ste. 500 Phoenix, AZ 85008 602-956-8844 www.ntd.com The Orcutt/Winslow Partnership Paul Winslow 3003 N. Central Ave., 16th Fl. Phoenix, AZ 85012 602-257-1764 www.owp.com Piper Jaffray & Co. William C. Davis 2525 E. Camelback Rd., Ste. 925 Phoenix, AZ 85016 602-808-5423 www.piperjaffray.com PracticeMax Inc. Medicaid billing for special education services Chuck Engelmann 9382 E. Bahia Dr., Ste. B202 Scottsdale, AZ 85260 480-421-9700 www.practicemax.com Professional Group Public Consulting, Inc. Caroline Brackley P.O. Box 30850 Mesa, AZ 85275 480-699-4458 www.pgpc.org
Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 6771 E. Outlook Dr. Tucson, AZ 85756 520-545-1044 www.pueblo-mechanical.com RBC Capital Markets John Snider 2398 E. Camelback Rd., Ste. 700 Phoenix, AZ 85016 602-381-5361 www.rbccm.com Regional Pavement Maintenance Steve Leone 2435 S. 6th Ave. Phoenix, AZ 85003 480-963-3416 www.regionalaz.com Ridenour, Hienton & Lewis Legal services Ernest Calderon 201 N. Central Ave., Ste. 3300 Phoenix, AZ 85004 602-744-5712 Rodel Charitable Foundation Jackie Norton 6720 N. Scottsdale Rd., Ste. 380 Scottsdale, AZ 85253 480-367-2920 www.rodelfoundationaz.org SCF Arizona Workers’ compensation insurance Tod Dennis 3030 N. Third St. Phoenix, AZ 85012 602-631-2212 www.scfaz.com
Sehi Inc. Computers and Products Carol Taylor 1265 Puerta Del Sol San Clemente, CA 92673 Smartschoolsplus, Inc. Phased retirement services Sandee McClelland P.O. Box 11618 Tempe, AZ 85284 480-839-8747 www.smartschoolsplus.com Sodexo Solomon Sile 10255 E.Via Linda Rd., Unit 2078 Scottsdale, AZ 85258 480-313-8804 www.sodexo.com SPS + Architects Herb Schneider 8681 E.Via De Negocio Scottsdale, AZ 85258-3330 480-991-0800 Stifel Nicolaus Financial services Bryan Lundberg 2325 E. Camelback Rd., Ste. 750 Phoenix, AZ 85016 602-794-4007 www.stifel.com Summit Food Service Dave Brewer 2703 Broadbent Pkwy. NE, Ste. F Albuquerque, NM 87107 505-341-0507 www.summitfoodservice.com
Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 775 W. Elwood St. Phoenix, AZ 85041 602-323-2800 www.sunlandasphalt.com TCPN – The Cooperative Purchasing Network Victoria Stringham 2100 N. Central Ave. #220 Phoenix, AZ 85004 480-415-6300 www.tcpn.org Technology Coordinators Utilities and building renewal projects Ed Schaffer 2116 W. Del Campo Circle Mesa, AZ 85202 888-474-5509 www.tc-az.com Thunderbird Mountain Facilities Perf. David Johnson 5539 W. Melinda Ln. Glendale, AZ 85308 623-825-1730 Traaen & Associates, LLC Human resources management, training and organizational development Teri J. Traaen, Ed.D., DPA 4831 E. Calle Tuberia Phoenix, AZ 85018 602-510-3989 www.traaenandassociates.com
The Trust Jane Schemers 333 E. Osborn Rd., #300 Phoenix, AZ 85012 602-266-4911 www.the-trust.org Udall Shumway PLC Denise Lowell-Britt 1138 N. Alma School Rd., #101 Mesa, AZ 85201 480-461-5333 VALIC (formerly AIG Retirement) Group retirement plans, individual financial services Michael Lager 11201 N.Tatum Blvd., Ste. 100 Phoenix, AZ 85028 602-674-2603 www.aigvalic.com Valley Schools Mgmt. Group Patrick Dittman P.O. Box 41760 Phoenix AZ 85080 623-594-4370 www.vsit.org Wholesale Floors LLC Dan McShane 8855 N. Black Canyon Hwy. Phoenix, AZ 85021 602-741-4552 www.wholesalefloors.com
Trane Dave Palty 850 W. Southern Ave. Tempe, AZ 85282 602-258-9600 www.trane.com
ASBA Journal I Winter 2014 49
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