CASBO School Business Spring 2017

California Association of School Business Officials

Spring 2017 Unlocked doors Schools affirm commitment to all who show up

The state of charters Why charters are attracting an increasing share of California’s public school students

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4 California School Business / Spring 2017

contents

Volume 82 I Number One I Spring 2017

departments

NEW!

9

11

Checking in The value of traditions Molly McGee Hewitt

13

In focus CASBO member profile: Jamie Dial

15

In focus CASBO associate member profile: Rafael Garcia

54

55

57

66

Book club Tap emotional intelligence to achieve, succeed

18

Bottom line Inspired by you every step of the way Melissa Anderson

Leadership The reluctant leader dynamic

27

Out & about Last words

interview 27

Manny Scott Freedom Writer shares what his experience taught him about serving all students Julie Phillips Randles

cover story 36

47

Unlocked doors Schools affirm commitment to all who show up Linda A. Estep

features 18

The state of charters Why charters are attracting an increasing share of California’s public school students Lisa Kopochinski

47

Eleven tips for navigating change Hints for turning uncertainty into opportunity Sue Marquette Poremba

California School Business / casbo.org

5

ABOUT CASBO The California Association of School Business Officials is the premier resource for professional development in all aspects of school business.

Founded in 1928, CASBO serves more than 3,000 members by providing certifications and training,

publisher

promoting business best practices and creating

editor in chief

opportunities for professional collaboration.

features editor

CASBO members represent every facet of school

contributors

business management and operations. The association offers public school leaders an entire

Julie Phillips Randles Linda A. Estep Sue Marquette Poremba

CASBO MISSION As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional

design/layout

Sharon Adlis

advertising art

Tracy Brown

casbo officers

leaders; advocates for, and supports the needs of members; and sets the standard for excellence

president

through top-quality professional development and mentorship, meaningful collaboration and

president-elect

communication and unparalleled innovation.

vice president

CASBO BY DESIGN the organizational planning discipline as a method

Tatia Davenport

Lisa Kopochinski

career’s worth of growth opportunities.

For the past 15 years, CASBO has been dedicated to

Molly McGee Hewitt

immediate past president

for guiding the association into a successful future.

Melissa Anderson San Bernardino County Superintendent of Schools Nina Boyd Orange County Department of Education Christina Aguilar Arcadia Unified School District Leeann Errotabere Clovis Unified School District

In 2012, the association embarked on its fifth such plan, CASBO by Design. This living, breathing document guides the association in its long-term

advertising sales manager

planning process, which is grassroots in nature, invigorating in procedure and motivating in outcome.

CASBO has long been committed to organizational

CiCi Trino Association Outsource Services, Inc. 9580 Oak Avenue Parkway, Suite 7-273 Folsom, CA 95630 916.990.9999

planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road map that strategic planning provides has allowed CASBO to remain focused on its unique mission, goals and objectives, and to respond effectively to a continually changing environment.

For more information on CASBO by Design, visit casbo.org, click on “About Us” and then select “CASBO by Design” from the drop-down menu.

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. Periodicals postage paid at Sacramento and at additional mailing office. Submit address changes online by logging into your account profile at www.casbo.org.

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 2017 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 March 2017

6 California School Business / Spring 2017

California School Business / casbo.org

7

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C H E C K IN G IN

The value of traditions The upcoming CASBO 2017 Annual Conference & California School Business Expo is an important tradition for our association. It marks several milestones and represents a professional development extravaganza. Over 2,000 people will join us in Long Beach this year as we celebrate our profession, our members and our leadership. This year, we’ll start the celebration of our 99th year – quite an accomplishment for a professional association!

Traditions are important in our lives. They help us acknowledge and celebrate special dates, events and accomplishments. In my family, our traditions center around holidays, birthdays, graduations, weddings and a host of other memorable events. We celebrate our family, our children, and our extended family and friends; and we remind ourselves who we are, where we have come from and where we are going.

CASBO traditions are no less important. Our professional lives are intertwined with our personal friendships. We use the annual conference to signify an end to one term of leadership and to welcome aboard our new president, officers, board members, committee members and section leaders. We honor our member leaders, recognize excellence through our awards and remind ourselves of how far we have come. Our 160+ workshops, two general sessions, President’s Leadership Recognition Dinner, social events, professional council luncheons and economic summit highlight the program.

We learn, we network and we fellowship together. Every year, it is an amazing experience – a time to recharge, refresh and renew.

But there’s another side to traditions that we must recognize. Those of us with history tend to respect that history and want to celebrate it. Those new to the profession come with a different set of expectations and history. Traditions that do not include everyone and welcome change and new ideas can become burdensome and exclusive, rather than inclusive. Our power lies in our diversity and our inclusion.

At CASBO, we value our traditions but welcome innovation and change. We know that, while our history has been productive, to meet today’s challenges, we need to embrace change and new ideas. We need to make sure that whether you are a veteran or a new school business professional, you feel valued, appreciated and welcomed. What will the future bring to CASBO and to the profession of school business? That’s a powerful question.

Our future is tied to the success of our members and of public education. Our future always has been and always will be directed by our members and executed by our professional staff.

This long-standing tradition extends to our member-led and directed long-range strategic planning and leadership process. This summer, as we begin the 2017-18 year, we’ll start our sixth strategic plan,“CASBO by Design 2.0.” We’ll begin recruiting planning team members in April with the intention of assembling a planning team that reflects our membership, including veteran and new school business employees who represent different generations, different ethnicities and different disciplines. It’s an established CASBO tradition, but it’s also one that we have updated to meet the current realities in public education.

Whether it’s donning logo wear, collecting conference pins or attending member-led workshops, CASBO traditions are always on display. Our new traditions will continue to evolve and always will represent member needs and desires. For CASBO to be the foremost authority on school business, we must commit to our tradition of professional innovation paired with heartfelt leadership.

Molly McGee Hewitt CEO & Executive Director

California School Business / casbo.org

9

A T I A E . C O M

We believe in the importance of creating environments that foster academic achievement.

21 century learning environment st

This starts with our design.

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10 California School Business / Spring 2017

B O T T O M L IN E

Inspired by you every step of the way As the end of my casbo presidency draws near, I can’t help but reflect on

the many opportunities and blessings

and staffing the conference events and activities.

Some plan and execute section

bestowed on me this year. Initially, I

events, securing venues and speakers,

serving as casbo president would be

istration, and handling facilities needs.

thought the most gratifying aspect of

the opportunity to share my deeply held beliefs about leadership with a broader

audience; I wanted to make a mark on

our members. Instead, in so many ways, you have made a mark on me!

Serving as your president has been

a high honor. This year, I’ve had the opportunity to attend myriad section events, committee meetings, workshops and board meetings. I’m so grateful for every invitation and warm welcome I’ve

received. These events not only gave me a chance to speak (or in some cases,

sing), they also provided an even greater

opportunity – to witness and experience the great work being done by the incred-

conducting workshops, coordinating reg-

Some are members of the Legislative Committee, working hand in hand with

the casbo Governmental Relations team to provide timely input on legislation and

develop casbo’s legislative platform.

Some serve on the Professional Stan-

dards and Leadership and Continuing Education and Certification Committees, advancing professional development standards and certification programs.

Many times, I set out to inspire you, but instead I was inspired by you!

Some serve as ambassadors to new

become evident that many of you already

and efforts on various standing com-

compassion, joy, commitment, appre-

ible casbo staff and casbo members

members. Others volunteer their time

inspire you, but instead I was inspired

mittees or serve in leadership positions

across the state. Many times, I set out to by you!

Over the course of the year, I’ve seen

multitudes of casbo members volunteer in so many ways, working countless

on the board of directors. And let’s not forget our associate members who work tirelessly alongside our members!

Over and over, I’ve witnessed all of

embody those very qualities: gratitude, ciation, mentorship, kindness, respect,

celebration, inclusion, sincerity, integrity, accountability, humor, empathy and optimism. You are the heart of casbo!

So, as I reflect on the blessings I’ve

hours to serve this community we call

these individuals giving freely of their

received this year, I count all of you

collaborating with their professional

pectation of reciprocation, remuneration

to serve you. It has truly been a pleasure

school business. Some spend months councils on valuable workshops for

the annual conference, brainstorming relevant topics, researching, developing

tools and creating presentations. Some serve on the Annual Conference Com-

mittee, pulling together the work of the various professional councils and ensur-

time, energy and intellects without ex-

or recognition. Habitat for Humanity’s Elizabeth Andrew said, “Volunteers do have the heart.” So true! I am inspired by the selfless service rendered by casbo volunteers each and every day.

All year, I’ve been speaking and

writing about the leadership qualities I

ence. Some work on the Annual Confer-

a leader. After traveling around the state

ence Volunteer Task Force, coordinating

and a privilege.

not necessarily have the time; they just

ing all disciplines within school business are sufficiently represented at the confer-

among them. Thank you for allowing me

Melissa Anderson President

hold so dear – those found in the heart of

and getting to know more of you, it’s

California School Business / casbo.org

11

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IN F O C U S

Jamie Dial

Longtime member, fiscal services specialist always makes time for others

By Lisa Kopochinski

Photography by Hope Harris

LONGTIME CASBO MEMBER JAMIE DIAL VIVIDLY REMEMBERS the first time she attended a CASBO conference.

“It was in 2001. I had access to professional development and networking opportunities unlike anything before,” recalls this California native who earned a bachelor’s degree in accounting from Lubbock Christian University in Texas. “The Annual Conference and other professional development workshops offered

by CASBO provided the opportunity to learn all aspects of school operations and finance – not just my area of responsibility. I’ve been a member ever since.”

Sixteen years ago, Dial had just started her first school finance job at the Kings County Office of Education. Knowing she needed additional resources in her new position, she joined CASBO’s Central Section Payroll R&D Committee, now called the Payroll Professional Council.

“The committee members were so helpful and willing to mentor me that it made a lasting impression on me,” she recalls. “I wanted to

learn as much as possible so I could give back to other colleagues in school finance.”

Dial also spent four years serving as a member and/or co-chair of the Payroll PC before becoming a member of the Central Section Board of Directors serving in each position, including section president. Now in her first year of a three-year term as Central Section state director, she says, “I tell others who want to get involved with CASBO – but are afraid of the time commitment – that they will get back so much more than what they put into their volunteer time through the networking and friendships that are developed.”

It’s difficult to imagine with her heavy involvement in CASBO how Dial finds time for her position as fiscal services specialist for the Hanford Elementary School District, which she has held since mid-2015.

“In addition, as a member of our district’s Local Control Accountability Plan team, we are able to expand academic and enrichment opportunities for our students that impact their educational experience in a very meaningful way. I also believe customer service and positivity are essential to our work, which can be challenging. Changes are often based on legislative decisions at the state and federal level. We have success when we come together as a team and realize our ultimate goal is to serve and make a difference in the lives of the children of our district.”

When not working, Dial and her husband, a fourth grade teacher, enjoy spending time with family. They have two sons, ages 23 and 21, one of whom has just begun his career in school finance and is married to a first grade teacher. Seems a career in education runs in the family.

Her responsibilities include overseeing the daily operations of the fiscal services department, including payroll, accounts payable, accounts receivable, auditing and financial reporting.

California School Business / casbo.org

13

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IN F O C U S

Rafael Garcia

This millennial leader appreciates his firm’s journey with casbo

By Lisa Kopochinski

Photography by Hope Harris

FOR 25 YEARS, AMERICAN FIDELITY, an insurance leader in the educational sector, and CASBO have helped each other navigate the ever-changing landscape of school business in California.

“We have been intertwined with CASBO on many levels,” says Rafael Garcia, regional manager for the Southwest region at American Fidelity. “We have several members on our team that contribute to ongoing education of CASBO members at local events, such as job-alike workshops, and statewide events and conferences. Every month, we attend local events and fundraisers providing speakers and support for section initiatives.

Our team has held roles as section liaison and chair of the Associate Member Committee. These roles have helped position us as the industry expert from the Affordable Care Act to online enrollment.”

As regional manager, Garcia’s responsibilities include the oversight of operations and sales for Southern California, Nevada, Arizona, Utah and Colorado. He is responsible for the growth and development of his leadership

team spanning the Southwest, as well as developing and maintaining strategic partnerships with associations and industry leaders.

When asked what the best thing is about his job, this graduate of the University of Notre Dame (who was born in New York, but raised in Antelope Valley, California) says he separates what he likes into two categories – internal and external.

“Internally, I enjoy developing colleagues that are as passionate as I am about what our firm represents to the education community.

Helping colleagues realize their potential is an amazing feeling!”

Externally, he says it is what his firm does for each customer – both employer and individual. “American Fidelity has a strong ethical and moral compass. Every day there are people needing to file claims or looking for assistance in their time of most need. My mother, now retired, and sister are educators in the California school system. American Fidelity conducts business as I would want my own family to experience.”

There’s little doubt when talking with Garcia that he definitely made the right career choice. For others interested in pursuing a career in education, he says, “This sector has a great mixture of both forward-thinking individuals and those who respect the road that has been traveled to get to the present.

I believe to be impactful in this space, one must truly have a passion to provide the most favorable environment to educate our youth.”

In his limited spare time away from his busy work schedule, Garcia loves spending time with his wife and two young sons, ages 3 and 6.

“I spend a majority of my time entertaining them when I am not working,” he laughs.

“But every Sunday I get to slip away and play soccer, as it supplies a nice release from the everyday rigors of work.”

California School Business / casbo.org

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18 California School Business / Spring 2017

F E AT U R E

The state of charters Why charters are attracting an increasing share of California’s public school students

By Lisa Kopochinski

Some education issues are more divisive than others, but charter schools tend to end up on the perilous end of the spectrum for many school business leaders. California already has the highest number of charter schools of any state, so it may come as little surprise that people tend to fall into two camps – pro-charter or no-charter – with little room for any position in between.

No matter your stance, one thing is clear: charter schools have

drawn an increasing share of California’s approximately 6 million

public school students. And the momentum may well continue,

particularly with the new Trump administration’s appointment of Betsy DeVos as education secretary.

“I think in general they are booming,” says Brianna Garcia,

director of management consulting services for School Services

of California, Inc. (ssc), a casbo Strategic Alliance Partner. “You

read about the struggles charters are having in other states, and while it is not perfect in California, there seems to be a good environment for them here in the state.”

Molly Schlange, school business manager for University

Preparatory School, a charter school in Redding, agrees. Her proof? In 2016-17, it is estimated that more than 600,000 students will be enrolled in the state’s more than 1,200 charter schools. Par-

ents continue to take advantage of California’s School of Choice

California School Business / casbo.org

19

The state of charters

opportunity to find the best program for

been a champion of charters in her home state

The introduction of the Local Control

sion of charter schools by shifting more federal

their students to succeed.

Funding Formula, Local Control Accountability Plan and subsequent California Accountability Model & School Dash-

“ I am hopeful that California’s long-standing relationship with their charter schools and commitment to funding will be in the state’s favor – no matter what changes come from the federal government.”

board has more closely aligned school

districts and charter schools in both perpupil funding and accountability – two areas where, previously, there have been

misconceptions by both those within and

dollars to charters and by pressuring states to lift the cap (in 22 states) on their growth.

Many conservatives view public education as a government monopoly and are intent on put-

ting traditional public schools out of business through competition – notably with privately run charters. This is their chance.

On the flip side, liberals and moderates

outside of the education community.

in the charter movement, who aren’t exactly

ber and its 2017-18 vice president-elect,

adversarial relationship with traditional pub-

Schlange, a longtime casbo mem-

adds, however, that with any new administration, you can expect changes

related to both education policy and federal funding.

“What we can’t predict is the impact

of those changes. Although both Presi-

fans of Donald Trump or DeVos, favor a less

lic schools and want greater collaboration. I predict that many of the nation’s 6,800 charter schools will either play down their support

for Trump’s school-choice agenda or separate themselves from it.

Democrats (all 48 Democrat senators

dent Trump and Education Secretary

along with two Republican colleagues

of choice, neither have given specifics as

ment, to be exact) and many education

DeVos are pro-charter and value schools

to what they are looking to accomplish.

I am hopeful that California’s long-standing relationship with their charter schools

and commitment to funding will be in the

state’s favor – no matter what changes come from the federal government.”

OPPONENTS REMAIN VOCAL Still, there are many charter school

who voted against the recent appoint-

groups have expressed concern over

how DeVos’s policies could affect public education. California Senator Kamala

Harris says the state will be a big loser if

the Trump administration puts in place its plan to “repurpose” $20 billion current

federal election funds to set up a “school”

choice program, including vouchers for private school tuition.

Harris also says that California

opponents who anticipate that conflict

would lose $1.3 billion in federal funds,

Claudio Sanchez, a writer for npred,

programs such as services for special

and tension will intensify this year.

regularly makes predictions about the

education sector each January. This year,

he forecasts a split in the charter school movement due to the Trump administra-

tion’s unanimous support of them. San-

chez wrote in npred on January 3, 2017:

Conservative sponsors of charters will

side with Trump and his nominee for educa-

tion secretary – Betsy DeVos. She has long

20 California School Business / Spring 2017

of Michigan. They will push for a major expan-

which would inflict major damage on education that benefit students. She

has criticized DeVos for not being

knowledgeable about the Individuals with Disabilities Education Act (idea)

that grants disabled children the right to a “free and appropriate” education, and

for not being sufficiently committed to

charter operator in the country, have “a

try. However, laws governing charter

prohibits gender discrimination in educa-

but have won more than $310 million in

states adopting often widely different

enforcing Title ix, the federal law that

tion programs that receive federal funds.

Charter school opponents also cite

what seems like a never-ending stream of scandals in this state. In a Washing-

dismal record of academic achievement,” state funding over the past dozen years.

BENEFIT OF CHARTERS

ton Post article last September, reporter

To get a sense of the current battle going

released by the aclu SoCal and Public

it’s necessary to understand how we got

Valerie Strauss wrote about a report

Advocates, a nonprofit law firm and advocacy group, that found that more

on not just in California but nationwide, where we are today.

online charter schools run by Virginia-

based k12 Inc., the largest for-profit

sion of pre-existing private schools into charter schools, even though there is a

strong demand for charter schools from the private sector.

Lawmakers passed the Charter

(after Minnesota) to enact charter school

years ago.

April 2016 revealed how California’s

for example, does not allow the conver-

education – were formed more than 25

violate state and federal law.

Jose Mercury News investigation in

private schools to charters. California,

Schools Act of 1992, and California

privately managed institutions for k12

Additionally, Strauss wrote, a San

positions regarding the conversion of

Charter schools – publicly funded,

than 20 percent of all California charter

schools have enrollment policies that

schools vary greatly, with different

It was in 1991 that Minnesota wrote

the first charter school law in the coun-

became the second state in the country

legislation. The intent was, as the act

states: “...to provide opportunities for teachers, parents, pupils, and commu-

nity members to establish and maintain schools that operate independently from the existing school district structure.…”

California School Business / casbo.org

21

The state of charters

In 2002, charter schools were tar-

• California charter schools serve a

Child Left Behind Act. Specifically, this

considered to be low-achieving or

geted as a major component of the No act specified that students attending

schools that had been deemed underperforming by state standards had the

“ It is extremely important that if vouchers are put on the table – either to charter schools, private schools or online schools – that accountability for these funds, financially and academically, is there also.”

option to transfer to a different school in the district, whether it was a state, private

or charter school. The act also suggested that if a failing school could not show adequate yearly progress, it could be designated as a charter school.

Here are some current statistics on

charter schools in California and nation-

wide, according to the California Charter Schools Association (ccsa):

large number of students traditionally

otherwise “at-risk,” educating some of the state’s most underserved students, allowing them to achieve

success where the conventional system failed to do so. Research shows that charter schools educate

diverse students of varying aptitudes.

• A new ccsa report finds that charter schools are helping English Language Learners do better in school.

MOVING FORWARD

• Evidence over the past five years

Lisa Mori and Leslie Lacher are attorneys

supportive of charter public schools

& Fulfrost llp (f3), a firm that represents

argues the public has never been more

than right now based on growth in charter school enrollment, waiting list numbers and polling data. A record

at casbo Premier Partner Fagen Friedman

more than 400 of California’s educational institutions and related agencies.

While Mori and Lacher say charter

158,000 students are on charter school

schools will continue to be part of a mix of

• Charter schools are public schools

tional schools, online offerings, blended

waiting lists in California.

open to any child, free of charge. They

offer options to families that may be dissatisfied with their local schools, but cannot afford private school.

public school offerings – including tradilearning, homeschooling and dual enroll-

ment programs – the good news is that they can be incubators for innovation.

“However, with the good comes

Choice is a powerful tool for parents

the bad, and as we have seen recently

access to quality education for their

erators have abused the system to make

seeking educational equity and equal children.

• Like California’s population, charter school students are incredibly di-

verse. As of the 2011-12 school year,

46 percent of state charter students

were Hispanic/Latino, 32 percent

were White, 10 percent were African

American, and 12 percent were other (Asian, Indian, Pacific Islander, Filipino, multi-racial subgroups).

in the news, some charter school op-

money. I believe that charters are now a

permanent part of the public education system, and it is the responsibility of dis-

trict leadership and governance teams to determine if a charter is in it for the kids or as a money-making plan for someone

afar, which is not the intended purpose of charters. The key is vigilant oversight,” Mori says.

Mori and Lacher add that although

the Trump administration expresses support for alternatives, it’s too early to know

precisely what this will mean for parents

22 California School Business / Spring 2017

and children in k-12 districts. That said, f3 is monitoring the situation closely.

casbo’s federal liaison, Bob Cana-

van, represents casbo on educational

matters before the u.s. Congress, presi-

dential administration and federal government. He says from a federal per-

spective, there is only so much that can be done without additional legislative authority by Congress.

“Congress could certainly provide

funding to support existing charter

school programs, but the actual licensing

authority of charter schools is a state and local education agency responsibility.”

What concerns Canavan and many

others is the use of vouchers, of which

DeVos is a strong proponent. It will take congressional action to establish a voucher program.

“It is extremely important that if

vouchers are put on the table – either to charter schools, private schools or online schools – that accountability for these

funds, financially and academically, is

there also,” he stresses. “The question about vouchers is that with very limited federal resources, either federal or state,

vouchers are not going to accomplish what proponents say they will accom-

plish. They say they will help the child, but Congress is not going to provide

enough voucher funding to fully fund

the cost of sending a child to a private school.”

Canavan also says that if funding

for any proposed vouchers is diverted from existing programs, such as Title i (a

section of the Elementary and Secondary Education Act that provides financial as-

sistance to local education agencies and schools with high numbers or percentages

Practical pointers for reviewing a charter school petition Fagen Friedman & Fulfrost LLP, a law firm that represents more than 400 of California’s educational institutions and related agencies, has created a “Tip Sheet for Charter Authorizers” that is available for download at f3law.com.

The firm offers the following suggestions that summarize charter school petition review and revocation requirements and factors, which can be helpful as a reference: The clock is ticking: Know and strictly adhere to all statutory deadlines for public hearings, adoption of findings, and written responses and proposals, as failure to comply usually results in a waiver of rights to challenge/oppose issues down the line.

Who’s on first: Be proactive and position your district to timely, thoroughly and meaningfully analyze and respond to charter petitions, as well as facility requests, by identifying in advance key staff members responsible for related tasks and ensuring their capacity and appropriate training.

Oversight is paramount: Develop a comprehensive oversight practice, including a timeline/calendar and specific procedures to ensure not only charter school and authorizer compliance with legal requirements but to reduce school district exposure for liabilities arising from charter school operations. Allocate oversight fees to such functions. If your organization approves the charter, you have more authority to monitor, provide oversight, and take action to support successful work and shut down unsuccessful schools.

California School Business / casbo.org

23

The state of charters

“At the end of the day, what frustrates me most about the whole pro-charter and no-charter is that we are all adults and we should be doing what is best for the kids.”

of children from low-income families) and potentially idea, it will very much undermine current programs.

“It will take funding out of tradi-

tional public schools. At this point, there

ter schools.

LITIGATION AND WAYS TO AVOID IT

is only about $15 billion nationally in

When it comes to charter-related

tion proposes a $20 billion program,

court decisions have confirmed geo-

the Title I program. If the administra-

potentially for vouchers, where is that money going to come from and what

effect will that have on the underlying Title I program?”

Canavan notes that Congress already

has established one voucher program through the dc Opportunity Scholarship

Program, providing vouchers to students

24 California School Business / Spring 2017

in Washington, d.c., for private and char-

litigation, Mori and Lacher say recent graphic limitations on where charter

schools may locate and whether county

offices of education have the authority to grant zoning ordinance waivers. They do not.

“Beyond facilities issues, within the

critical ways for a school district to avoid

scathing report identifying a significant

ensure that it is engaging in continuous,

past six months, the aclu published a

number of charters operating throughout the state with purportedly illegal admis-

sions and enrollment policies. Although

we are unaware of any formal litigation

initiated as a result of that report, the focus continues to remain on not only

charter schools themselves and poten-

tially discriminatory policies, but also on

the quality of school district oversight of the charter schools operating under their authorization.”

Given that, Mori and Lacher say that

avoiding litigation – at least with regard to facilities obligations under Proposition

39 – really requires careful review and

adherence to the applicable statutory and regulatory provisions.

The main effect of Proposition 39,

also known as the School Facilities Lo-

or minimize exposure to liability is to

proactive oversight of the charter schools under its authorization. In doing so, the school district will be able to potentially

identify and resolve disputes before they turn into formal litigation, while simul-

taneously demonstrating the district’s

commitment to its legal obligations as a

charter authorizer under the Education

How have charter schools grown?

According to the National Alliance for Public Schools (for the 2015-16 fiscal year), California had:

*

80 new charter schools opened

*

32 charter schools closed

Adds ssc’s Garcia, “I think the most

*

48 net gain charter schools

front and transparent. School districts

*

1,234 total charter schools (4 percent growth)

charter policies in advance and they need

*

581,100 estimated students enrolled (7 percent growth)

Code, the f3 experts explain.

important thing is to be very clear, upshould set up their board policies and

to be clearly visible on their websites

so that stakeholders and parents and charter schools already located in their

district know what the expectations are from the beginning. This reduces misun-

“Federal policies will likely have

derstanding.”

little practical effect on California public

fornia school district bond issues from

the authorizer and charter to have a

make more federal dollars available for

percent supermajority vote.

boundaries and how and with whom

cal Vote Act of 2000, was to reduce the

threshold required to pass local Cali-

a two-thirds’ supermajority vote to a 55 “The analysis is a data-driven pro-

cess, with decisions regarding space

allocation and calculations of in-district student attendance dependent on verifiable information and articulable, experi-

ence-based reasoning,” says Mori. “This

is particularly important should there be disagreements between the parties.”

Apart from litigation related to

Proposition 39 disputes, Mori and Lacher

explain that there could be a multitude

Schlange agrees. “It is essential for

mutual understanding of expectations, communication happens. Charter leaders often come from an instructional background and have little experience in areas

that would be considered business and operations. On the same note, authoriz-

ers may be authorizing their first charter

complaint/lawsuit, one of the most

view and consider charter petitions and

create and implement a plan to ensure proactive, effective oversight of the charter schools under their jurisdiction.”

“At the end of the day, what frus-

adults and we should be doing what is

zations such as casbo.”

While it appears that the federal

and Lacher say how that translates in

Regardless of the type of dispute/

should simply continue to carefully re-

for learning through professional organi-

Both parties should seek opportunities

charter school, authorizing school district

of the public school system in California.

ties. As such, school district authorizers

trates me most about the whole pro-

government will continue to support

or a third party, as charter schools are part

new charters and charter school facili-

and are unsure of what oversight entails.

of reasons for the initiation of disputes,

complaints or formal litigation by a

charter schools other than to potentially

charter school growth nationwide, Mori California remains to be seen.

charter and no-charter is that we are all best for the kids,” adds Garcia. “We need to be setting an example at the administration level and work together. It’s the

‘us vs.them’ mentality that is bad. We’re

all in the same place trying to educate the same group of kids.” z z z

Lisa Kopochinski is a freelance writer based in Sacramento, California.

California School Business / casbo.org

25

Fagan-8x5.pdf

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3/6/17

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Aoccdrnig to raednig comrphnesoin rscheearch, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteers are in the rghit pclae. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

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26 California School Business / Spring 2017

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IN T E R V IE W

Manny Scott

Freedom Writer shares what his experience taught him about serving all students

By Julie Phillips Randles

An original “Freedom Writer”

Sensing that the end of his life was

Scott was changed, and he returned

whose story is told in part in the 2007

near, Scott sat down on a park bench in

to school with a new attitude and purpose.

“Manny” Scott has a compelling message

make others feel and understand the

old teacher Erin Gruwell’s English class,

hit movie of the same name, Manuel for educators. Caring counts.

Scott’s story is proof of that.

By age 16, Scott’s father had been in-

carcerated, he had missed 60 to 90 days of

Long Beach and considered how he could depth of despair and anger he was expe-

riencing. He recalls knowing the path he was on would destroy him.

story.

Through posts he wrote in a journal,

Scott began dreaming about new, more

a risk and connected with Scott, encour-

filled with healing, hope, perseverance

beside Scott on that park bench. He took

in 26 places and his best friend had been

aging him and inspiring him to write a

brutally murdered.

and there began the Freedom Writers’

Then, a complete stranger sat down

school annually since the fourth grade, he had dropped out of school, he had lived

He ended up in the back of then 23-year-

different story – to create a new life.

fulfilling chapters in his life – chapters and possibility.

California School Business / casbo.org

27

Manny Scott

He describes Gruwell as “clue-

less” – about drugs, about the drive-by shootings, racism, and many of the pain-

student, a pilot, a father, an author and a speaker.

He’s also the founder of Ink Inter-

could literally change the quality of their lives forever.”

Scott, who will be a keynote speaker

ful realities of inner-city life.” But none

national, an educational consulting firm

at the casbo 2018 Annual Conference &

as ‘unreachable’ and ‘unteachable,’” he

tions raise student achievement and

Sacramento, shares some of his lessons

of that mattered. I was once dismissed

says, “but something special happened, and I love sharing that message with others.”

Thanks to Ms. G, as he calls her to

this day, Scott was not only the first per-

son in his family to graduate high school, he also holds a bachelor’s in rhetoric and

that has helped hundreds of organiza-

leader effectiveness in 48 states and four continents.

Through his speaking engagements,

often 125 per year, he spreads the meswith himself.

learned is that your destiny, or the

sage that caring counts, and he starts

One of the most powerful things I have

Scott takes the time to meet every

quality of your life, is based upon your

audience member who waits for him at

divinity from Trinity International Uni-

people,” he explains, “but to impress

versity in Chicago. Today, he is a Ph.D.

28 California School Business / Spring 2017

learned:

What’s the best advice you’ve ever received and who gave it to you?

political science from the University of California, Berkeley; and a master’s of

California School Business Expo in

his speeches. “I do not speak to impress upon them some invaluable lessons that

habits. Your habits are based upon your

actions. Your actions are based upon your decisions. Your decisions are based upon

your emotions (or emotional state). And

your emotional state is based upon your beliefs.

Therefore, if you want to change the

alcohol and abuse. Those things made it

persuasive people I had ever met. When

Second, I had teachers who meant

have that kind of effect on people as well.

harder for me to function at school.

quality of your life, you must first change

well, but who were culturally incom-

change your beliefs about yourself, for

white, middle-class lenses where people

your beliefs. More specifically, you must

you can never behave for long in a way that is incompatible with your self-image.

You must eliminate any self-sabotaging beliefs you have and replace them with beliefs that can empower you to grow and flourish as a human being.

I learned these lessons from the

Bible, Anthony Robbins, Zig Ziglar, Max-

he spoke, people listened, and I wanted to There was also a professor named

petent. They viewed me through their

Marianne Constable who inspired me a

ate three meals a day, had a washer and

chose words so carefully and thought-

dryer, and had two parents at home who help their kids with homework. While

that perspective was not inherently bad, it blinded most of the teachers and staff

at my schools from understanding life

great deal to improve my writing. She

fully and used them so powerfully that

she compelled me to take writing much more seriously.

like me, should be evaluated. They meant

After that fortuitous park bench encounter with Pastor Mark Stokes, how did you maintain the motivation to keep working hard, to push away the despair and keep it from pulling you in the wrong direction?

Was it sheer force of will that kept you going back to school? Something else?

asked questions that embarrassed me or

abuse, alcoholism, homelessness, misery

through my lens.

Their ethnocentricity caused them to

well Maltz and from personal experience.

make the fatal slip of believing that be-

If you had a different career, what would it be?

“the norm” by which I, and other kids

I used to be the pastor of a small church

well but still did harm because they often

Early on, I was running from poverty,

alienated me.

and pain. My primary motivation was

but sensed a calling to do the work that I am now doing. I love people, and I

love helping people. I love teaching and

cause they were “normal,” they were also

Third, there was a huge identity cri-

inspiring people. I love giving people

sis going on within me. I was not a good

relationships strengthened and people

any particular groups and I had no idea

hope and practical help. I love seeing doing life together, in community, where everyone is valued, and the atmosphere

is replete with fulfillment, justice and delight.

If I weren’t doing that, I would prob-

student, I never felt like I was accepted by who I was as a person.

Those three things, together, slowly

eroded my interest in school.

to get as far away from those things as possible, and school was the means by which I could do that. School was my “way out,” my passport to freedom.

Along the way, however, I also

starting running toward some things.

I wanted to play football, run track, be

the first in my family to graduate from

What sparked your interest in writing?

Were you at all interested in writing before your English class with teacher Erin Gruwell?

high school and graduate from college.

new things.

As a child, I used to play by myself for

more, I wanted to fly airplanes, travel

Before your encounter with the stranger on the park bench, what would you say were the main causes of your lack of interest in school? Was it primarily due to an unstable home life or was it something about the educational system?

and had terrible self-esteem. Because of

Most of my apathy about school was due

writing. By encouraging me to journal,

ably be a travel blogger because I love adventure. I love to visit new places,

learn about new cultures and experience

to three factors: what was going on at home, at school and within me. First, I had

a very unstable, unhealthy environment

at home. Sometimes there were drugs,

four or five hours because I was very shy that, I always admired people who had

I wanted to become the faithful husband

I never saw in my family. I wanted to become the father I never had. Furtherthe world, help other people and become financially free.

Those dreams motivated me to keep

a command of the English language.

pressing forward, sometimes with tears

Gruwell, certainly had a lot to do with

there was a bright future for me and that

My high school English teacher, Erin getting me started down the road to

in my eyes, through the pain. I believed I could not rest until I found it.

Finally, there were key people in

she helped me see that I had a voice.

my life – teachers, coaches, a lunch lady,

of California, Berkeley, a classmate, Na’il

tors – who encouraged me to keep fight-

Then, when I got to the University

Benjamin, was one of the most articulate,

friends, roommates, professors and pasing for the life that I wanted.

California School Business / casbo.org

29

Manny Scott

Do you think the causes that contribute to “unreachable” youth today have improved since your experience in the early 1990s, or have they gotten worse?

While we have had moments of pro-

While there are no one-size-fits-

gling students to fail in school, work

thoughts that I think point toward a pos-

teachers to lower their standards; they

all approaches, here are a few of my sible solution to the problem.

First, schools need people on school

gress, I believe things have gotten worse.

boards who have an informed under-

of color and poor whites have less

challenges of what happens on school

From my experience, poor communities

access to wealth, power, prestige, social status, education, opportunities and

rewards than they did when I was growing up.

I have worked in most major cities in

48 states, and there is a growing hopeless-

standing of the day-to-day realities and campuses. Many people are making de-

cisions for teachers and schools without a real understanding of the problems

Because this problem is so vast, I am

not so sure that militarizing our police forces or building more prisons will be

able to solve this problem. I think more aggression or incarceration would only exacerbate the problem.

account the in-the-trenches perspective problems, and as such, I believe they are

closest to providing the best solutions. I

could actually stop right here, because I

impeded because of the little Manny

Third, I think the education system

needs to do a better job of equipping its teachers and staff with the awareness,

knowledge and skills to understand, students. Teachers need to learn about

social-emotional learning and learn how to cultivate healthy relationships with

struggling students. Once students know

that at least one loving adult cares about to rise to that adult’s expectations. Also, educators need to be trained to teach in

developmentally appropriate, culturally relevant ways.

this area.

30 California School Business / Spring 2017

ing in which their leader inspires them to make the most of their day, or it could be a separate period entirely.

In any case, struggling students

self-confidence, high moral standards,

ments, selecting the right friends, picking mentors, goal-setting, planning, taking

massive action, delayed gratification,

budgeting, money-management, conflict

resolution, identifying and cultivating healthy relationships, social etiquette,

personal hygiene, and other things they probably have not learned at home.

Also, schools should partner with local business people and organizations to

help expose their struggling students to

successful people who look like them so

that their students can catch glimpses of their own possibilities.

While this is in no way intended

aid in reaching and teaching all students.

staff and students. Some teachers feel

So I am fully aware of the challenge in

be a school-wide assembly every morn-

which excellence is expected from all

gling students, I did not want those

expense of my own children’s growth.

thrive in school, work and life. It could

to be comprehensive, I believe the five

create a culture on school campuses in

underperforming students helped at the

the day to equip their struggling students

Fourth, I believe school leaders must

Scotts in their classrooms, and while I

understood the need to help the strug-

Fifth, having said that, schools

integrity, picking the right environ-

them and their success, they will strive

been in schools where their progress was

undeniable truth.

tion that helps ALL students.

ing to teachers, we would arrive at a solu-

This is a tough one because I used to be

ically and privileged socially. They have

cessful students. I’m living proof of that

should be taught about self-image,

engage, reach and teach struggling

three children who are advanced academ-

the same love and opportunities as suc-

believe that if we spent more time listen-

What is the role of the education system when it comes to helping struggling youth so they don’t get left behind in school while, at the same time, not impeding the progress of the kids who don’t need that attention? the struggling student, but I now have

the best of students if they are given

with the competencies to survive and

of our teachers. They are closest to the

us in negative ones.

Struggling students can compete with

Teachers need to be treated like pro-

my next suggestion.

to be one of them, and I am convinced positive ways, they will eventually reach

to get students up to the standards.

would do well to schedule time during

fessionals. Policymakers need to take into

that if we do not do more to reach them in

need teachers to change their methods

teachers and schools face. This leads to

ness and even a simmering rage among

poor young people in our country. I used

and life. Struggling students don’t need

sorry for their poor kids and conse-

quently lower their standards for them.

While they think they are being helpful, they are really positioning their strug-

aforementioned ideas could significantly

As a student, you had a chronic attendance problem and your GPA during your freshman year of high school was 0.6. What tips can you share that

might help school districts connect with chronically absent students and improve their attendance?

me the nerve to miss even more school.

though you see their issues. Most people

I missed 60-90 days of school between

start and stop with relationships. From

healthy, loving relationships, the magic

you, with the insecurities, the bad temper,

fourth and ninth grade. I used to ditch school and run the streets, sometimes

doing things that could have resulted in

I believe everything in school should

of learning can take place.

love you until they know you – the real the gossip, etc. However, it takes real strength to really know someone and still love them. It takes maturity to see past

someone’s problems to their potential.

to being in the streets. If schools want to

Much of your work today is aimed at improving the effectiveness of leaders.

What three use-it-today tips can you provide to school business leaders that will improve their effectiveness?

reduce truancy, that needs to be reversed.

Students need to link more pleasure to

No matter who you are, you can always

so that they know you would not inten-

being in school than they do to being out

improve your relational skills. Three skills I think you can begin developing

me getting jailed, hurt or killed.

Despite the danger, I used to link

more pain to being in school than I did

of school. They need to link more pain to

their bad choices outside of school than they do to sitting in a classroom.

immediately are openness, acceptance and trust.

Openness is the ability to welcome

I heard someone say, “Tell the board

people into your presence so that they

tion.” This can be addressed by culturally

people when you see them? When they

of education that kids are bored of educarelevant teaching.

Also, if teachers had built a healthy

relationship with my mother early in my academic career, I doubt I would have

felt comfortable enough to ditch school.

The only time teachers called my mom was after there was a problem. By then,

feel safe and secure. How do you greet

see you? You might be coming off as closed and anti-social and you don’t

even know it. However, the people who

make the biggest difference are those who work on making others feel safe and secure.

Acceptance is the ability to con-

my mother had become so cynical about

tinue holding people in high regard even

them when they called. As a result, teach-

ity to continue seeing beauty, potential,

teachers that she was not very kind to ers stopped calling my home, which gave

though you see their issues. It is the abilvalue and worth in other people even

Those who change the world are those who develop acceptance.

Trust is the ability to build confi-

dence in your relationships with others tionally hurt them but, rather, act in their best interest, and vice versa. In this age of skepticism and doubt, so many people

have their guards up. They refuse to let anyone in. They construct emotional

walls. They are afraid of being hurt, be-

trayed, backstabbed and let down. One

way to help them is to do little things for them that let them know that you care

about them. Little things like a hand-

written thank-you note, a birthday card, a birthday cake, a text message, com-

mending them in a department meeting,

showing up to their events, or going

fishing with them. Little things can have a big impact.

Develop openness, acceptance and

trust every day, and I guarantee your relationships will begin to improve.

California School Business / casbo.org

31

Manny Scott

What would you say is the most difficult issue facing students today, and how can school leaders help?

sumption and materialism. Third, there is

I think Christian Smith is helpful here. In

order to find happiness. Fourth, students

Your book, “Your Next Chapter,” provides advice on creating the life of one’s dreams. What’s the first step in that process?

mental and moral health, which is lead-

are not where they want to be in their

his book, “Lost in Translation: The Dark Side of Emerging Adulthood,” he offers

five sobering difficulties facing young adults today. From my work around the country, I think these five realities ex-

tend to middle and high school students as well.

First, students in America are morally

adrift, unable to think coherently about

a growing number of young people rou-

tinely using drugs and getting drunk in have divorced casual sex from physical,

People need to understand that if they

ing to deeper personal regrets. Fifth, the

lives – physically, mentally, emotionally,

majority of young people in our country are completely disengaged from, and

disenchanted with, civic or political life.

These five things are hurting students, our schools, our country and our world.

While I have ideas about how to

moral beliefs and problems. They think

address all five of these areas, what’s im-

vidual choice. Second, students are being

and work intentionally to address them

everything is simply a matter of indi-

held captive by consumerism, believing that “the good life” is defined by con-

portant is that schools are aware of them in ways that are appropriate to their own contexts.

academically, professionally, financially,

relationally or spiritually – they have the

power to turn the page. To turn the page means that they are committing to take proactive steps to improve the quality of their lives, one belief, one decision, one step at a time. z z z

Julie Phillips Randles is a freelance

writer based in Roseville, California.

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32 California School Business / Spring 2017

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LET US HELP YOU ACHIEVE YOUR FINANCING GOALS. Visit www.stifel.com/institutional/public-finance or contact a member of our School Finance Group: NORTHERN CALIFORNIA | SAN FRANCISCO OFFICE Bruce Kerns Managing Director (415) 364-6839 bkerns@stifel.com

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Katherine Perkins Director (415) 364-5961 kperkins@stifel.com

Roberto J. Ruiz Vice President (415) 364-6856 rruiz@stifel.com

SOUTHERN CALIFORNIA | LOS ANGELES OFFICE Dawn Vincent Managing Director (213) 443-5006 dvincent@stifel.com

John R. Baracy Managing Director (213) 443-5025 jbaracy@stifel.com

Robert Barna Managing Director (213) 443-5205 rbarna@stifel.com

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

* Source: Thomson Reuters SDC, by par amount and number of issues for negotiated transactions in 2016.

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36 California School Business / Spring 2017

COVER STORY

UNLOCKED

DOORS SCHOOLS AFFIRM COMMITMENT TO ALL WHO SHOW UP

By Linda A. Estep The fear and uncertainty generated

by months of incendiary rhetoric during

the 2016 presidential election has left California schools reaffirming their legal

and moral commitments to all students who come to their doors, papers in hand or not.

In a state with the largest undocu-

mented population in the United States,

threats of deportation are relevant. The ramifications of possibly uprooting fami-

lies with children in school and sending them back to their homeland are widespread and significant.

Is perception reality?

The presidential campaign was

marked by promises to clamp down on those crossing borders illegally. It was

enough to make many families edgy; and yet, because Donald J. Trump’s election caught most people by surprise, it wasn’t

until after the election that California school leaders began to see visible manifestations of that fear.

Now what?

California School Business / casbo.org

37

UNLOCKED DOORS

Calming strategies School officials have reported that

The district, with a diverse student

population of 43,000 at 76 schools,

immigrant families would be forced to

anxieties of immigrant families, declar-

return to native countries. They had come

moved quickly after the election to stem ing in a December 8, 2016, resolution

to the United States by various means,

that it was a “safe haven school district”

welcomed at school because that is the

already in place for all students. The

not all of them legitimate, but had been law in this country. To them, this was home now.

Faced with the unknown, imagina-

tions turned ugly and so did the taunts.

Intentionally hurtful or not, remarks from

classmates and even teachers have been

and promising protection under the laws resolution affirmed pledges to “focus on promoting and elevating tolerance, in-

clusiveness and kindness to all students, families and staff at all district sites, facilities and material property.”

The resolution also was designed to

reported to have caused alarm and fear

clarify what is meant by policies already

or thoughtless comments can scar a child,

lection of student data. Restrictions on

for targeted students. The sting of unkind

causing some to withdraw or even stay at home.

One district where trouble was brew-

ing jumped into action to calm emotions

and implement solutions with help from

in place, particularly regarding the col-

Immigration and Customs Enforcement

regarding entering district properties were described in concise, easily understood wording.

It was a start, but Ryan says that

the community.

passing a resolution is only 10 percent

election there was an uptick of unfortu-

ment the declared pledges, including

“We noticed over the course of the

nate and intolerant activity within school sites,” explains Jessie Ryan, first vice

president on the board of education of the

of the work. It’s also important to imple-

alliances with state and local agencies as well as community organizations.

“A plan is only as strong as your

Sacramento City Unified School District,

buy-in from community partners,” she

“After the election we saw troubling

local government, the teachers associa-

a casbo organizational member.

instances at individual schools where

students came to school crying, afraid to go out for recess or lunch,” she says.

Among elementary schools, administrators heard reports of some students teasing classmates that they would be sent

back to home countries. “Students are

influenced by their peers. Once it starts on the schoolyard – talk based on race or color of skin – others join in. Principals

would intervene to tell those using such language that it was not acceptable. We

38 California School Business / Spring 2017

that (hate) language is not acceptable.”

since the election, many students have arrived at school in tears, terrified their

Faced with the unknown, imaginations turned ugly and so did the taunts.

Intentionally hurtful or not, remarks from classmates and even teachers have been reported to have caused alarm and fear to targeted students.

want to empower students to tell others

stresses. “We have strong support from tion and faith-based organizations. This

is a new reality. People are hurting. This

has not been a partisan effort but an acknowledgment that students are hurt.

Everyone rolled up their sleeves to be a part of this. The reaction to the resolution was overwhelming. Some affluent

parents asked if this was really necessary.

We gave a resounding ‘Yes!’ answer to that.”

Ryan says her district is doubling

down on student services such as psy-

chologists’ availability, responding to stu-

school premises. After Torlakson’s letter

counseling.

charter administrators and principals,

dents in crisis and offering anti-bullying The Sacramento City usd resolution

preceded a December 21, 2016, letter from State Superintendent of Public

Education Tom Torlakson to all Califor-

nia school administrators urging them

to declare their schools safe havens for

to county and district superintendents,

districts throughout the state declared similar resolutions promising safety on district premises.

Building relationships

students and families and reiterating

c a s b o organizational member San

cords on immigration status. His letter

serves 53,000 students, with 86 percent

existing laws that protect student re-

reminded districts of the 1984 Supreme Court decision Phyler v. Doe requiring schools to enroll all eligible children

regardless of citizenship or immigration status. The Sacramento City usd resolu-

tion was offered as an example for other

Bernardino City Unified School District

living in poverty. Seventy-five percent of

the students are Hispanic, and more than 30 languages are spoken in the district.

It is known to serve a large immigrant population.

Superintendent Dale Marsden was

districts to follow.

hired to lead the district in 2012 and be-

Francisco Unified School District and the

the planks for a strong foundation of cul-

casbo organizational member San

Los Angeles Unified School District also had early initiatives in place to assure

immigrant families of their safety on

Ryan says her district is doubling down on student services such as psychologists’ availability, responding to students in crisis and offering antibullying counseling.

lieves programs initiated years ago were tural understanding and education. His focus has been to build on that, and he

credits the district’s strong commitment

California School Business / casbo.org

39

UNLOCKED DOORS

to bilingual education as a powerful step

tinuous high schools, where families are

with the immigrant population. All dis-

successful in the community.

to establishing a positive relationship

Bachez notes that unless checked, students and families’ fears could trigger chronic absenteeism, resulting in a double-edged sword that cuts into both education and funding for the schools.

trict meetings are translated in English

“All of this was put into place well

and Spanish.

before the election,” he notes. Marsden

Mexican consulate office in San Ber-

nity results in shared outcomes. “This

Marsden works closely with the

nardino, establishing an agenda of

shared objectives, including building up the local economy, supporting the

believes engagement with the commuwork has always been and should be built around relationships.”

Last year, Marsden was named

100,000 Strong in the Americas program,

Superintendent of the Year by both the

porting dual citizenship, promoting

ministrators Region 12 and Pepperdine

improving lives in San Bernardino, sup-

multilingual education, and enhancing awareness of health and safety issues in San Bernardino.

His district has created Parent En-

gagement Centers at each of the con-

40 California School Business / Spring 2017

welcomed and can learn how to become

Association of California School Ad-

University, his doctoral degree alma mater. He has been lauded as a visionary leader, instrumental in the district’s rap-

idly increasing graduation rate, currently at 85 percent.

As for addressing fears of immi-

parents we provide a safe place to learn.

including a fact sheet regarding the

lives, in January the district’s board of

our immigrating families come from

( dac a ) policy put in place by the

grants facing potential disruption of their education joined other districts in pass-

ing a resolution declaring every district

site to be a safe place for all students and families. The resolution further encour-

ages the superintendent to increase and enhance partnerships with community-

based organizations and legal services groups who provide resources for families facing deportation.

Legislative perspective The implication of post-election action is

not lost on the state legislature, reminds

Sara Bachez, casbo assistant executive director, government relations. Bills such as sb54 reinforce the strict protection of

immigrant status documents, signaling legislators’ intent to protect their con-

Let’s remember who we are. Some of

war-torn countries. Parents have a right

to expect a safe environment inside the

walls of school. We must stick to our mission.”

Legal eyes watching One organization kept busy after the

election has been the Mexican American

Legal Defense and Educational Fund (maldef), with state offices in Sacra-

mento and Los Angeles. Jeannette Zanipatin, a legislative staff attorney

based in Sacramento, confirms the fear and confusion of many south-of-the-

border immigrants and says the legal

was getting her plane ticket home. “For

ger chronic absenteeism, resulting in a

asked a middle school student when she

will have a harder time catching up once

And if children can’t focus, they can’t

perform. Tests will be a reflection of that, and the Legislature will notice,” Bachez

warns. “We must close the achievement

gap or the Legislature will start changing the rules. This has longer term implications. It is not flavor of the month.”

On sending the right message to im-

migrant families, Bachez acknowledges

Trump’s chopping block, the administration indicated during the first week of

his presidency that deportation efforts would not extend to those protected un-

der the daca umbrella. Still, immigrant

families are skeptical and the Dreamers are losing sleep.” z z z

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

Weigh in on our social media sites.

Find links at casbo.org.

not addressed,” she predicts. “Children they return. California is dependent on

a strong, diverse workforce. If we aren’t doing enough to educate the children,

how can we maintain our economic supe-

riority? Everyone will suffer,” Zanipatin

says. “The last thing we want is for kids to leave school and not have the services they need.”

Dreamers’ fate

the value of resolutions to reinforce a

Access to accurate information for

a lot to lose here if we don’t convince

provides a stream of current information,

district’s mission and adds, “We have

Once thought to be on President

“I see schools potentially having

“Chronic absenteeism will be moni-

price. Funding is tied to accountability.

United States illegally as children.

a big impact,” Zanipatin says.

chronic absenteeism if these issues are

tored, and the school district pays the

were brought by their parents to the

someone who is undocumented, that has

double-edged sword that cuts into both education and funding for the schools.

people (also dubbed “Dreamers”) who

She described a recent incident

and work.

Bachez notes that unless checked,

temporary work permits for young

the election.

involving an insensitive teacher who

students and families’ fears could trig-

Obama administration. daca provides

hotline has been especially active since

stituents in a state where more than two

million undocumented immigrants live

Deferred Action for Childhood Arrivals

immigrants is paramount, and maldef

California School Business / casbo.org

41

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F E AT U R E

Eleven tips for navigating change

Hints for turning uncertainty into opportunity

By Sue Poremba

W

ith every new presidential

administration, there’s an

adjustment period and modifications to the status quo, but rarely has there been a reaction to possible change in

ing to like or will struggle with,” says

fordable Care Act (aca) would cause

resources manager with Excelsior Char-

those changes may not be all bad.

casbo member Debra Marquez, human ter Group.

for her district, casbo member LaFaye

that. “We must remember that we are in

resources with Hemet Unified School

adds, and most educators recognize

DeVos as the secretary of education. The

the business of educating children – the

overloaded Senate phone lines showed

how much the average citizen cares about public education and its future.

“It is clear that changes are coming

future of our country. We need to em-

brace the unknown as an opportunity to change a broken system.”

The biggest concern for many school

to public schools everywhere, and there

leaders is how budgets will be affected.

changes that school leaders aren’t go-

budget stays the same, repeal of the Af-

is a good chance these are going to be

As the person who manages aca

Some change is necessary, Marquez

American education as was seen with the

nomination and confirmation of Betsy

changes that will affect districts – and

For example, even if California’s school

Platter, deputy superintendent of human District, says one benefit to the dissolu-

tion of aca would be fewer requirements

to follow. Her district had to bring in personnel and add technologies just for the reporting requirements, so aca’s re-

peal would cut those costs. On the other

hand, aca repeal could result in fewer insured families and more sick children

California School Business / casbo.org

47

Eleven tips for navigating change

staying home. The higher absenteeism rates would lead to funding cuts.

To navigate these uncertain times for

California schools, experts provide the

schools strive to graduate young adults

or doing. Platter encourages school

world.

stay aware of what is happening both

who are ready to survive in the real “Students today need more hands-on

following tips on how to anticipate the

learning and less textbook memorization

and face them with a positive attitude.

need critical-thinking skills so that they

areas where change is most likely to occur

1 Plan for the predictable.

One of the most interesting aspects of

change is the human emotion it causes, explains Donald Moine, president of the Association for Human Achievement,

and emotions are running high about the

administration and some of the things

and test taking,” Marquez adds. They may find solutions to problems. They

need “real-life” education. “I think that school leaders should treat the impend-

ing changes as an opportunity to really tap into a child’s ability to learn in different settings.”

3 Introduce new thinking.

administrators and business leaders to politically and socially and engage with their district stakeholders – the faculty,

parents and taxpayers – about how they will operate under these new standards.

“It’s strategizing for the future,” she says.

For example, if school vouchers become a

reality, administrators need to be able to

inform the public about how a voucher program could affect school population

and funding and provide details on how the school can or will compete with private school offerings.

5

that have been said about education.

Much of the focus on change has been

unpredictability, allowing the emotional

administration may have on public

Will the potential changes on the horizon

time to focus on new innovations for

children? While a vocal contingent has

What ramps up those emotions is the

side to take over rational thinking.

Instead, Moine advises, focus on the

predictable. “President Trump has not changed his tune [about education] and we know that Betsy DeVos has no background in public education. It’s

actually fairly predictable what they’re going to do.” Superintendents and school

business leaders can get a jump on the potential changes by planning for those very things the president and secretary

are stating in their speeches. This tampers down the emotional edge.

2 Remember the overall objective: preparing children for adulthood.

Trump likes creating jobs and may be

more willing to invest in education when

around the negative effects the new schools. Instead, says Moine, use this your district. Even good change is met

with reluctance – it’s so much easier to

keep things at status quo and continue on with the familiar – so now is the

time to embrace new thinking. “School administrators and teachers need to assume responsibility for a lack of

innovation, and that’s why we’re in the

situation we’re in now,” he says. Use impending change to encourage fresh

ideas, show staff that these ideas are welcomed and then nurture those ideas

into action. This gives staff self-confidence in themselves and their schools.

4 Stay socially and politically aware.

opportunities beyond the academic are

You can’t plan for the predictable if you

sector or life-management niche – and

and other decisionmakers are saying

emphasized – such as skills in the trade

48 California School Business / Spring 2017

aren’t aware of what political leaders

Give district residents a voice. be good or bad for the district and the

serious concerns, your district will have stakeholders who see the changes in a

more positive light. By allowing their

voices and thoughts to be heard, it gives district leaders the opportunity to be

proactive toward change that is beneficial

to everyone, according to Platter. It also

opens up new ideas and the chance for people to come together with creative solutions.

6 Empower principals to take the lead.

Principals are on the frontline of the school environment, Platter points

out. They are the ones who see how programs are working or not working.

As modifications to current programs begin to happen or budget cuts occur,

principals should have the freedom to

think outside the box to make tweaks and

flow of communication regarding any

change in their schools.

the decision-making change, the more

fixes and to take the lead in navigating

changes. The further someone gets from vital it is for them to understand the

7 School administrators will have a different knowledge and awareness of

potential changes and their effect on the school system than teachers or parents.

The recent election results and the pro-

policies are originating – from the school

have energized the populace. School

board, the state, the federal Department of Education? – and provide data to

support the need for the change, as well asthe end goals.

“If people don’t have their informa-

It’s that lack of knowledge that creates

tion concerns addressed, it can derail the

Zigarmi, senior consulting partner for

up front, people will get complacent and

wariness and worry, which is why Patricia The Ken Blanchard Companies, suggests

school business leaders keep up a steady

Take advantage of new advocates.

rationale behind it. Zigarmi says leaders should be prepared to explain where new

Keep communication lines open.

8

change,” she says. If there is no buy-in

wait it out rather than actively work to implement the new standards.

California Crafted

cess of building a new administration administrators can use this to their ad-

vantage. This election ignited a fire in

people who formerly had been silent or uninformed about policies that concern them most, like education. They want

to be heard and they want to do something. “Education can be a rallying point for many,” Zigarmi says. She recom-

mends school leaders take advantage of this new interest in advocacy and

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California School Business / casbo.org

49

Eleven tips for navigating change

find a way to get these advocates to help shape education change.

too will be picked up by staff and other

stakeholders. “In difficult times, people

geous and voice your opinion and have

adds. “Raise your game as leaders.”

course, new laws will be passed and indi-

especially look for direction,” Carroll

9 Be good leaders.

“Great leaders inspire others, and their community or school is a direct reflection

See opportunities, not obstacles.

and innovation. If leadership is fearful

it,” Carroll says. “Be about it.” School

negative effects, that’s what their

community will see and focus on. But if

they impart hopefulness and positivity about new standards or regulations, that

viduals aren’t going to have much control how vouchers will be distributed. What

With change on the horizon, the need is

of the changes or focuses on potential

the confidence to follow through. Of

over budgets or new test standards or

10

of them,” says Kevin Carroll, author,

keynote speaker, and expert on creativity

Carroll’s viewpoint is to be coura-

for action, not rhetoric. “Don’t talk about leaders need to recognize that they can make a difference if they are willing to

do something. It’s easy to follow the party

line and do what’s expected, even if you don’t agree or you see a better option.

they do have control over, he says, is

whether to see these changes as obstacles that everyone complains about or as op-

portunities to fix existing problems or renew their approach toward educating students.

“Faculty and students will notice

this,” Carroll adds, “and they’ll follow your example.”

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sion for the team.” The original strategy

11

will guide the way changes are presented

Have a strategy.

If you want to create a positive environment in a time of uncertainty, Carroll

says everyone needs to follow the same

and brought into the system. “It’s a mat-

ter of taking ownership of the changes,” Carroll adds, “and making sure everyone is invested.”

Navigating change isn’t just about

path to the end goal. He suggests that

adopting healthy attitudes but also about

school year in place, including long-term

Those two together could bring about a

school leaders have their vision for the strategies, and present those to staff at the beginning of the new term.

“Have a rally cry to rally around, and

make sure everyone is staying on mes-

sage,” he says. “Then, when these other changes are thrown at you and you have

Sue Marquette Poremba is a freelance writer based in Central Pennsylvania.

Weigh in on our social media sites.

Find links at casbo.org.

adopting healthy actions, Moine says. rebirth opportunity for schools. “See this as a chance for a renaissance for public education,” he continues. “We can’t resist

change. Instead, we need to be the leaders and innovators and own that.” z z z

to come together, you already have a vi-

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Dear CASBO Member, For 30 years we’ve partnered to save school districts’ money. Thank you for your partnership and our shared success.

We know saving on PENCILS and PAPERCLIPS is important. But we think you’ll agree that raising test scores by 20%, reducing absenteeism and modernizing classrooms is even more important.

So we’ve added new partners, products and services -- game changers like cognitive computing, NextGen classrooms and award winning early literacy programs -- to help you and your students achieve those goals.

And not to fear, we still have pencils and paperclips.

We invite you to check out our partners, financing options and our Commitment to Learning.

We’ve never been more excited, or prepared, to help you help your students learn.

Your partners in Learning can be reached at: C2L@officedepot.com.

Sincerely, The Office Depot Instructional Leadership Team

Surviving the drought.

“Droughts” happen, and when they do, schools need to be prepared. Whether it is due to educational funding and credentialed talent withering away, or an increased demand for technology and results, ASCIP can help. We provide refreshing, cost saving solutions to assist in protecting your precious assets and resources in California’s arid educational climate.

Join the ASCIP alliance today!

• Property/Liability • Workers’ Compensation • Health Benefits • Loss Control Tools • Construction Insurance Create safer & better prepared schools for tomorrow.

(562) 404-8029 • www.ascip.org

California School Business / casbo.org

53

CASBO book club

Classroom Innovation

Sehi is all about Classroom Innovation. For over 30 years we’ve supported schools & provided educators with everything from laser printers to 3D modeling & virtual reality solutions. We deliver the innovative IT Solutions that advance academic achievement.

HP Sales, Service and Support  Chromebooks  Mobility Solutions  PCs and Laptops  Printers & Imaging  HP Aruba Networking  Server & Storage  Virtual Reality Solutions

 Supplies & Accessories  Audio and Video  Digital Displays  Warranty Services  Managed Print  Chrome Services  3D Modeling Solutions

Innovate and Educate.

Tap emotional intelligence to achieve, succeed Emotional intelligence is a hot topic in today’s classrooms, but what about the adults who are leading schools?

What does emotional intelligence look like in adults, and how can you increase yours?

That’s the focus of the book “Emotional Intelligence 2.0,” by Travis Bradberry and Jean Greaves, which promises to increase emotional intelligence (EQ) by showing readers how to use the four skills: selfawareness, self-management, social awareness and relationship management. With these skills dialed in, the authors say you’ll be able to exceed your goals and achieve at the highest levels both personally and professionally.

By including how to’s rather than what to’s, along with advice based on the latest EQ research, reviewers say “Emotional Intelligence 2.0” acts as a launching pad for developing the skills and behaviors needed to complement the technical expertise you already have.

The book also includes access to the online edition of the Emotional Intelligence Appraisal that pinpoints the strategies that will increase your EQ the most and tests you to measure your progress.

San Clemente, CA 92673

See all Specializations*

1-800-346-6315 www.BuySehi.com

*HP specializations include: Services Sales, Delivery, Managed Print, Designjet

54 California School Business / Spring 2017

Thanks to this quick read, CASBO members can up their EQ quotient quickly and efficiently.

L E A DE R S HIP

NEW!

The reluctant leader dynamic

By Molly McGee Hewitt CEO & Executive Director

Have you ever been part of a group that was trying to find someone to volunteer to be a leader? Most of us have served on committees or

councils or in organizations that regularly

solicit leaders. At the meeting where

done better. We even may be frustrated by their lack of leadership or their in-

ability to accomplish a task. Suffering under a poor leader is a powerful lesson in leadership.

What’s stopping you from becom-

these leaders are being solicited, you can

ing a leader? Is it based in fear? Do you

in our offices and schools when we are

I don’t know everything I need to know

sense the discomfort. This also happens assigning people to assume leadership

functions on projects and activities.

Many casbo members are happy to be

supportive but shy away from being identified as the leader. I call this the

think, “What if I don’t do it well? What if before I try? What if I am criticized? What

if it requires me to get out of my comfort

zone? What if I am successful? What will happen next?”

Leadership is not about titles or po-

“reluctant leader” dynamic.

sitions. Leadership is about using your

of folks who repeatedly accept leadership

ability to make a difference. It’s about

It’s also common to witness a group

assignments. We often rely on them to

do this so that we don’t have to do it! It’s not always about the most qualified or

knowledgeable person – sometimes it’s about the person who will take a chance

and accept the challenge. What makes

talents and skills to the maximum of your

action, not recognition. Many folks in leadership positions are quiet and hum-

ble and deflect recognition or attention.

Others enjoy the accolades and challenges that can come with the opportunity.

Every leader started somewhere!

these folks so happy to take the lead and

They took a chance and volunteered to

Some have been raised to shy away

conduct a meeting or serve in a leader-

others to shrink from it?

from leadership or have definitive

thoughts of who should be the leader.

They even may have been taught that

leadership can be risky and that it’s safer to keep a lower profile. They may have been told they don’t have a chance be-

cause of their age, sex, race, religion or other distinction. Those early lessons can

head up a project, lead a work group, ship position. It takes one step to start

your leadership path. While leadership does have its challenges, it also offers a

sense of accomplishment and allows you to help chart the future. You can make

a difference and empower others when you accept the leadership challenge.

School business needs leaders in

play a powerful role in our lives. Some

every discipline, in every lea and in all

and fail to question their validity or truth.

who? z z z

folks have accepted these early lessons

Many times, we have watched peo-

Leadership is not about titles or positions.

Leadership is about using your talents and skills to the maximum of your ability to make a difference.

It’s about action, not recognition.

aspects of the profession. If not you, then

ple with fewer skills and less knowledge take a leadership role that we could have

California School Business / casbo.org

55

WHAT ENROLLMENT CHALLENGES DOES YOUR DISTRICT FACE? Increasing Enrollment

Declining Enrollment

Attendance Boundary Changes

We Provide

ENROLLMENT SOLUTIONS

School g wdin Overcro

Special Program Placement

Grade Configuration Changes

School dation Consoli

Class Size Reduction

Better Insight Feeder School your Community into Changes Fiscal and Staffing Planning

Open Enrollment/ School Choice

ent New Housing Developm

www.DecisionInsite.com | 877.204.1392

Smart business. Smart schools.™

(916) 446-7517  www.sscal.com

School Services of California, Inc., (SSC) is the leading provider of consulƟng, governmental relaƟons, and informaƟon services for K-14 educaƟonal agencies in California. Since 1975, SSC has been proud to provide services to nearly every educaƟonal agency in the state.

CASBO CA School Bus Mag ad - from SSC 8-19-16.indd 1

56 California School Business / Spring 2017

• • • • •

Management ConsulƟng Services Governmental RelaƟons Services CollecƟve Bargaining and Facƞinding Services ExecuƟve Searches and Recruitment State Budget Conferences and Issue-Specic Workshops • The Fiscal Report and Specialized PublicaƟons 8/19/2016 5:14:01 PM

OUT & ABOUT

Professional development, networking and advocacy ... CASBO has it all!

CASBO President Melissa Anderson (front, middle) with Southern Section President Mary Crandall Plasencia (rear, middle) and President-Elect Thomas Tan (front, R) at the section’s Data Privacy Workshop & Luncheon in La Puente on Dec. 8.

Southern Section M&O PC Chair Barbara Boliver, helping out with registration at the section’s Data Privacy Workshop & Luncheon in Camarillo on Dec. 16.

Southern Section Ambassadors Ambur Borth, Debbie Simons and Pam Fees share some membership love at the section’s Data Privacy Workshop & Holiday Luncheon in La Puente on Dec. 8 (pictured left to right).

Shasta Cascade Section members Jennifer Kiff, Debbi Conner & Becky Jeffries and Sacramento Section members Jennifer Stahlheber & Catherine Hawes at CASBO’s Legislative Training Day at the State Capitol on Jan. 26.

CASBO staff and members with Sen. Jim Nielsen (R-Gerber) at CASBO’s Legislative Training Day at the State Capitol on Jan. 26.

San Diego/Imperial Section President Kristy Curry (L) and CASBO Asst. Exec. Director Sara Bachez (R), honoring Asm. Rocky Chavez (R-Oceanside) as Legislator of the Year at the section’s annual conference in San Diego on Feb. 3.

CASBO CEO & Executive Director Molly McGee Hewitt, COO & Deputy Executive Director Tatia Davenport, Vice President-Elect Molly Schlange, President-Elect Nina Boyd, President Melissa Anderson, and Vice President Christina Aguilar at the ASBO International 2017 Executive Leadership Forum in Miami, Florida, on Feb. 16.

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

CASBO President-Elect Nina Boyd, receiving her 2017 Orange County MLK, Jr., Woman of Distinction award at the MLK, Jr., Hall of Fame Induction Ceremony in Santa Ana on Jan. 14.

California School Business / casbo.org

57

Keeping It All Together Providing Trusted Retirement Solutions to Schools for Over 30 Years

Among Our Many Custom & Turn-Key Programs: • • • •

OPEB Solutions Program, in partnership with CSBA, for prefunding retiree healthcare Pension Rate Stabilization Program (PRSP) for prefunding pension Early Retirement Incentives (SRP) Social Security Alternative for Part-Time Employees (ARS)

Contact us at:

800.540.6369 ext. 105; info@pars.org pars.org

Whether you are ordering new school books or classroom computers, managing school site employees or having the boardroom painted because it has seen better days, Smartetools provides your district with a business management software system keeping your district on budget in real time with information immediately at your fingertips.

The Smart Choice for the Business of Education

1-866-Smarte-1 www.smartetools.com info@smartetools.com

© 2017 Public Agency Retirement Services (PARS). All rights reserved.

SmarteFinance© SmarteHR©

Work together to provide a complete business system specifically designed for the needs of California School Districts and County Offices of Education.

The Power of Digital in Primary and Secondary The Power of Education Digital in Primary and Secondary Education

The digital transformation in education is making it possible for

students to learn more, in new ways, in new places, with new connections to resources around the globe. Cisco is leading this new digital world in education with visionary technologies that enable students to learn without limits.

Cisco is a proud sponsor of 2017 CASBO Annual Conference

The digital transformation in education is making it possible for connections to resources around the globe. Cisco is leading this new digital world in education with visionary technologies that enable students to learn without limits.

Cisco is a proud sponsor of 2017 CASBO Annual Conference

58 California School Business / Spring 2017

©2017 Cisco Systems Inc.

students to learn more, in new ways, in new places, with new

Winning legal results with the best interests of students always front and center!

DANNIS WOLIVER KELLEY Attorneys at Law

San Francisco Long Beach San Diego Novato Chico Sacramento San Luis Obispo DWKesq.com

SOLAR ENERGY PERFORMANCE MANAGEMENT Independence HS - Kern High School District - Bakersfield, CA

Sage Renewables, the leading independent renewable energy consulting firm in California, offers a customized solution to bring transparency, accountability and expertise to the management of your solar project.

Solar PV systems are a 25-year financial investment and most solar customers rarely have the time or resources to assess and interpret performance data to ensure their systems are meeting the expected financial returns. Sage Solar Performance Management services arm you with the information you need to maximize the value of your investment.

Sage Renewables is proud to be a premier partner of CASBO.

We evaluate: •

Savings versus what would have been paid to the utility

•

System performance versus performance targets

•

Best practices to optimize the system to produce the most value

•

Responsibilities of the solar developer or O&M contractor if the system is not performing as planned

SOLAR | STORAGE | EFFICIENCY

sagerenew.com/schools 415-663-9914

California School Business / casbo.org

59

We’ve Got Your Back For more than 30 years, Schools Excess Liability Fund has been partnering with California’s public schools and colleges to provide protection from the financial devastation of catastrophic losses.

While true catastrophic claims are few and far between, no district is immune. That devastating loss could happen at any time and when it does, wouldn’t your district

rather face it knowing the full weight of SELF JPA is behind it?

Fortified with millions in assets, strong relationships with our reinsurers and three decades of public entity excess claim handling experience, SELF has the tools and expertise you want backing your district at a time when it’s most needed.

Make the educated choice— choose SELF—the not-for-profit, member owned answer to catastrophic loss coverage.

Call us today to learn how to keep your district safe.

866-453-5300

Schools Excess Liability Fund

60 California School Business / Spring 2017

selfjpa.org

Analytic Tools Driving Strategic Decisions for California Schools Sign Up For a 1-on-1 Live Demo Today!

Jeff Carew Managing Director 630.955.7616 | jcarew@forecast5analytics.com

©2017 Forecast5 Analytics. All Rights Reserved.

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Keith Poch Keith Poch you envision VALIC — helping you envision Regional Vice President VALIC.com Regional Vice President a brighter future 916-780-6014Keith Poch CLICK CLICK VALIC CLICK aVALIC brighter future Keith Poch Keith Poch916-780-6014 CALL VALIC — helping you envision — helping you envision — helping you envision keith.poch@valic.com Keith Poch VALIC.com VALIC.com CALL VALIC.com— helping you envision VALIC RegionalRegional Vice President Vice President Regional Vice President keith.poch@valic.com 1-800-426-3753 Regional Vice President a brighter future a brighter future a brighter future 916-780-6014 916-780-6014 aVISIT brighter futureSecurities and investment advisory services offered through VALIC Financial Advisors, Inc., 916-780-6014 1-800-426-3753

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Variable annuities your VALIC distributed by its affiliate, AIG Capital Services, member FINRA. your VALIC distributed by its affiliate, AIGInc., Capital Services, Inc., member FINRA. VC 26500 (01/2015) J94831 EECapital distributed by its affiliate, AIG Services, Inc., member FINRA. financial advisor distributed by its affiliate, AIG Capital Services, Inc., member FINRA. financial advisor financial advisor or vc26500 8x5 illuminate ad .indd 1 Copyright © The Variable Annuity Life Insurance Company. All rights reserved.

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California School Business / casbo.org

61

12/29/16 11:2

Solutions for Success For over a quarter of a century, SISC has provided our members with solutions for all their insurance needs.

We feature: • Customized plans and services • A wide range of options • A long track record of stable and affordable rates

For more than thirty years, we have been keeping our promise to provide quality construction management services specifically tailored toward each client.

We will do the same for you.

Program Management | Project Management | Construction Management Scheduling | Master Planning | Constructability Review | Cost Estimating Condition Assessment | Sustainability | Design Services

888.912.1201 | www.vanir.com

We currently cover: • Over 400 Public Entities • Over $1.5 Billion in Annual Payroll • Over $11.8 Billion in Total Insured Value • Over 300,000 member lives We offer: • Workers’ Compensation • Property and Liability • Health Benefits • Risk Management Services • GASB OPEB and Pension Stabilization Trust Please contact SISC by calling 800-972-1727 for more information or visit our website at www.sisc.kern.org A Joint Powers Authority administered by the Kern County Superintendent of Schools Office, Christine Lizardi Frazier, Superintendent

ReLiEF

Regional Liability Excess Fund

Smart business. Smart schools.™

62 California School Business / Spring 2017

Mateo, Age 4

Son of Lozano Smith Family

YOUR LEGAL PARTNER Every step of the way

From budgeting and bond counsel, to contracting and construction, our attorneys carry out your vision.

Together, let’s build up the next generation.

Leading with purpose.

California School Business / casbo.org

63

A D V E R T I S E R IN DE X

ActPoint KPI

Keenan & Associates

OMNI

(425) 977-2107 • transact.com/CASBO-DEMO . . . . . . . . . 50

(310) 212-3344 • keenan.com . . . . . . . . . . . . . . . . . . . . . . . . 42

(877) 544-6664 • omni403b.com . . . . . . . . . . . . . . . . . . . . . . 60

Aeries Software, Inc.

KPN

OpTerra Energy Services

(888) 487-7555 • aeries.com . . . . . . . . . . . . . . . . . . . . . . . . . . 3

(888) 490-3182 • theKPN.org . . . . . . . . . . . . . . . . . . . . . . . . . 12

(925) 257-4313 • opterraenergy.com . . . . . . . . . . . . . . . . . . 26

American Fidelity

Lozano Smith

Pacific Crest Actuaries, LLC

(760) 917-1158 • americanfidelity.com . . . . . . . . . . . . . . . . . 8

(916) 329-7433 • lozanosmith.com . . . . . . . . . . . . . . . . . . . . 63

(818) 718-1266 • pcactuaries.com . . . . . . . . . . . . . . . . . . . . 65

ASCIP

National Joint Powers Alliance

PEPPM

(562) 404-8029 • ascip.org . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

(888) 894-1930 • njpacoop.org . . . . . . . . . . . . . . . . . . . . . . . 14

(855) 654-5290 • peppm.org . . . . . . . . . . . . . . . . . . . . . . . . . . 12

ATI Architects and Engineers

Office DEPOT

Piper Jaffray

(866) 834-6238 • atiae.com . . . . . . . . . . . . . . . . . . . . . . . . . . 10

(562) 810-8270 • officedepot.com . . . . . . . . . . . . . . . . . . . . . 53

(800) 876-1854 • piperjaffray.com . . . . . . . . . . . . . . . . . . . . 67

Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 • aalrr.com . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

California Financial Services (916) 780-7800 • calschools.com . . . . . . . . . . . . . . . . . . . . . 34

California Schools Joint Powers Authorities (909) 763-4900 • csebajpa.org . . . . . . . . . . . . . . . . . . . . . . . 17

California’s Valued Trust (800) 288-9870 • cvtrust.org . . . . . . . . . . . . . . . . Back Cover

Christy White Associates (877) 220-7229 • christywhite.com . . . . . . . . . . . . . . . . . . . . 51

CISCO (800) 553-6387 • cisco.com . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Is your IT relevant?

Climatec (949) 252-6943 • climatec.com/casbo . . . . . . . . . . . . . . . . . 16

IT should be contributing to:

Colbi Technologies (714) 505-9544 • colbitech.com . . . . . . . . . . . . . . . . . . . . . . 42

• • • • • • • •

Dannis Woliver Kelley (916) 978-4040 • dwkesq.com . . . . . . . . . . . . . . . . . . . . . . . . 59

DecisionInsite (877) 204-1392 • decisioninsite.com . . . . . . . . . . . . . . . . . . 56

Derivi Castellanos Architects (916) 847-0519 • dcaaia.com . . . . . . . . . . . . . . . . . . . . . . . . . 44

Student success School/district marketability Increasing or maintaining ADA Dual-enrollment Local Control Funding initiatives Campus safety Student and parent engagement And much more

Development Group, Inc. (530) 229-0071 • dgi.rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

EdFiles 855-5-EDFILE • edfiles.com . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Fagen Friedman & Fulfrost LLP (916) 443-0000 • f3law.com . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Forecast5 Analytics

DGI is a next-generation solutions integrator with a focus on delivering K-12 business outcomes. Let us help you establish IT relevancy in your organization.

(630) 955-7616 • forecast5analytics.com . . . . . . . . . . . . . . 61

Horace Mann

Main: (530) 229-0071 NOC: (530) 510-4300 www.dgi.rocks

(866) 999-1945 • horacemann.com . . . . . . . . . . . . . . . . . . . 32

Infinite Campus, Inc.

Smart business. Smart schools.™

(800) 850-2330 • infinitecampus.com . . . . . . . . . . . . . . . . . . 4 DGI CASBO Ad_5.75x8.5.indd 1

64 California School Business / Spring 2017

2/6/17 9:05 AM

A D V E R T I S E R IN DE X

Public Agency Retirement Services (PARS) (800) 540-6369 x105 • pars.org . . . . . . . . . . . . . . . . . . . . . . . 58

Regional Liability Excess Fund (ReLiEF) (310) 212-3344 • reliefjpa.org . . . . . . . . . . . . . . . . . . . . . . . . 62

Sage Renewable Energy Consulting (415) 663-9914 • sagerenew.com/schools . . . . . . . . . . . . . 59

School Innovations & Achievement (916) 669-5127 • sia-us.com . . . . . . . . . . . . . . . . . . . . . . . . . . 7

School Outfitters (800) 260-2776 • schooloutfitters.com . . . . . . . . . . . . . . . . . . 2

School Services of California, Inc. (916) 446-7517 • sscal.com . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Schools Excess Liability Fund (SELF) (866) 453-5300 • selfjpa.org . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Security Benefit

Lou Filliger hasn’t retired.

Not even close!!

(800) 747-5164 • securitybenefit.com . . . . . . . . . . . . . . . . . 52

Sehi Computer Products, Inc. (800) 346-6315 • buysehi.com . . . . . . . . . . . . . . . . . . . . . . . . 54

Self-Insured Schools of California (SISC) (800) 972-1727 • sisc.kern.org . . . . . . . . . . . . . . . . . . . . . . . . 62

www.pcactuaries.com lfilliger@pcactuaries.com (818) 718-1266

Smartetools, Inc. (866) Smarte-1 • smartetools.com . . . . . . . . . . . . . . . . . . . . 58

Southwest School & Office Supply (800) 227-7159 • southwestschool.com . . . . . . . . . . . . . . . 46

For revenue generation, trust the AOS sales team to provide bottom-line results!

Stifel, Nicolaus & Company (415) 364-6839 • stifel.com/institutional/public-finance . . . . . 33

TerraVerde (707) 953-2885 • tvrpllc.com . . . . . . . . . . . . . . . . . . . . . . . . . 16

U.S. Communities (415) 328-8109 • uscommunities.org . . . . . . . . . . . . . . . . . . 34

VALIC (916) 780-6014 • valic.com . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Vanir Construction Management (888) 912-1201 • vanir.com . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Vavrinek, Trine, Day & Co., LLP (909) 466-4410 • vtdcpa.com . . . . . . . . . . . . . . . . . . . . . . . . . 43

Vicenti, Lloyd & Stutzman, CPAs

The

• Advertising Sales for Print and Web

(800) 448-4726 • virco.com . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Voya Financial (909) 980-5512 • voya.com . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

ARIZONA LAN DSCAPE CONT RACTOR

S ’ A S S O C I AT I ON

July/August 2016

• Publishing Services • Trade Show Booth Sales • Sponsorship Sales • Membership Renewal Campaigns

(626) 857-7300 • vicenticpas.com . . . . . . . . . . . . . . . . . . . . 44

Virco Inc.

ALCA

INFLUENCE

Made in the Shade Envir onmental Assists Reid Park Zoo

916.990.9999 www.aosinc.biz cicit@aosinc.biz Tel: 916.990.9999 Fax: 916.990.9991

Medical Marijuana in Arizon a Kurapia - New Utility Groun dcover cover photo: the groundskeeper

916.990.9999

California School Business / casbo.org

65

L AST WORDS

”

15%

– Amit Ray

Source: National Center for Education Statistics

Education is beautification of the inner world and the outer world.

24 million In the 2015-16 election cycle, charter school advocates reported raising $24 million for races throughout California – almost five times more than during the 2013-14 cycle.

Source: California Secretary of State

”

Our schools have a doubly hard task, not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity.

– Ken Robinson

Between 2005 and 2017, public elementary and secondary enrollment was projected to increase 15 percent in the west.

”

I want to let all of California’s 6.2 million public school students know that keeping them safe from discrimination and bullying at our great state’s 11,000 public schools is a top priority.

– Tom Torlakson

1O million California is home to more than 10 million immigrants – one in four of the foreign-born population nationwide.

Source: Public Policy Institute of California

Do you have an inspirational quote or interesting statistic to share with your colleagues?

Send your favorites to tdavenport @casbo.org.

66 California School Business / Spring 2017

Choose a Partner Who Knows California Education Finance Piper Jaffray California Public Finance Piper Jaffray is a leader in providing financial services for California school districts and community college districts. Our team of dedicated K-14 education finance professionals has more than 150 years of combined experience and service to the education industry.

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General Obligation Bonds

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Certificates of Participation

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Mark Adler Managing Director 310 297-6010 mark.j.adler@pjc.com

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Jin Kim Vice President 310 297-6020 jin.y.kim@pjc.com

Ivory Li Managing Director 415 616-1614 ivory.r.li@pjc.com

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Timothy Carty Managing Director 310 297-6011 timothy.p.carty@pjc.com

Piper Jaffray California public finance investment banking offices are located in Los Angeles, San Francisco, Sacramento and Orange County. piperjaffray.com Since 1895. Member SIPC and NYSE. © 2017 Piper Jaffray & Co. 2/17 CM-17-0114

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68 California School Business / Spring 2017