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2 | California School Business
Fall 2011 | 3
4 | California School Business
contents Volume 76 Number 3 Fall 2011
Checking in It‘s a brave new world – embrace it! Molly McGee Hewitt
Bottom line ‘Leading forward’ means a stronger role for CASBO Gary Matsumoto
In focus CASBO member profile: Nina Boyd
Out & about Photos from CASBO events
Of Twitter and tablets From use of social media to iPads, school industry making use of latest technology Linda A. Estep
Book club The Good Among the Great: 19 Traits of the Most Admirable, Creative and Joyous People
17 Professor, researcher, author is expert on urban school reform Pedro Noguera talks with CASBO about future of public schools, funding vs. reform debate Julie Phillips Randles
Working for the greater good Empathy, compassion, kindness have roles in successful leadership Julie Phillips Randles
Get your good on Reap the benefits of service by getting involved now Julie Phillips Randles
Fall 2011 | 5
ABOUT CASBO A private, nonprofit corporation, CASBO was founded in 1928 and is the oldest statewide school administrator’s organization in California. Association members are the voice of the industry and oversee all areas of school business management and operations, including finance, accounting, payroll, human resources, risk management, transportation, school nutrition, maintenance and operations, information technology, purchasing, school safety and school facilities.
CASBO MISSION The mission of CASBO, the leader in school business management, is to set the standard for best business practices and policies that support public education through high-quality professional development and effective advocacy, communication and collaboration.
Molly McGee Hewitt
editor in chief
Julie Phillips Randles
Linda A. Estep
casbo officers president
Gary Matsumoto Hacienda La Puente Unified School District
Michael Johnston Clovis Unified School District
Rich Buse Pajaro Valley School District
immediate past president
advertising sales manager
Renee Hendrick Orange County Department of Education CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999
STRATEGIC PLAN In April 2007, the association adopted its new strategic plan that will serve as a road map for the organization’s activities for the next several years in the areas of administration and governance, professional development, advocacy and policy, marketing and communications, and membership and partnerships. For more details on the strategic plan, visit our website at www. casbo.org. The plan can be found under the “organization” link.
www.casbo.org California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814. (916) 447-3783. $2 of CASBO membership dues goes toward the subscription to California School Business magazine. The subscription rate for each CASBO nonmember is $20. Periodicals postage paid at Sacramento and at additional mailing office. Send address changes to the CASBO membership department at 1001 K Street, 5th Floor, Sacramento, CA 95814. Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed. Copyright 2011 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher. Published September 2011
6 | California School Business
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It’s a brave new world – embrace it! When I was growing up, I was told we would one day live on the moon, fly to work each day, and robots would do all the boring and difficult work. I was lied to. Aldous Huxley’s “Brave New World” was required reading, and I remember having to recite George Orwell’s futuristic monologue about “what would life be like in 1984” in the dark ages of 1969 in junior high school. I had to go to the library to do research. None of it prepared me for the future. The first computer I encountered was a huge mainframe in a guarded room that required special air controls and clothing! It was the size of a large Winnebago RV and was not available for personal use. In a required computer class in college, I learned two ancient computer languages called COBOL and Fortran. As a seasoned (meaning, ahem, mature) professional I remember my first electric typewriter, white out, onion paper and ditto machines. My first office had an IBM Selectric II typewriter, and our school district had one copier for the entire district office. Today, our younger members do not remember a time without computers, cell phones, social media or the Internet. My home has Internet connectivity and I can be productive and work from anywhere in the world. I am in contact 24/7 with my family, friends and work via technology. The brave new world is connectivity. No longer do I think, therefore I am…I tweet, therefore I am! Let’s hope I think before I tweet. Despite not being prepared for the future, I embrace and welcome it! So much of my life has been improved, enhanced and changed with technology! I have connected with long lost friends and former students and colleagues on social media. I track my finances, work more efficiently and generally get more done. I can reach thousands of our members quickly and economically via e-mail. I can research anything in a matter of seconds from my cell phone or computer.
The way we did business even five years ago has shifted.
This brave new world brings challenges as well. Networking online is not the same as networking in person. I cannot read your intention or judge your demeanor online. I cannot share coffee with you at a meeting, and making personal connections is sometimes difficult if I only know you in an electronic environment. An online classroom is a great learning opportunity – but it is not the same dynamic as an in-person class. Social media etiquette is not the same as face-to-face manners. I cannot trust everything on the Internet, and I must filter my e-mails. My identity and my personal finances have to be protected when I shop online, pay my bills or do other business. The world of professional associations is impacted by this brave new world. The way we did business even five years ago has shifted. A good website is not a frill – it is a necessity. Customer service is important, but it is not only how you answer the phone, but how quickly you respond to e-mail. Being a valued resource for your members means instant access to needed information. The great news in this brave new world is that while our technology may be changing, people remain the same. As you will read in this issue, doing good is still good for you! That is a lesson I learned early on that has served me well! Being a responsible user of social media is a part of doing good. CASBO members have always been what I refer to as “advanced do-gooders!” As you enjoy this issue, we welcome you to the continual unfolding of the brave new world. In five years, we will embrace new technology and undreamed-of media. I may just get to visit the moon! The one thing I am certain of is this – the brave new world will not go away. We cannot pine for yesteryear and the “good old days.” These are the good old days, and how we embrace them will determine our attitude and our success. Buzz Lightyear had it right…“to infinity, and beyond!”
Molly McGee Hewitt Executive Director Fall 2011 | 9
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‘Leading forward’ means a stronger role for casbo By Gary Matsumoto CASBO President
As a cbo, i recognize the role school business officials play in our school districts and agencies. We are often the behind-the-scenes people who make sure that budgets
are developed, payrolls are met, bills
issues and potential legislation? While our association does not maintain a large
legislative unit or sport a moneyed pac,
we have knowledge and expertise that should and must influence legislation.
We are grateful for the leadership
are paid, food is provided, buses are in
and efforts of our Legislative Committee
and materials are purchased and
they cannot do what needs to be done
operation, buildings function, textbooks
delivered, facilities are built, it works, the right people are hired, and the entire
infrastructure of schools operate with
and staff. While they do an excellent job,
without all casbo member leaders involved, aware and participating.
We have the knowledge and the
efficiency and effectiveness. Because
passion for public education. We live
your leadership has not always been
laws that hamper, rather than encourage,
our work is so often out of public view, acknowledged. As the president of casbo, I will work to make sure that your
with the realities of bad legislation and strong leadership and good business.
in our districts and in the Legislature.
We are fighting for great schools.
Leading forward means that casbo must
If we sit back and do not address these
good leadership was more important?
in the development of our professional
What does this mean for you? It
gut-wrenching cutbacks and bad budgets
leadership is acknowledged and valued
I call this idea “leading forward.”
take a greater and more aggressive role
critical issues, we fail as leaders.
certifications, online learning and profes-
means that your professional association,
ing ahead in all of these areas, and it is
directions in the future. We are going to
sional development efforts. We are movtruly exciting to see the progress.
Leading forward also means that
casbo must take a stronger and more
public role in the legislative arena. The officers and board of directors are committed to a strong legislative advocacy
platform and program that directly involves our members. We do not want to
allow our often behind-the-scenes roles to interfere with our legislative agenda. We
plan to be in the forefront of proposing and initiating legislative change.
Who better than our members, in all
the disciplines that casbo encompasses,
to advise and propose solutions to budget
casbo, is going to be moving in bold
protect our valued traditions, programs and projects, but embrace a legislative
We have lived through several years of and yet no long-term solutions for school
finance have been proposed that are in the best interest of children. The time for casbo is now.
As I serve my term as president, I am
agenda that is proactive rather than reac-
grateful to the members, section leaders
vited to participate; we are going to bring
their thoughts with me. I have heard your
tive. We are not going to wait to be ininitiatives and a strong agenda forward.
It means that you will be asked to participate directly. Whether it is in lobbying
outreach, a legislative day at the Capitol,
sharing information with your colleagues and district or making calls and writing letters, your leadership will be needed!
Why now? Why not now? Has there
ever been a time in public education when the need for rational decisions and
and professional council chairs who share
frustration and angst in dealing with restrictive and unproductive legislation.
casbo hopes, with your assistance, to
make a positive impact. We are not fight-
ing to save our jobs – we are fighting to do our jobs and to provide leadership in all areas of school business. We are fighting
for great schools. Thank you for joining in this fight with me.
Fall 2011 | 13
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Nina Boyd Diverse career is the hallmark of this school business leader
Name a school business discipline and Nina Boyd likely has experience in it. Boyd, assistant superintendent of alternative education (ACCESS) for the Orange County Department of Education, has had a 30-year career in schools that is notable for not only its many successes, but for its diversity. In 1981, Boyd took a job as an account clerk with Santa Ana Unified School District. She went on to hold the positions of buyer, senior buyer and purchasing projects coordinator before moving on to the Orange County Department of Education. At OCDE, she began as a purchasing manager before moving into administrative roles. Boyd has served as administrator of purchasing and contracts, executive director of facilities and operations, and assistant superintendent of human resources and support services. She took on her current role in September 2010 – her first foray into the curriculum side of the house. Boyd says a combination of personality traits and terrific opportunities led to her diverse career. “The thing that was most instrumental in being able to move into different areas was that I was not afraid to learn new things,” she noted. “I also had some great mentors and skill sets that were adaptable. Strong communication is key; I believe in involving others and I want to learn from others,” she explained. Task orientation also played a role in her ability to move among the school business disciplines. “I am hands-on and I ask a lot of questions. When people see you are willing to work with them, that’s an opportunity for people to engage.” Boyd joined CASBO at the behest of a purchasing director who said the association would give her an opportunity to learn quickly and to develop a global perspective. Boyd’s volunteer work on behalf of CASBO is as diverse as her career. Most recently, she served as the 2011 Annual Conference Volunteer Task Force chair, and she currently serves on the Legislative Committee. During her 21-year membership, she has held the posts of Eastern Section president, Orange County sub-section chair, was a member of the Purchasing R&D and served on the first Strategic Planning Team. Boyd has also been active with the Coalition for Adequate School Housing (CASH), serving as a board member for eight years and as chair of the organization’s Legislative Committee. She is also an avid mentor who has some valuable advice for young CASBO colleagues. “Network and understand that there is more than one way of doing things. Be flexible in your thinking and actions. Understand that your school district comes first and make sure your district understands your loyalty and commitment. The opportunities will follow.” Boyd encourages the new generation of school leaders to seek out strong mentors, not to emulate a single individual, but to gather strategies and techniques. “Most successful people have a number of mentors that give them something different; maybe it’s how they engage people, their communication style, professionalism, leadership or dressing for success. Incorporate positive traits that are adaptable to your personal style,” she advised.
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Professor, researcher, author is expert on urban school reform
Pedro Noguera talks with casbo about future of public schools, funding vs. reform debate By Julie Phillips Randles
P e d ro N o g u e r a i s a s o c i o l o g i s t a n d e du c at i o n professor at New York University whose scholarship and research focus on the ways in which schools are influenced by social and economic conditions in their environment. Noguera is the author of nine books, hundreds of journal
articles and serves as a frequent keynote education speaker. He
holds a number of faculty appointments at nyu including posts
in the departments of Teaching, Learning, Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development, and in the Department of Sociology.
He is also the executive director of the Metropolitan Center
for Urban Education and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings
(igems). In 2008, he was appointed by the governor of New York to serve on the State University of New York Board of Trustees.
Noguera was a classroom teacher in public schools in
Providence, r.i., and Oakland, Calif. He has held tenured faculty appointments at the Harvard Graduate School of Education,
where he was named the Judith K. Dimon Professor of Communities and Schools, and at the University of California, Berkeley,
where he was also the director of the Institute for the Study of
Noguera’s research focuses on topics such as urban school
reform, conditions that promote student achievement, youth
violence, the potential impact of school choice and vouchers on urban public schools, and race and ethnic relations in
American society. Most recently, he has conducted a number of
ground-breaking studies on the academic performance of African American and Latino males. His latest book, “Invisible No
Fall 2011 | 17
Professor, researcher, author is expert on urban school reform
More: Understanding the Disenfranchisement of Latino Males”
Noguera: The current state of public education is characterized
Noguera appears as a regular commentator on education
getting the support they need to respond to the profound ineq-
(Routledge 2011), will be published this fall.
issues on cnn, National Public Radio and several other national
news outlets. He has earned a number of awards for his work in
education including the Scholastic Corporation Education Hero
Award, the aesa Critics’ Choice Book Award, the Schott Foundation Award for Research on Race and Gender, the Whitney
Young Award for Leadership in Education and the University of California’s Distinguished Teaching Award.
His additional book titles include “Unfinished Business:
Closing the Racial Achievement Gap in Our Schools,” “Creating the Opportunity to Learn” with A. Wade Boykin and “City
Schools and the American Dream: Reclaiming the Promise of Public Education.”
Noguera received his bachelor’s degree in sociology and
history, along with a teaching credential, from Brown University
in 1981. He earned his master’s degree in sociology from Brown
in 1982, and earned a doctorate in sociology from uc Berkeley
CSB: What is the last book you read? Noguera: “Beyond the Silence: Instructional Approaches and
Students’ Attitudes,” by David Kirkland. I was asked to review it.
CSB: What comes to you naturally? Noguera: Swimming, talking and making new friends. CSB: What advice would you give to your younger self? Noguera: Don’t be afraid to take on difficult challenges – like
learning a new language or making use of new technology.
CSB: What three people, living or deceased, would you like to invite
Noguera: Mohandas Gandhi, Maria Montessori and Paulo Freire. CSB: What is the best thing you ever bought? Noguera: My first house. It was a real fixer-upper. CSB: As a former classroom teacher, a sociologist and a current
education researcher, how would you describe the state of the nation’s k-12
18 | California School Business
by political confusion and policy failure. Our schools are not uities in our society, and to prepare our students for life in the
21st century. More often than not, they are blamed for failures that they do not create.
To a large degree, our students are not being prepared
for the complex world they live in because our policy-makers
have gotten us focused too narrowly on test preparation.
CSB: In California there’s an ongoing debate on how to fix the public
school system. It comes down to two camps – funding or reform. Which is it?
Noguera: In California, funding and reform are needed. Schools have been underfunded for many years, especially those in the poorest communities.
Reform is needed because too many schools are failing to
provide students with the education they need to be prepared for work or college.
CSB: Are students in urban schools and students in suburban schools
getting equal education opportunities? How can we address any inequities?
Noguera: No. Funding is still determined to a large degree
by local property taxes, and there are inequities within many
districts as well. Money matters because it affects the qual-
ity of teachers, facilities and programs. We must address these inequities through laws enacted at the state level. Funds
must be targeted directly to students based on their needs.
CSB: You wrote an article called “The future of Educational Change.”
Briefly, tell us what you think the future of public education looks like.
Noguera: At this point, it is difficult to tell what the future of
public education will be. My hope is that we will continue to have a system of public education that is open and accessible
to all children. However, that system must look very different
than it does right now. We need to provide families with more
options and choices with respect to types of schools because our children have so many different needs.
The charter movement has begun to produce some innova-
tion in some places, but it has also contributed to greater inequity.
continued on page 20
Fall 2011 | 19
Professor, researcher, author is expert on urban school reform continued from page 18
Many charter schools screen students and limit access to the
options for different students. Most importantly, we need
on challenging students who have traditionally fared poorly
racy and to further efforts to promote equality and justice.
most disadvantaged. However, there are others that are taking
in our public schools. For example, in New York we recently
authorized charter schools that will be designed to serve home-
strong public schools to ensure the health of our democ-
CSB: Many philanthropists and business leaders from outside of the
less children, students recently released from incarceration and
school industry have stepped in to address what they see are the prob-
about segregating these students, I am also aware of the fact that
come from the outside?
students with limited English abilities. While I am concerned
these children are often served poorly in many schools. My hope is that by creating schools that can specialize in serving the needs
of the most disadvantaged students, we will see better outcomes. I’m also seeing schools open up that offer personalized
lems with urban schools. What do you think of their efforts? Can change
Noguera: I am glad that foundations and corporations have demonstrated greater willingness to provide financial support to schools, however, I am concerned when these organizations
attempt to use their financial support to dictate the direction of
learning plans for each student, that use video game tech-
schedule (longer day and longer year). We need different
ideologically driven reforms – such as merit pay for teachers –
nology to engage students and that operate on a different
Some of these organizations are using funds to implement
that have not been shown to be effective and could have a negative impact on schools.
CSB: You have spoken about the “do’s and don’ts of educational leader-
ship.” For our readers who are the leaders in school business at district and county offices, what are some of the “do’s?”
Noguera: The main “do’s” for administrators in the business of-
fices of school districts is to be fiscally prudent and creative. Dur-
ing difficult financial times like these, we must make sure that
every dollar is well spent. We must also find ways to give school administrators flexibility in how they use funds even as we also ensure transparency and accountability.
We must also find ways to do more with less, and to use the
funds at our disposal to further reform, innovation and researchbased changes that help us to create more effective schools. z z z
Julie Phillips Randles is a freelance writer based in Roseville, Calif. Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.” Please send your letters to firstname.lastname@example.org. All letters are edited for content, space and style considerations.
20 | California School Business
Fall 2011 | 21
22 | California School Business
Working for the greater good Empathy, compassion, kindness have roles in successful leadership By Julie Phillips Randles
level when they are doing what they do, one thing’s for sure,
and expertise to the group. Apply that same level of stare to
munity and successful outcomes support its value.
ake a long, hard look at any membership organization
and you’re sure to find dedicated members who donate time
casbo and what you’ll find is a host of members who tirelessly volunteer to run committees, facilitate training and put on an annual conference for hundreds of colleagues.
casbo’s history as a member-driven organization is practi-
cally legendary among education associations. casbo members
literally dictate and drive the association’s initiatives, goals and
programs. And they do “in the trenches” work to make things
science, ongoing research, anecdotes from the education com-
WHAT SCIENCE SAYS Despite that old saying about nice folks finishing last, the opposite is actually true. For humans, science seems to back up survival of the kindest.
Dacher Keltner is a psychology professor at the University
of California, Berkeley, and director and co-founder of the uni-
– what’s the deal with this dedication?
colleagues at ggsc study the psychology, sociology and neu-
All of this volunteering and giving back begs the question
versity’s Greater Good Science Center (ggsc). Keltner and his
It turns out that there is science to back up the human desire
roscience of well-being. Since 2001, the center has been at the
thy. In fact, it seems science can explain why some folks might
happy and compassionate individuals, strong social bonds and
to serve, be compassionate and, by extension, lead with empabe described as serial volunteers. Science also tells us what the
giver, or doer, gets from the acts of service, how it affects those
forefront of a new scientific movement to explore the roots of altruistic behavior, essentially the science of a meaningful life.
Keltner, a national authority on the nature of human good-
on the receiving end, and how service and compassion actually
ness, says current science is blowing apart the assumption that to
It’s fascinating stuff, this virtuous circle of helping ourselves
opposite is true – serving the greater good trumps self interest
by helping others. And while all of those chronic volunteers might not understand what is happening at the neuroscientific
get ahead, one must serve his or her own self interest. In fact, the
every time, and creates greater personal satisfaction and stronger organizations.
Fall 2011 | 23
Working for the greater good
This isn’t just feel-good information; there is actually
Her research into empathy shows that empathetic lead-
measurable activity at the neuroscientific level that shows the
ers are more attuned to what motivates others, and are able to
The ability to understand other people’s thoughts, feelings and
benefits of serving others, both as a leader or as a cause-based
“What we’re learning is that we have parts of our brain and
nervous system linked to dopamine and oxytocin circuits that
harness that empathy to galvanize others for a common cause. desires actually makes for a strong leader.
Rather than doling out tasks or coldly making assignments,
are activated when we give and serve,” Keltner explained.”So
empathetic leaders motivate staff to tackle a problem by asking
pleasure that is as strong as when we receive.”
would you like to do?’
when we give and are charitable, we derive very deep pleasure;
These benefits can also be derived when humans serve as
philanthropic leaders of organizations, or when they donate time and expertise to a cause.
‘if you could do anything you wanted about this problem, what
“They find out what people bring to the issue that is innately
important to them. A good leader will get at this information in
a skillful and powerful way, and a lot of this is about approach.
When we give and are charitable, we derive very deep pleasure; pleasure that is as strong as when we receive. “We get a kind of pleasure in seeing others’ welfare en-
The empathetic leader might find a personal story and use the
hanced. We get an enabling feeling of satisfaction and delight in
energy and passion in the room to further the organization’s
of dopamine in the rewards circuits of the brain,” Keltner said.
other people doing well. Neuroscientifically, people get a burst
“Other people’s joys are contagious and can build your own joy.”
goals,” Riess explained. “This approach unleashes a lot of power Empathetic leadership need not be synonymous with sappi-
Science also shows that there are genes for empathy and
ness, but is instead assertive, without being autocratic. In addition
whether it’s in everyone’s genes or not, teaching the importance
Coldly tell people what to do and those on the receiving
altruism – genes that some humans carry, and others don’t. But
to being a more humane approach, the bottom line is – it works.
of giving and serving is always an option.
end perceive it as a threat to their own autonomy and become
make volunteerism more gratifying,” Keltner explained. “There
in the brain is going to react with some degree of defensiveness.”
“It’s important to think about the social conditions that
is a really provocative finding that wealthy individuals give less as a portion of their income. That tells us that in communities
with the greatest capacity to give to the public good, people don’t do that. I believe it’s because we don’t teach this; it’s part of a
self-involved and self-attentive, Riess said. “The limbic system
Appeal to the positive aspects of people’s emotions and the
limbic system instead causes a response infused with openness and creativity.
“We are not creative when we are protecting ourselves. We
30-year culture of self interest.”
are just trying to get out of harm’s way,” Riess described.
in business, health care, government and education, Keltner
portant to you?’ or ‘what are you passionate about?’ and the
They are in a position where the greater good is in their hands.”
the eyes of anyone we are trying to teach or motivate,” Riess said
With this in mind, when he’s providing training for leaders
often tells them they “need to return the privilege of leadership.
EMPATHETIC LEADERSHIP Dr. Helen Riess is an assistant clinical professor of psychiatry at Harvard Medical School and the director of empathy research
and training in the department of psychology at Massachusetts General Hospital.
24 | California School Business
Allow staff to approach a problem by asking ‘what’s im-
imagination takes off; solutions are found. “Empathy can open of empathy’s role in the education community.
Keltner summed up the benefits of considerate leadership
this way: “In the area of leadership, we are finding that to the extent that people lead in empathetic ways, their organizations
are stronger, they derive greater respect and they create a compassionate form of leadership.”
continued on page 26
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Fall 2011 | 25
Working for the greater good continued from page 24
In an interview with the Boston Globe, Keltner noted that
So what exactly are the most altruistic among us getting from
being in a caring state of mind triggers the vagus nerve that
The payoffs are two-fold. Science tells us we get a biochemical
like to see doctors prescribe altruism to treat issues like anxiety,
their volunteer work, service and focus on the greater good?
boost, while individual experience shows that we end up helping ourselves while we are working to help others.
“You get a little dopamine hit when you are able to ac-
complish something that is important to you,” Riess explained,
runs down the spinal cord and slows the heart rate. He said he’d depression and obsessive-compulsive disorder.
and that boost can be intense. “If you are motivated by helping
Two men, one in public schools and one in the public eye, know
they are to do more.”
less workers for the greater good. Their stories are living proof of
others, the more you engage others in that, the more motivated Create a group that works cohesively toward a shared mis-
sion and another chemical comes in to play – oxytocin. This hormone is a bonding hormone, and research shows that when
oxytocin is administered or delivered naturally, there is more empathy, more bonding and more good feelings among the
first-hand what it means to be both empathetic leaders and tirewhat Riess and Keltner have shown through science. And both
say their lives are better after experiencing an adversity that led them to be advocates.
Mick Founts, superintendent of the San Joaquin County
Office of Education and a casbo member, can pinpoint the mo-
group, Riess said.
ment when adverse circumstances led him to take action.
we don’t understand all of the mechanisms, but some people
sjcoe, he received a call from a probation officer telling him that
predicaments. Sociopaths aren’t moved at all by others’ pre-
not the first time that his students had lost their lives to gang
“Empathy is a neurobiologically mediated capacity, and
do have a greater genetic endowment for appreciating others’ dicaments, so we know the human brain has a huge range from sociopath to Gandhi,” Riess said.
While serving as the director of alternative programs for
four of his students had been killed in a gang shooting. It was violence, but this outcome was more than Founts could take.
“I was driving down Airport Way in Stockton and I pulled
over and I cried on the side of the road for 30 minutes,” Founts
In the weeks that followed, he began to ruminate on just
how many kids had been lost to gang violence or drugs. “These
kids are dying – a lot of them are dying – and as a parent you
think about the parent who has just lost their child. It seems with these things you end up having an epiphany; you get to a point where you are called on to do something,” Founts said.
What Founts did, at what he says was one of his lowest
moments, was sit down at his computer and write the outline for a new educational approach for at-risk students. He called
the program “one,” and it was based on his belief that “each
individual is important, but when we work together, miracles can occur,” Founts said. “We changed our entire program based on this idea.”
The changes were revolutionary. Desks were eliminated and
students were required to sit at tables facing each other. Students from rival gangs were mixed at school sites rather than assigned
by geographic location. Students were put into “unusual situations” to expose them to a different life with different people.
Think trips to Yosemite, San Francisco or Tahoe, and dinner in a white- tablecloth restaurant.
26 | California School Business
“We gave them a different idea of what it meant to be
never had before. I had to look outside the box and use purpose
academics,” Founts explained. “The kids shared lack of expe-
It wasn’t long before Bell developed what he calls “the great-
educated; that it includes social and emotional growth, not just
rience, and then they shared an experience. It’s telling these young people that your life is important, but it’s when you work together, that’s when things happen.”
and service to motivate myself.”
er good perspective shift” to incentivize himself to do the work
that ocd treatment requires, and to give purpose to his struggle.
The philosophy encourages people to make a “greater
Other changes were also instilled including “graduation by
good” choice to serve something that is bigger than them-
what they have learned and how they have grown. Their final
inherently involve objectives bigger than ourselves,” Bell ex-
exhibition,” which requires each student to qualify and quantify
projects must address what they learned on their quests, how
selves and their personal struggle. “A greater good choice must plained. “It must offer, in some concrete way, the opportunity
A greater good choice must inherently involve objectives bigger than ourselves. It must offer, in some concrete way, the opportunity to be of service to others, enhance our own sense of purpose, or both. well they understand the concept of the “one” program, a tradi-
tional academic report and a post-graduation plan.
Founts is reflective about how advocating for at-risk stu-
dents has impacted him professionally and personally, and he’s pleased with his transformation into an empathetic leader.
“I wish I could have started earlier, and that’s part of the
work I need to do,” Founts shared, “to get others to start earlier
on the road. There is seldom a day that I don’t cry because I am
so sad about the loss of the human potential of our kids. That
empathy can result in harshness in other areas because I understand that this thing – education – is not political. When people don’t view this work as important, there is a hard side because I am so totally invested in the well-being of these kids.”
Jeff Bell, news anchor for kcbs Radio in San Francisco, au-
thor and national spokesperson for the International ocd Foun-
dation, uses his struggle with obsessive-compulsive disorder as an incentive to serve the greater good.
“I believe that purpose and service are the biggest moti-
vators available to us,” said Bell, who came to the realization
after years of struggling with severe ocd. He vividly recalls laying in a hammock and making what he calls a bargain with the universe.
“I’ll go public with my ocd and get a sense of purpose for
myself and be of service to others if it will help me get better,”
Bell recalls reciting from the hammock. “That simple act of greater-good motivation allowed me a level of inspiration that I
Fall 2011 | 27
Working for the greater good
to be of service to others, enhance our own sense of purpose,
the people who work there have never seen the mission state-
What Bell has learned from experience is backed by empiri-
all of these wonderful things, but it doesn’t line up with what’s
cal science. “Studies are showing that when it comes to motivation, purpose and service are at the top of the list,” Bell said.
“There’s something incredibly powerful about being of service to others.”
ment. What message are we sending if the mission says we’ll do
actually happening? Actions in the workplace convey the overall priorities of the organization.” z z z
Bell’s revelation is now part of the message he shares with
Julie Phillips Randles is a freelance writer based in Roseville, Calif.
“If you are doing anything less in the workplace than serv-
Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.” Please send your letters to email@example.com. All letters are edited for content, space and style considerations.
groups nationwide as a motivational speaker.
ing, you are sending a mixed message,” Bell said. “Think about the mission statements that organizations have. Far too often,
Studies are showing that when it comes to motivation, purpose and service are at the top of the list.
28 | California School Business
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30 | California School Business
Donna Demond Bobbie Foote
By Julie Phillips Randles The benefits are proven. The return
benefits for school business leaders, as
trict’s school sites. “It personalizes who
of the aid is real. Perhaps all of this
Hewitt can attest.
the district office. You also get to see the
on investment is guaranteed. The value coverage about the benefits of service and
casbo Executive Director Molly McGee
“It’s so easy to get siloed in your own
empathetic leadership has you ready to
division. When you start volunteering, it
to serving the greater good.
pened to me so many times when I’ve
raise the bar on your own commitment Concerned about finding oppor-
tunities? There’s no shortage of groups or causes to support, many of which
have particular appeal to those in school
business. Getting involved has specific
opens your eyes,” Hewitt said. “It’s hapvolunteered – I never anticipated it – but I would leave enlightened.”
Volunteering has additional benefits,
Hewitt noted, especially if some of the causes you support are at your own dis-
you are when you go out to sites from particular needs at the sites when you spend time in the facilities. We don’t always get to do a 360-degree audit. Volunteering at the site level provides that opportunity.”
Here’s a glimpse at some organiza-
tions which could use your assistance,
and a list of some introductory ways to get in the game.
Fall 2011 | 31
Turning personal adversity into outreach Jeff Bell, news anchor for kcbs Radio
people also facing one’s own challenge,”
ers or films, are receiving training on the
That’s where the Adversity2Advo-
teering for mental health related service
symptoms of disorders and are volun-
in San Francisco, motivational speaker,
cacy concept comes in, Bell said, “turn-
International ocd Foundation, recently
and connecting your service to the exact
school wrestling coach and the volunteer
giving; helping self by helping others.”
passionate about the cause. His passion is
author and national spokesperson for the
launched The Adversity2Advocacy
Project, a nonprofit dedicated to showcasing the transformative power of turning
ing a personal adversity into advocacy struggle you have faced – it’s a circle of
For more information on Adversity-
a personal adversity into advocacy, and
2Advocacy or to share a story lead, go to
uals looking to explore and benefit from
Bell at firstname.lastname@example.org.
providing online resources for individthis process.
Bell said the objectives of Adversity-
www.adversity2advocacy.org or contact
Robert Villanueva, a longtime high
West Coast regional director for lets, is fueled in part by his personal experiences with bipolar disorder.
“When I got sick, there was no one
to talk to,” Villanueva recalled. “We currently have a number of clubs nationwide
and we are focusing on establishing infra-
2Advocacy are to inspire the public with
Ending a stigma with the help of youth
a personal adversity in to advocacy; to
If you’d like to get involved in an organi-
porting the value of giving back to those
pact at school sites nationwide, consider
www.lets.org. The group expects to have
tional Foundation (lets) to your district.
advisors and students available as the
profiles of individuals who have turned showcase the empirical evidence supwho are facing the same challenges; and
It’s so easy to get siloed in your own division. When you start volunteering, it opens your eyes. to facilitate participation and action by
identifying advocacy opportunities for people with specific adversities.
The organization is launching a
national call for stories this month, and
is teaming with professional journalists across the country to help tell selected stories.
“There’s something incredibly pow-
zation that’s having a transformative imbringing Let’s Erase The Stigma EducaFounded in 2009, lets is a non-
profit organization dedicated to erasing
the stigma of mental illness by funding
For more information on lets, visit
a new guidebook with information for new school year gets underway.
Service opportunities in the school industry
empower youth to change the perception
Here are a few additional ways to give
lets operates at the school-site level
• Start a service group for students on
mentoring opportunities and research to of mental illness.
by establishing clubs that begin conversations about such issues as bullying, teen suicide, eating disorders, cutting,
self-harm and substance abuse. Clubs are provided with the materials and resources to begin the conversation about
the disorders affecting today’s youth so that the students themselves can educate
their peers and communities about mental illness, provide access to resources and connect kids with others who care.
Grants of $1,000 are available to each
school that starts a lets club. Current
special extra motivating factor in helping
various disorders by bringing in speak-
32 | California School Business
at a host of additional schools in the new
and developing educational programs,
erful about being of service to people,
and now we’re finding that there is a very
structure and launching new lets clubs
clubs are focusing on learning about the
back, right at the school-site level:
various campuses that engages students
in volunteering. After all, the best leadership is modeled leadership, Hewitt noted.
• Start a supply closet program to collect school supplies to be distributed to sites.
• Donate your professional expertise – things like newsletter production, data-
base assistance, resume creation or website design – to your colleagues or district sites. • Donate vacation days to a colleague dealing with a chronic medical issue.
• Start up or donate to a “prom closet”
that provides formal clothing for students who might not otherwise be able to afford it.
• Gather professional clothing and
donate it to transitional living centers that help the unemployed find jobs and get back on their feet.
• Provide a meal to a colleague whose
family may be struggling with a medical or financial issue.
• Volunteer to read to students.
“Volunteerism is so strong that we
could impact so many of the assistance
programs that are out there and so many
people. It doesn’t have to be the government; it can be us,” Hewitt said. z z z
Julie Phillips Randles is a freelance writer based in Roseville, Calif.
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Fall 2011 | 33
34 | California School Business
Of Twitter and tablets
From use of social media to iPads, school industry making use of latest technology
By Linda A. Estep
Embrace them or ignore them, but one thing is certain â€“ social media and their new technology cousins are here to stay, holding the key to effective communication with certain publics which already use those channels and devices in their everyday lives. Facebook and Twitter accounts were once the playgrounds of teenagers and college students who shared their whereabouts, their whims, even their personal lives with people they chose â€“ and some they didnâ€™t. Social media can be an open book of conversation or a controlled channel for specific topics and messages between selected groups. It is in this new universe that technology experts predict communications channels will expand the delivery of education services. Certainly there are school districts in California and across the nation that have launched social media accounts, mostly to deliver a managed message. But technology experts outline much greater potential for social media in schools, opening windows for a fresh look at reaching targeted audiences and establishing two-way dialogue.
Fall 2011 | 35
Of Twitter and tablets
sues. Superintendents could establish an account to communicate
If properly managed, social media could be one of the strongest communication tools in a school district administrator’s toolbox.
dents. Transportation departments could use social media to
communication tools in a school district administrator ’s
tion personnel could have an account to discuss healthy eating
education could make use of social media. The benefit could
“I think social media such as Facebook and Twitter could be
effectively utilized in well-managed environments where a common goal and purpose are kept (in) the minds of those participating,” said Greg Blount, chair of casbo’s Technology Professional
Council and director of support services and information technology at the Merced City Elementary School District.
Blount sees opportunities for principals to use Facebook for
teacher collaborations or for parent discussions about school iswith citizens and community leaders, or even other superintenalert parents of route changes, delays and accidents. Child Nutriand menus. Attendance clerks, using a calling system such as
SchoolMessenger, can include Twitter and Facebook as a means
of notifying parents of attendance issues, something Blount’s own district has implemented and is exploring how best to use.
Imagination the key “The list of possibilities is endless. Every area of school administration and education could make use of social media.
If properly managed, social media could be one of the strongest
toolbox,” Blount said. “Every area of school administration and
be the building of better relationships between school and community.”
Acknowledging that district websites can serve a similar
purpose and remain at low risk because content can be controlled, Blount says schools are in a stage of transition where
current one-way communication can evolve into public conversations with proper oversight. Without controls, the public conversation can be embarrassing and even dangerous.
Carl Fong, casbo member and information technology
executive director for the Orange County Department of Education, agrees that the two-way communication channel carries
a risk of embarrassment. “When you post on Twitter, it is there forever,” he noted. But he also pointed out that state legislators
routinely use Twitter to stay in touch with constituents, and that in a natural disaster where computer systems are down, alerts could be transmitted via Twitter.
Above all, care must be taken in how such accounts are used
by school personnel. Accounts for school business must be separate from personal accounts, he cautioned. He sees possibilities in establishing a help desk with a Facebook account, and teacher collaboration could be enhanced using Twitter or Facebook.
casbo member Michael Dodge has extensive experience
working in school districts in both business and it areas. He believes educators are missing the boat by ignoring the power of social media as a communication tool.
“Administrators struggle with the concept of using social
media when they prohibit its use on campus,” said Dodge, regional manager for California Financial Services. “There are
very few school districts that open up social media for student use, but in human resources they pull up social media to check on potential employees.”
continued on page 39
36 | California School Business
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Of Twitter and tablets continued from page 36
Connecting with parents Dodge feels social media is a tool that could be used to connect
with parents. “If we want more parent involvement, we need
CASBO to present iPad webinar series
better communication tools.” He points out that many young
For those interested in learning how and why an iPad can be useful
tions are still averse to e-mail. “We must find a way to make it
workshops beginning in October and running through March.
media going away. It is here to stay. And kids use it for more
The monthly webinars will be conducted by CASBO Deputy Executive
parents feel comfortable texting a teacher, while older generawork in schools, for both the parents and kids. I don’t see social than games.”
Social media will not replace all tools of communication,
Dodge stressed, but it will certainly be one of the communication tools available. “The more ways to reach parents and kids, the better off our kids will be,” he added.
Interest in the use of social media as a means of communi-
cation in schools is growing and where there is interest, there
is usually someone ready to step in to fan the spark of curios-
ity. At the annual conference of the National School Public Relations Association in July, two half-day pre-conference
workshops were presented, offering insight to the “new communication wave of social media.”
in the work environment, CASBO will offer a 14-hour online series of
Director Tatia Davenport. A final two-hour presentation will be offered at the CASBO Annual Conference in April. Each 90-minute session will present practical uses of the device and the various applications available for business personnel, as well as educators. The sessions will allow interactive participation while using the iPad. The cost of the workshop series will include an iPad for each participant. There will be a pre-registration requiring a deposit for the classes, and iPads will be ordered and shipped to enrollees before the start of the first workshop. Participants will then be able to actually view the webinar on the iPad or view the webinar on a computer with the iPad in front of them as they learn the functions and complete assignments
Administrators struggle with the concept of using social media when they prohibit its use on campus. The introductory workshop, entitled “Social Media Boot
Camp,” promised to teach the basics of various social media,
how to build a social media presence in districts and what pitfalls
to avoid. The second workshop focused on implementing strategies in the delivery of messages using low-cost social media tools and determining which ones best suit district needs.
that will be turned in. The workshop will have a price for CASBO members and another cost for nonmembers. The iPad workshop was born out of interest expressed by members wanting to apply newer, more nimble technology for use in their daily schedules. The device is more easily transported from meeting to meeting than a laptop, and can be synchronized with another office computer, transferring files from one to another. E-mails can also be accessed and answered using the iPad. “This workshop will provide a great starting point to move into the newer technology,” Davenport said. “When people see what can be done with a couple of applications, it becomes contagious. Our goal is to light that fire and let them continue to explore.”
The two workshops were aimed at district communica-
tions directors and public information officers, who are often
the starting point for the launch of new outreach programs
For more information on the iPad webinar series, contact Tatia Davenport at (916) 447-3783, ext. 2249 or by e-mail at email@example.com.
aimed at parents and the general public. A joint effort between
communications departments and it personnel could result in the design of customized platforms for internal and external
Fall 2011 | 39
Of Twitter and tablets
On the horizon The ability to reach education target audiences extends far beyond social media platforms. Within the walls of our institutions, devices can be available that are much more cost and time
efficient if the barriers of skepticism and resistance to change are pushed aside.
using iPads in their daily work for over a year. Jane Johnston,
assistant superintendent, administrative services, says they are
still evaluating the iPad, but so far the tablet is being embraced
for its mobility, ease of use and ability to support many applications relevant to work.
As a work instrument, the iPad or other tablet device is far
District and county office technology experts believe that
less unwieldy to take and use in meetings, and can perform the
and other similar devices – will be common classroom learning
tions are purchased and installed. Users can sit in a meeting
in the near future smartphones – such as the iPhone, Android
tools, eventually replacing desktop computers and laptops. Even tablet devices such as the iPad that are just now showing up in
classrooms could be replaced by the smaller phone and will level the playing field, according to Dodge. Phones cost less.
Dodge noted that even many underprivileged students
carry a cell phone in their pocket with access to the Internet or
social media. “The cost is cheap,” he explained. “With a smartphone, you can do almost anything and the smaller screen is commonplace for the kids.”
Before the iPad, we were doing this work on paper. The iPad eliminates several steps. Blount agrees cell phones will find their way into the class-
room as a tool, but it will not necessarily be the only device used. “I don’t think there is a one-size-fits-all solution for teachers and
schools… I do think whatever is used in the classroom will need
to be small, easy to use, well connected and inexpensive. Those are the factors that get new technology into classrooms. The smartphone comes close to that.”
While there are still software compatibilities to overcome
in some of the new equipment, Blount and his peers envision a
new world in the delivery of services, both in the classroom and administrative offices.
Going to the iPad In the Stanislaus County Office of Education, approximately 60 cabinet members and other administrative staff have been
40 | California School Business
same functions as a laptop when standard business applicaall day long without worry of recharging the iPad. With its
instant “on” function, users can quickly take notes on the spot or retrieve information without waiting for the device to boot
up. One of the biggest advantages of the device is that it is a
cost-efficient tool with a screen large enough to easily read documents and e-mail.
The iPad is proving particularly useful to special educa-
tion staff who previously worked with a much more expensive
device that had short battery life. Today, costs have been reduced significantly using the iPad installed with a software
designed for use with students with autism and other communicative disorders.
continued on page 42
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At SI&A we help you manage attendance by using timely analysis of your attendance data to identify at-risk students and to get and keep kids in school:
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Trend and Problem Identification Attendance Letter Generation Parent Conference Management You no longer mail attendance letters; we do that for you. The letters are compliant and address both excessive excused and unexcused absences. You focus on parental outreach, not writing letters. The results: Higher Attendance Increased Learning Time Decreased Dropout Rates
"I think the program is excellent. It makes it super easy to keep track of student absences and do something about it!" - Norma Gonzales, Community Liaison "I love this - very efficient." - Frances T. Donison, Guidance Counselor
Call us to learn why school districts nationwide are consistently seeing better attendance with Attention2Attendance.
Fall 2011 | 41
Of Twitter and tablets continued from page 40
Rick Bartkowski, director ii in the instructional support
his results to teacher and principal within minutes without ever
began using an iPad in January and has never looked back. His
“The iPad is lots more efficient. Before the iPad, we were
services division at scoe and a casbo institutional member,
putting pen to paper.
work has become much less cumbersome when visiting class-
doing this work on paper. The iPad eliminates several steps,” he
developed by the Turlock Unified School District, he can enter a
get better after you try it a few times. We have not tapped all of
rooms to collect and record data. Using a customized software district classroom, observe what is going on and file his report
on the tablet as he travels from room to room, easily reporting
42 | California School Business
said. “It takes a little practice, but it is like hitting a golf ball. You its potential. It is a marvel.”
Bob Gausman, Stanislaus coe divi-
sion director for technology and learn-
ing, praises the tablet for its many functions and ease of use, but feels it will not necessarily replace the laptop, desktop
or smartphone. â€œI believe iPads and laptops will co-exist for quite a while.â€?
Beginning in October, casbo will
offer a series of online workshops devoted to the use of the iPad as a viable
tool in the work environment. Please
see the sidebar to this article on page 39 for details. z z z
Linda A. Estep is a freelance writer based in Fresno, Calif.
Fall 2011 | 43
CASBO book club
Atkinson, Andelson, Loya, Ruud & Romo
A Professional Law Corporation
Providing legal services to California’s school districts for over 30 years.
2011 Education Law Conference Library Outreach Program
Save-the-date and join us for our
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Tuesday, November 15, 2011
Thursday, November 17, 2011
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Fall selection shares traits of admirable, joyous leaders This fall, CASBO members participating in the association’s book club will be reading “The Good Among the Great: 19 Traits of the Most Admirable, Creative and Joyous People,” by Donald Van de Mark. In this book, Van de Mark, a longtime journalist for CNN, CNBC and a number of television news programs, takes an in-depth look at what makes a group of leading high achievers also, simply put, good people. Relying on the teachings of psychologist Abraham Maslow, Van de Mark identifies the 19 traits of self-actualized people. These traits, shared by only a minority of the world’s leader achievers, include awareness, decency, empathy and happiness. Van de Mark points out that these leaders are also loved by their associates, staff and competitors, and are often known for caring deeply for others and for positively influencing their communities. Along the way, the author shows how the same key traits are exhibited by successful people in all walks of life – from the famous to the dedicated but not widely known. At the end of each chapter, the author includes a number of “takeaways” that allow readers to identify, practice and nurture the key traits in themselves and others. These takeaways are designed to create a direct route to personal and professional achievement. Join your CASBO colleagues in this great read which includes interviews with U.S. Sen. Bill Bradley, professor Joseph Campbell, Rev. R. Maurice Boyd, Dr. Andrew Weil, Warren Buffet, Muriel Maffre of the San Francisco Ballet and others.
44 | California School Business
sudoku 9 6 3 5 2 8 1 4 7
1 2 5 3 4 7 8 6 9
8 7 4 9 6 1 3 2 5
3 4 8 6 7 2 9 5 1
2 1 9 4 5 3 6 7 8
6 5 7 1 8 9 2 3 4
5 8 2 7 1 6 4 9 3
4 9 1 2 3 5 7 8 6
7 3 6 8 9 4 5 1 2
answers on page 49
Fall 2011 | 45
Introducing CASBO ‘Career Rx’ This prescription may be just what your career needs By Molly McGee Hewitt Executive Director
As a school business official, your professional portfolio includes your education, training, professional certifications, skills, talents, experience and expertise. Regardless of your specialty, you bring a wealth of knowledge to your job on a daily basis. For most CASBO members, their work is not a “job,” it is a profession – a serious profession that requires daily decisions that positively and directly impact students, school districts and employees. Serious professionals take their work to heart. Typically, you do not work a 40-hour week – you work until the work is done. You keep your eye on the task at hand and are continually looking for ways to improve, reduce costs or increase efficiency. It is part of your DNA. What you often do NOT do is look after your own career. Too often, your professional advancement and success take a back seat. While this humbleness of spirit and dedication is admirable, we believe that it is possible to advance your career while at the same time maintaining your work ethic and integrity. The magazine feature we are introducing in this issue, “Career Rx,” is designed with all CASBO members in mind. Whether you are starting your management/professional career or entering into your final work years, we want you to maximize your professional impact and enhance your career. Each issue of California School Business will include a “Career Rx” column addressing an area of career development. Our goal is to provide you with nuggets of information to help you to focus positive attention on your career. This year, CASBO launched a web-based Career Center and Career HQ at the Annual Conference & California School Business Expo. CASBO will be expanding IT certification programs including upgrades to CBO Certification and adding Director of Fiscal Services Certification, Director of Human Resources Certification and a specialized School
46 | California School Business
Business Professional I, II or III Certification. Please watch our newsletter and e-mail for the introduction of the new programs and enhancements. Our goal is to launch these initiatives in late fall/early winter. What does the future look like for school business officials? The need for competent professionals has never been greater, and that need is sure to continue. School business is changing and requires leaders who will meet the coming challenges with integrity. For example, jobs may not have the same titles, we may utilize a variety of new technologies and we may need to use outside contractors or service providers more often – but the need for top-notch leaders will continue. New opportunities are coming. Many seasoned professionals are nearing retirement and contemplating the next phase of their lives. While no one can predict with absolute accuracy the numbers, it appears that close to 40 percent of school business officials in management positions will reach retirement age in the next five to 10 years. This means that job openings will be there. Will you be ready to seek them out? Will your resume and expertise earn you the job? What can you do today to prepare for the future? Become actively involved in CASBO. Attend your section’s events and get involved with your local professional council. Make contacts, become visible and share your expertise. Take a look at your education and training. If you have not completed your undergraduate education, do it now. A bachelor’s degree will be a minimum requirement in the future. If you have completed your undergraduate education, look at obtaining a master’s degree or doctorate. Take a look at the Wilkes University School Business Master’s Degree
program. This is an online program designed for school business professionals. Your education is vital to your future success. Look at your professional development. Are you not only keeping current, but expanding your knowledge base and expertise? CASBO will be offering free online programs for members, as well as other online opportunities. Explore certificate programs, regional workshops and skill-building programs. Do not be afraid to learn skills outside of your current discipline. The more you know, the more valuable you are to an employer. Earn professional designations. Explore the new CASBO certifications being introduced this fall. Would certification as a director of fiscal services, director of human resources or a school business professional I, II or III be of value to you? If you are a CBO, get your CBO Certification. A professional certification shows commitment to your profession and to your career. Take an audit of yourself. How are your leadership skills? Are you a good manager of people and resources? Do you speak and communicate well in front of others? Do you have positive interpersonal skills? Ask those whose opinion you value to help you to assess yourself and your leadership potential. Work to enhance your assets and correct your personal liabilities. Not a good public speaker? Practice and become one. Join Toastmasters, attend classes, practice, practice, practice! Most of your liabilities can be turned into assets with effort. Develop a positive attitude about the future and about our profession. Tough times do not last forever. People are drawn to those with a positive attitude and a “can-do” spirit. Think about the future and consider how you can impact the profession of school business.
out & about
Attending the Annual Conference Committee meeting in July was (front row, l-r) Pamela Lambert, Child Nutrition Professional Council chair; Alicia Schlehuber, Human Resources Professional Council chair; Becky Trebizo, ACC chair; Melissa Anderson, Financial Services Professional Council assistant chair; (back row, l-r) Mary Cox, Purchasing Professional Council chair; Gordon Medd, Professional Standards & Leadership Committee chair; Nita Black, Payroll Professional Council chair; Paula Driscoll, ACC assistant chair; Charlie Ott, Transportation Professional Council chair; Jay Serratore, CBO Committee chair; Aida Santillana, Risk Management Professional Council assistant chair; Herb Calderon, Accounting Professional Council chair; and Susi McLane, Retiree Professional Council chair.
Kevin Smith, Annual Conference Volunteer Task Force chair, and Gary Matsomoto, CASBO president, take a break during a recent task force meeting.
Please send in your Out & About photos from CASBO events along with the names of the people in the photos and the event where the photo was taken. Digital photos may be sent to firstname.lastname@example.org.
Fall 2011 | 47
advertiserindex Accounting, Auditing and Financial Services
RBC Capital Markets (213) 362-4138 www.rbccapitalmarkets.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 33
VSP (800) 852-7600 www.vsp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 37
American Fidelity Assurance Co. (866) 523-1857 www.afadvantage.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 43
RBC Capital Markets (213) 362-4138 www.rbccapitalmarkets.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 33
Financial & Retirement Planning
ASCIP (562) 403-4640 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 28
Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . 14 & 30 Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . 19 & 21
Architects WLC Architects (909) 987-0909 www.wlc-architects.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 45
Bond Counsel Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 25
Consulting Services GASB 45 Solutions (916) 371-4691 www.csba.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 33 Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . 14 & 30
Contractors / Construction Management Bernards 818-336-3619 www.bernards.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 47
Cooperative Purchasing The Cooperative Purchasing Network (713) 744-8133 www.tcpn.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 4
Emergency 24 Hour Services American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 19
VALIC (916) 780-6051 www.valic.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 38
Financial and Human Resource Software Smartetools (760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 10
Keenan & Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 21
Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 45
Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 12
Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 10
Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 2
Fire & Water Damage Restoration American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 19
Investment Banking De La Rosa co. (310) 207-1975 www.ejdelarosa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 30
Fraud Prevention, Detection & Investigation
Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 44
Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . 19 & 21
Dannis Wolver and Kelly (562) 366-8500 www.dwkesq.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 16
Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 25
Virco Manufacturing Corp. (800) 813-4150 www.virco.com Please see our ad on page . . . . . . . . . . . . . . Back Cover
Healthcare Services/Insurance California’s Valued Trust (559) 437-2960 www.cvtrust.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 51
Kristof & Kristof (626) 535-9445 www.kristoflaw.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 42 Orbach, Huff & Suarez, LLP (310) 788-9200 www.Ohslegal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 16 Orrick, Herrington & Sutcliffe, LLP (413) 773-5494 www.orrick.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 27
Mandate Reimbursement School Innovations & Advocacy (800) 487-9234 www.sia-us-com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 41
48 | California School Business
advertiserindex Network Solutions & Servers & PC Solutions
Student Information Services
Sehi Computer Products, Inc. (800) 346-6315 www.sehi.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 37
DecisionInsite (877) 204-1392 www.DecisionInsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 38
Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 3
American Draperies & Blinds . . . . . . . . . . . . . . . . . . 11 American Fidelity Assurance Co. . . . . . . . . . . . . . . . . 43 American Technologies, Inc. . . . . . . . . . . . . . . . . . . . 19 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . 44 Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . 44 Californiaâ€™s Valued Trust . . . . . . . . . . . . . . . . . . . . . . 51 Capital Program Management . . . . . . . . . . . . . . . . . 20 Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Dannis Wolver and Kelly . . . . . . . . . . . . . . . . . . . . . . 16 De La Rosa co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edupoint Educational Systems . . . . . . . . . . . . . . . . . . 7 GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . 33 Jones Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . 21 Kristof & Kristof . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Orbach, Huff & Suarez, LLP . . . . . . . . . . . . . . . . . . . 16 Orrick, Herrington & Sutcliffe, LLP . . . . . . . . . . . . . . . 27 Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Public Agency Retirement Service . . . . . . . . . . . . . . . 37 RBC Capital Markets . . . . . . . . . . . . . . . . . . . . . . . . 33 School Innovations & Advocacy . . . . . . . . . . . . . . . . 41 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . 45 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . 37 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . 10 Seville Construction Services . . . . . . . . . . . . . . . . . . 43 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Stone & Youngberg LLC . . . . . . . . . . . . . . . . . . . . . . . 2 The Cooperative Purchasing Network . . . . . . . . . . . . . 4 Tyler Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . 14 VALIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . . 14 & 30 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . 19 & 21 Virco Manufacturing Corp. . . . . . . . . . . . . . Back Cover VSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 WLC Architects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Capital Program Management (916) 553-4400 www.capitalpm.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 20
Program/Construction Management Seville Construction Services (626) 204-0800 www.sevillecs.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 43
Public Finance Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 2
Rentals of Modular Buildings Mobile Modular (925) 606-9000 www.mobilemodularrents.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 16
Retirement Benefits Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 37
Risk Management Services Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . 45
School Bus Sales Service & Parts Creative Bus Sales (800) 326-2877 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 10
Edupoint Educational Systems (800) 338-7646 www.edupoint.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 7
Student Safety Seats C.E. White Company (239) 218-7078 www.cewhite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 44
Transportation Tyler Technologies (800) 431-5776 www.tylertech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 14
Window Coverings Blinds and Drapes American Draperies & Blinds (510) 489-4760 www.americandrapery.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . 11
sudoku 9 6 3 5 2 8 1 4 7
1 2 5 3 4 7 8 6 9
8 7 4 9 6 1 3 2 5
3 4 8 6 7 2 9 5 1
from page 45
2 1 9 4 5 3 6 7 8
6 5 7 1 8 9 2 3 4
5 8 2 7 1 6 4 9 3
4 9 1 2 3 5 7 8 6
7 3 6 8 9 4 5 1 2
Fall 2011 | 49
easy to make a buck. It’s a lot tougher to make a difference. It’s
~ Tom Brokaw
2013-14 Although statewide public school enrollment is not projected to increase between now and 2025, individual districts project a need to construct more than 23,000 new classrooms and to modernize 37,000 classrooms for 610,000 students by 2013-2014.
2025 By 2025, California will have one million fewer college-educated workers than the economy will require. Source: Public Policy Institute of California
body of determined spirits fired by an unquenchable faith in their mission can alter the course of history. A small
~ Mohandas Gandhi
Source: Public Policy Institute of California
No act of
kindness, no matter how
$562.3 billion School district expenditures totaled $562.3 billion in 2006–07, including about $476.8 billion in current expenditures for public elementary and secondary education. Of the remaining expenditures, $62.9 billion was spent on capital outlay, $14.7 billion on interest payments on debt and $7.8 billion on other programs. Source: National Center for Education Statistics
ever wasted. ~ Aesop
50 | California School Business
Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to email@example.com.
Fall 2011 | 51
9000 Classic Series™
For more information, call Virco today at 800-813-4150 or visit our website at www.virco.com.
- equipment for educators
52 | California School Business
REF# 11021 ©2011 Virco Inc.