CASBO School Business Fall 2013

schoolbusiness california

California Association of School Business Officials

Fall 2013

School nutrition: A lot on the plate 7 key factors to successful child nutrition programs

From consternation to cooperation

New professional development partnership provides opportunity for collaboration on charters

The look of modern leadership

The skills, traits, characteristics required of 21st century leaders

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contents Volume 78 Number 3 Fall 2013

departments

9

Checking in Separate but not equal Molly McGee Hewitt

13

Bottom line Business is not as usual Rich Buse

15

In focus CASBO member profile: Sandie Thompson-Nobile

17

53

In focus CASBO associate member profile: Carol Taylor

54

Career Rx That awkward question – reference please?

55

Book club The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts

58

Last words

cover story

34

School nutrition: A lot on the plate 7 key factors to successful child nutrition programs Lisa Maria Boyles

interview

19

Out & about Photos from CASBO events

15

24

44

HealthCorps leader works to improve students’ nutrition, fitness levels, mental resilience Shawn Hayes shares the impact schools can have on all aspects of wellness Julie Phillips Randles

features

24

From consternation to cooperation New professional development partnership provides opportunity for collaboration on charters Linda A. Estep

44

The look of modern leadership The skills, traits, characteristics required of 21st century leaders Julie Phillips Randles

Fall 2013 | 5

ABOUT CASBO The California Association of School Business Officials is the premier resource for professional development and business best practices for California’s school business leaders. CASBO is dedicated to promoting

publisher

excellence and professionalism in all aspects of school

editor in chief

business. Founded in 1928, CASBO serves more

features editor

than 3,000 members by providing certifications and

contributors

training, promoting business best practices and

Molly McGee Hewitt Tatia Davenport Julie Phillips Randles Lisa Maria Boyles Linda A. Estep

creating opportunities for professional collaboration.

CASBO members represent every facet of school business management and operations. The association

design/layout

Sharon Adlis

advertising art

Lori Mattas

offers public school leaders an entire career’s worth of growth opportunities.

casbo officers president

CASBO MISSION

president-elect

Vincent Christakos Hemet Unified School District

vice president

Leeann Errotabere Clovis Unified School District

immediate past president

Michael Johnston Clovis Unified School District

As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional leaders; advocates for, and supports the needs of members; and sets the standard for excellence

Rich Buse Pajaro Valley Unified School District

through top-quality professional development and mentorship, meaningful collaboration and communication and unparalleled innovation.

advertising sales manager

CASBO BY DESIGN For the past 15 years, CASBO has been dedicated

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to the organizational planning discipline as a method for guiding the association into a successful future.

In 2012, the association embarked on its fourth such plan, CASBO by Design. This living, breathing document will guide the association for the next five years. The process CASBO uses for long-term planning is grassroots in nature, invigorating in procedure and motivating in outcome.

CASBO has long been committed to organizational planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road

www.casbo.org

map that strategic planning provides has allowed CASBO to remain focused on its unique mission, goals and objectives, and to respond effectively to a continually changing environment.

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

California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814. (916) 447-3783. Periodicals postage paid at Sacramento and at additional mailing office. Send address changes to the CASBO membership department at 1001 K Street, 5th Floor, Sacramento, CA 95814.

Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed.

Copyright 2013 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Published September 2013

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checkingin

Separate but not equal “Separate but not equal.” This description has a special meaning in education. Ever since the Serrano Priest legal decision and the civil-rights movement, we have recognized that the disparities in educational funding impact the quality and caliber of student instruction.

Separate but equal also applies to another topic that many in education don’t like to mention – the differentiation between the instructional side of school district leadership and the business functions. Since our focus is on students and student achievement, every educational employee or administrator understands the purpose and goals of public schools. Students’ needs come first. But somehow over the years, we have wrongly translated that to mean that student instructional needs come first. We need to rethink this translation.

For schools to truly serve students, we have to educate the whole student. This involves the instructional side of the district and the business divisions working in tandem. One is not superior to the other, and one cannot exist without the other. Students not only have to be taught, they need textbooks and materials; IT services; clean and wellappointed classrooms and facilities; transportation and food services, as well as all the efforts that go into keeping the district solvent, payrolls met and bills paid.

We need teachers, administrators and staff at all levels to be well informed, educated and recognized for their achievements and successes. Continuing education and training is a must for every district employee and cannot be considered a frill or “extra.” You cannot have a workforce that operates at peak efficiency without allowing for training and improvement. In many districts, hundreds of thousands of dollars are spent on certificated training, but minimal amounts are spent on professional development for business personnel. This makes no logical or financial sense. We budget for substitute teachers, but fail to allow business staff to attend trainings because there is no one there to replace them.

For schools to truly serve students, we have to educate the whole student.

This issue of California School Business includes an article on the skills and traits needed for modern educational leadership, as well as features addressing charters and other issues facing education today. The skill sets necessary for success are changing and without opportunities for professional growth and development, you cannot execute your jobs effectively. The modern leader must be nimble, technologically savvy, have up-to-date on information and skills and be highly connected to be successful.

As a child, my parents used to talk to me about being “penny wise and pound foolish.” The point was that you need to be wise with your resources and use them for the best return on your investment. Saving a penny is not wise if you lose more than its worth in the long run. School districts and county offices have often been penny wise and pound foolish with the business side of the house. School boards must recognize the value of staff development for all educators, not just those on the instructional side. Now is the time to shift this paradigm and return to the concept of a unified work force that is well trained and prepared at every level.

CASBO is committed to providing high quality, relevant and practical technical and leadership training. We invite you to participate online, in regional workshops, at symposiums and academies, through our university partnerships and at our annual conference. We welcome your participation and applaud your dedication to our schools.

Molly McGee Hewitt Executive Director

Fall 2013 | 9

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Fall 2013 | 11

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bottomline

Business is not as usual

By Rich Buse CASBO President

While school began this year as usual for students and teachers across California, it has certainly not

been business as usual. School districts

information in a manner that is easily

understood by lay people and education professionals alike.

Collective bargaining will also be

and county offices are scrambling to

impacted by the new funding model. The

new funding structure adopted by the

and this will mean site budgets and dis-

understand, plan for and adapt to the

Legislature. The Local Control Funding Formula ( l c f f ) and Local Control

Accountability Plan (lcap) have become

new words in our vocabularies. Despite the hundreds of hours of meetings

and study, we are entering a gray area

money follows the needs of the students

trict budgets will be more individualized than ever before. The impact on bargain-

ing will also be significant in that we have never previously tied student achievement to contract negotiations.

In the past, some of us learned the

for school business officials. There is

phrase: Now is the time for all good men

and lcap than we do know. We are

in the school business profession, it should

more that we do not know about lcff still waiting for guidelines and further information.

to come to the aid of their country. Today,

there are ambiguities and unknowns, we

When there are ambiguities and unknowns, we are forced to plan for worst-case scenarios and must work harder to protect our organizations and programs.

and must work harder to protect our

read: Now is the time for all good school

This year, the challenges go a step

their districts! It is going to take a full

Gray areas are not easy for school

business folks. We tend to be black-andwhite thinkers. Tell us what the rules are,

what the budget is, explain the formulas

to us and we will make it work. When are forced to plan for worst-case scenarios organizations and programs.

further. The new funding model and

accountability plans call for greater transparency and community involvement,

as well as tying in student achievement

issues. While we always welcome transpar-

business officials to come to the aid of display of leadership skills, communica-

tion talents and hard work to implement this formula and make it work for our schools.

While it may not be business as usu-

ency, increasing community involvement

al, what is usual is the ability of casbo

lcff and lcap are complex subjects, and

leaders and make this work.

is going to be a continuing challenge. The while we await further clarification and guidelines, we must start a dialogue with

members to rise to the occasion, act as Carpe diem.

our stakeholders and community members. The challenge is to share the correct

Fall 2013 | 13

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infocus

Sandie Thompson-Nobile Loyalty, desire to make a difference are hallmarks of her 40-year career

Photography by Hope Harris

Discovering your career path as a high school

As her initial pay rate indicates (she still has her

Thompson-Nobile is equally dedicated to CASBO,

student is uncommon. Remaining on that path

first pay stub), Thompson-Nobile didn’t get into

and has volunteered in many capacities since

and working for a single organization for nearly

school business for the paycheck. “It obviously

becoming a member in 1987. She currently serves

an entire career is extraordinary. And yet that’s

isn’t about the money. In fact, it never was; it was

on the Continuing Education and Certification

exactly the trajectory Sandie Thompson-Nobile,

a calling,” Thompson-Nobile said.

Committee and has also served as an Action Team

commercial warrants and accounts payable man-

Leader for CASBO by Design; she’s been a CASBO

ager at the San Diego County Office of Education

She says the people at SDCOE and their district

Ambassador; a member of the Annual Conference

(SDCOE), took.

clients are the key reasons she’s stayed with the

Committee; a section president; and chair of the

organization for so long. “It really is the people that

Accounting R&D Committee.

Thompson-Nobile began her career as a Regional

I have the honor of working for and with. We share

Occupational Program (ROP) student worker in

the same desire to make a difference. There is a

“CASBO is an ever-evolving association that exists

1974 at SDCOE, earning $1.90 an hour as a clerk.

certain feeling of family among those who have

to meet the needs of its members. It provides a

Fast forward nearly 40 years, and Thompson-Nob-

chosen to work in the public education sector and

road map to the knowledge needed for a full ca-

ile is heading the department where she started

the willingness to share and support one another –

reer in school business. When I joined, it was like

out. Over the years, Thompson-Nobile also served

in good times and bad – is a strong bond that you

opening the door to all that was in front of me.”

as a business assistant for special education and

can’t really put in a paycheck.”

maintenance and operations; and as a business

Thompson-Nobile will retire in December but al-

advisory services specialist before taking on her

A love for problem solving has also kept her at

ready has a bucket list in place that’s sure to keep

current role.

SDCOE. “Our unit is so compliance oriented and

her busy. “I don’t have a formal game plan in mind,

we are tasked with oversight, but it’s about striking

but I know there’s going to be plenty to do,” she

She stepped away from SDCOE only from 1989 to

that fine balance between auditing the work and

explained. “I will keep in touch with my colleagues

1991 to work as a human resources manager and

helping to solve problems,” Thompson-Nobile

and friends at SDCOE, districts and CASBO and

office administrator in the private sector.

explained. “That’s really what I love to do – come

there will be plenty of lunches and some happy

up with solutions for people.”

hours, too.”

Fall 2013 | 15

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infocus

Carol Taylor She embraces long-term relationships, values connections

Photography by Creative Images

Carol Taylor, vice president at Sehi Computer

solutions, all the while paying attention to schools’

consistently to business partners so that our

Products Inc., has a quarter-century history with

budget constraints. “To go into a classroom or

company can be on the same path to success,”

the firm and a 15-year track record with CASBO.

library, see the technology and know we’re part

she described. “Membership makes you an

The truth is, she got a very early start with both

of helping students and teachers succeed is very

integral part of a community of educators, and it’s

organizations.

rewarding,” she said.

about sharing information and understanding each other.” That’s especially important in the world of

Taylor joined Sehi as an assistant while still a

Her relationship with CASBO began 15 years ago

technology. “It’s ever-changing, so it’s important

student at the University of California, Irvine. She

when she attended the annual conference. Sehi

to integrate technology into the school system

quickly moved into a sales position, where she

has long supported CASBO as a conference

to ensure students succeed in the world. CASBO

flourished. In 2003, Taylor was named vice presi-

sponsor and technology provider. But as with her

gives us a forum to hear school leaders’ concerns

dent and is responsible for all West Coast business

job, Taylor’s connection to CASBO is personal.

and then give them solutions,” she notes.

She noted that when Jeff Sehi, the son of the firm’s

Taylor lives in San Clemente with her husband,

founder, died 10 years ago, her CASBO connec-

Steve, and daughter, Emerson. She holds a num-

It’s a role she truly embraces. “It’s a family-run

tions lent their support. “The ways the folks at

ber of technical certifications from the nation’s

business and it’s definitely a team effort, so every-

CASBO reached out to us still makes me tearful.

leading tech companies. She is currently an active

one is invested in the happiness of our customers

It’s a business relationship, but there’s also a

member of the Hewlett-Packard Partner Solutions

and the success of the business,” Taylor explained.

sense of community and caring that I find endear-

Council.

“It’s a reward to work for the benefit of our cus-

ing and important.”

operations, sales team management, customer relations and vendor alliances.

tomers, rather than just the bottom line.”

From a business perspective, Taylor says CASBO Taylor said the most rewarding aspect of her job

connects her to new education concepts, legisla-

is listening to the concerns that educational cus-

tive information and school industry news. “It’s

tomers have, integrating their needs and finding

an organization that distributes information very

Fall 2013 | 17

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interview

HealthCorps leader works to improve students’ nutrition, fitness levels, mental resilience Shawn Hayes shares the impact schools can have on all aspects of wellness

By Julie Phillips Randles

Shawn Hayes, Ph.D., is the chief academic officer and director of research and education for HealthCorps, a nonprofit organization co-

founded by author and television personality Dr. Mehmet Oz and his wife, Lisa, to combat the childhood obesity crisis.

In addition to providing nutrition, fitness and mental resilience curriculum to

high schools nationwide, HealthCorps advocates for health-related public policy measures at the local, state and federal levels. The organization’s goal is to elevate health education and physical education to “core subjects” within federal education laws, making both subjects eligible for federal funding.

In his role with HealthCorps, Hayes is charged with curriculum development

and implementing, designing and conducting efficacy studies on the interventional

components of the program. He also oversees HealthCorps’ education program, including HealthCorps University, the education system for the group’s managers and coordinators.

As of August 2013, HealthCorps had coordinators in place in 62 high schools in

13 states and the District of Columbia.

Prior to joining HealthCorps, Hayes worked in the healthcare industry and in

academia. He was a professor at Penn State University’s Hershey Medical Center

in the Heart and Vascular Institute. His areas of expertise are neurophysiology and Photography by Hope Harris

cardiology. Specifically, he studied how the nervous system controls the cardiovas-

cular and respiratory systems during exercise, and how these neural mechanisms are altered by diseases such as heart failure.

Fall 2013 | 19

Shawn Hayes shares the impact schools can have on all aspects of wellness

Before teaching at Penn State, Hayes was an assistant

last, Cleopatra. I have a good friend who is an artist and is mak-

Davis, where he studied autonomic function and neural control

to her about that would be really incredible to see how she was

professor of internal medicine at the University of California, of exercise. He holds a Ph.D. in integrative physiology from

uc Davis and completed postdoctoral work at the Center for Neuroscience.

Hayes was chair of the uc Council of Postdoctoral Scholars

ing a piece on how Cleopatra used her power. Being able to talk able to consolidate her power and do what she was able to do as a woman among men.

and was subsequently its faculty advisor. He has helped de-

What do you think is the appropriate level of responsibility for schools to have in ensuring the wellness of their students?

California, the National Institutes of Health and other organiza-

While everybody is tight for time and money, the data over-

for graduate students at ucDavis and wrote the Postdoctoral

scores they get, their attendance is better, they are more engaged

velop and implement postdoctoral policy for the University of tions. He also developed and founded the Peer Mentor Program Scholar’s Mentoring Checklist.

He has recently worked collaboratively with casbo on

aspects of its child nutrition grant, and as a community partner on topics such as green schools, data-based decision making and nutrition-related professional development.

What is the best advice you’ve ever received?

From whom?

That came from my Ph.D. mentor. It’s very basic, but it’s a great place to start: “Never assume you know the answer to an obvious question.”

I’ve taken on that philosophy and applied it to many areas

whelmingly shows that the healthier kids are, the better test

and they achieve more. It’s all associated with physical activity, wellness and sleep.

We have to quit saying that our job is to just teach pe. Our

job is to say, “Let’s look at what we’re feeding kids and look

at how we can improve overall wellness.” I believe we have a

role, and we just need to integrate that role. When we do, kids

will do better in school, parents will be healthier and school staff will be impacted. It’s about having a holistic approach

and integrating it throughout the system. It is possible to teach students about wellness in any topic – chemistry, English, biol-

ogy, history – and we provide curriculum that can be used in any of these subjects.

The obesity crisis is still a crisis. It’s slowing down a bit,

at HealthCorps including the curriculum we develop for our

but a number of chronic health conditions go along with be-

informed, and I go forward from there to provide information

healthy eating into our educational system so we can work

kids and for our national partners. I assume people may not be that will help them make informed decisions.

What three items are always in your refrigerator?

Eggs, salsa and organic, nonfat milk. I eat the eggs with salsa and the milk is for my nonfat, low-sugar mochas.

Name three people, living or dead, with whom you’d like to share a meal. Why? About 10 years ago, I got one of them off of my list. I had lunch with scientist and author Stephen Hawking at uc Davis.

I would love to meet with Charles Darwin and talk to

him about his later years. Also, being a scientist myself, Albert Einstein. To me, he was an incredibly influential person. And

20 | California School Business

ing overweight. We should integrate wellness education and together with healthcare professionals to decrease these associated diseases.

It sounds overwhelming, but it doesn’t have to be. It can be

done very simply, and we’re working with a number of organi-

zations to see how simple we can make it. That includes training

staff and showing them how to integrate as much as we can.

We don’t have to do everything today, but we can start today to integrate wellness into our schools.

Can you describe a typical collaboration between your organization and a school district? Do you work with both students and staff?

We very often get started with an individual school site because we often choose our schools with assistance from funders. Some

say they want to be in this particular school, some say pick a

school in this town and others tell us to do what we think is best with the funding.

we have this idea of a train-the-trainer program and the results so far have been outstanding.

The Sacramento Unified School District created a new

We start at the school level by talking with the principal

program from scratch after two days of training with five em-

program’s success. We tell them about the program and ask if it’s

make everybody fit our mold. We give districts the tools and the

to find someone who will be supportive and invested into the something they would like to try. What they get is an awesome

deal! They get another full-time person working in the school to help them comply with mandates and meet the law about hav-

ployees. They’ve taken it and have run with it. Also, we don’t opportunity, and they make it a fit for their school or district.

ing a wellness counsel. They usually start with their arms folded,

How can schools measure the results of their efforts?

asking when we can start.

impact levels – the number of students, staff and parents who

but by the end of the conversation, they are leaning forward and

We have several ways for schools to measure results. The first is

At the district level, we usually work on specific initiatives.

have been impacted. How many kids were taught the curricu-

Most of the time, we work at the school level and then the coor-

dinator talks to someone at the district level. We start to infiltrate the district and get buy-in. We give them curriculum with wellness embedded into it, and then they can take it out to schools. So

lum? How many came to the health fair? How many came to yoga classes, cooking classes or other after-school programs?

We also often do interviewing at the schools during which

coordinators ask for comments and input – both pros and cons.

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Fall 2013 | 21

Shawn Hayes shares the impact schools can have on all aspects of wellness

Then we get to testimonial-type work. We do surveying on

There are lots of ways that everybody can work together.

very broad levels. For instance, we did a pre- and post-program

What would be great is to get stakeholders from all school busi-

gregate data; we don’t keep track of individual students. At the

tools, resources and ideas.

survey of almost 10,000 students last year. We do this to agbeginning and end of the school year, we ask behavioral ques-

tions about food and mental resilience. The mental resilience

questions take the temperature of hope and how kids are feeling about their future. We also look at physical activity behavior at home, amount of sleep and food choices.

We also do smaller pilot studies on schools where we ask

ness areas to meet with thought leaders and help direct them to

Some business officials have said that the nutritional value of school food is important, but equally important is ensuring that the food provided is something kids will actually eat.

How do you strike that balance in your work with schools?

very specific questions about things like our cooking program

First off, it is a huge myth is that healthy food is much more

passive learning. So we use the schools as a living laboratory,

to provide fresh fruit and vegetables versus canned fruit and

or how many calories are burned with active learning versus

and we collaborate with universities and some private research organizations. We’re working with Albert Einstein University,

expensive. On average, it costs about 8 cents to 10 cents more vegetables.

People are listening to hype, and it is incumbent upon us

uc Irvine, Columbia, Cornell, Continental Resources and Chil-

to say there are the alternatives and these are the ways to get

ing specific questions in schools and then sharing best practices

Through HealthCorps, we play with the kids through pro-

dren’s Hospital & Research Center Oakland. So we’re answer-

healthier food in schools and to get kids to try them.

and publishing our findings.

grams like Cafe O Yay to get the kids to try things they have

documentary film about a school in Portland, Ore., that adopted

get them comfortable with trying things by giving away free

The last metric we use is storytelling. We’ve just finished a

the HealthCorps concept. It’s a wonderful story and everyone who has seen it was crying happy tears at the end. So that’s another way to measure what we do.

What role do school finance and business officials play when your organization works with schools and districts?

Obviously, the child nutrition people are the first line. But people who supply any kind of physical education product and equip-

never tried before. You have to engage students. You have to samples and having fun with it. You’re not going to win every

kid over, but the more you get them to try it, the less food you throw away over time, and they will change their tastes. It takes 24 to 28 days to change a principle habit.

Your school programs include a component on mental resilience. Can you tell us a bit more about that? Is the curriculum geared toward creating a safer school climate?

ment, and those who work on how to design or redesign class-

We can’t solve every problem, but there are things we can

are also important to us.

recognize when they have issues and what is healthy mental

rooms into more multipurpose classrooms for active learning, Some of the less tangible things that can be done in the area of

wellness are to make schools less institutional, more comfortable spaces. There are designs for schools that create wellness through

their physical structure, so school business leaders can influence

do to promote mental well-being. Most of it is getting kids to behavior. We teach kids how to make informed decisions for themselves and for their families so they can deal with problems that arise.

Second, we need to teach them what is important for their

designing a school for wellness, versus a utilitarian approach.

mental well-being. Sleep is a huge thing. We demonstrate to

tional Network. We consult with districts across North America

example, we do a demonstration on the benefits of exercise.

I am on the board of directors for the Green Schools Na-

on how to do this and how to make schools healthier, more cost effective, energy efficient places. If you can reduce your energy costs, you may be able to use that funding in other areas.

22 | California School Business

them how specific things they do affect their performance. For We have students read for one minute and we track how many

words they read. Then we have them exercise for a couple of minutes and see how many words they read after exercising.

Kids read 10 percent to 15 percent more words and better comprehend what they read after exercising.

What reaction does your organization get from parents?

sion and we discuss all the things that will help them mentally

for that. We get good numbers of parents to school events like

We also talk about how exercise is good to combat depres-

Parents are pretty receptive. Obviously, we have a huge vision

like eating breakfast and how eating well helps you make better

the school health fairs we put on. We encourage students and

decisions.

Then we teach them about the signs of mental health issues.

We teach them about bullying and about signs of depression.

parents to go home and open discussions and do refrigerator and cabinet audits.

Also, kids will go home and they start talking about Health-

Our coordinators receive training in mental health from experts

Corps, health and wellness, and that changes not only what

aware of the early signs of depression, anxiety disorders, hyper-

In the second year at a school, we see much more engagement

at uc Davis. We’re making sure everybody in the schools is activity disorders and other mental health issues.

If we train them in how to identify issues and get them to

the right resources without stigma, we could do a lot for kids.

We can teach them that life is tough, but that there are ways to

get off the Ferris wheel and get out of the place they’re stuck in.

parents buy for kids, but also what parents buy for themselves. and that brings parents to the school more often, and that’s what we try to do: create more of a school community. z z z

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

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Fall 2013 | 23

24 | California School Business

feature

From consternation to cooperation New professional development partnership provides opportunity for collaboration on charters

By Linda A. Estep

A

n education wave that began

In the early days of charter school

Tatia Davenport, chief operations

more than 20 years ago with

development, the occasional atmosphere

officer and deputy executive director of

and skepticism has swept in as a success

ers and school districts existed, with each

charters or traditional public schools, the

undercurrents of both hope story that soon could see the California Association of School Business Officials

(casbo) lending expertise to charter school authorizers and possibly charter staff.

Today, following passage of the

Charter Schools Act of 1992, there are

more charter schools in California than there are school districts, serving approxi-

mately 8 percent of the state’s students.

Call it a rising tide of acceptance.

of distain and distrust between petitionclaiming their position was in the best

interest of children. Now, thanks to a program spearheaded by casbo and the California Charter Schools Association

(ccsa), there appears to be an opportu-

nity to foster understanding and support

casbo, noted that whether it relates to

need to strengthen school leaders’ fiscal knowledge remains the same. “Advancing learning trumps school structure

every time. That’s where casbo can play a role,” Davenport said.

“I see a future where casbo and the

between the two. Professional develop-

association will have ample opportunity

charter school oversight and possible

dent and chief executive officer of ccsa.

ment for district personnel involved in

direct assistance to charter school officials is on the horizon.

to work together,” said Jed Wallace, presi“casbo could provide district officials

support, and we welcome the notion of

Fall 2013 | 25

From consternation to cooperation

business officials working within charter

American Indian Model Schools in March

Wallace has been the head of the

Indeed, aims was well known for its

schools.”

charter association for four-and-half years and acknowledges that the emer-

gence of charter schools has caused some

consternation among traditional public

back-to-basics instructional strategy of Director Ben Chavis.

The revocation centered around

charges of fiscal mismanagement and

“It is hard to generalize on relations

erating in buildings Chavis owned. In its

between districts and charter schools. We are seeing a broader embrace of charters,

and sometimes there still is some tension.

There are ebbs and flows, but many dis-

tricts have good relationships with their charter schools,” he said.

Demand for accountability ccsa is developing a reputation for taking a stand on those charter schools that do

conflict of interest involving schools opscorching justification to revoke the charter, Oakland Unified staff based the rec-

ommendation on findings presented by

the Fiscal Crisis Management Assistance Team (fcmat) in its 2012 Extraordinary

Audit. Those findings included evidence that Chavis and his wife personally prof-

ited to the tune of $3.5 million, as well

as violation of accounting principles and other fiscal irregularities.

fcmat makes no recommendation

not deliver academically. The association

for revocations, but its thorough audit

That, he said, is unusual on the national

basis to decide a charter school’s future.

does not hesitate to recommend closure. charter school landscape.

“From the first week of my job, we

developed an initiative to spell out ac-

countability. If there is any weakness (in

the charter movement), it has been the lack of courage in dealing with under-

performing schools,” Wallace said. “I’m

passionate about authorizers having the

courage to identify and close those that are not performing.”

provides findings that can be used as a

In this case, upon appeal to the Alameda County Board of Education, Sheila Jor-

dan, Alameda County superintendent of schools, called the fcmat audit numbers

“significant and of great concern. The lack of oversight by the aims board and

the unethical practices by its founder are unacceptable and an abuse of the public trust.”

In June 2013, the Alameda County

There are, of course, other reasons

Board of Education voted 5-1 to uphold

cation or be denied renewal. Although

revoke the aims charter. That action af-

for charters to fall short and suffer revothe association focuses its attention on

academic accountability, it does occasion-

ally lend support to governing bodies that take action on other grounds to shut down a school.

One such action was the Oakland

Unified School District Board of Education’s decision to revoke the charter of

26 | California School Business

high test scores under the no-nonsense,

school educators, but it does not define the charter movement.

Advancing learning trumps school structure every time.

2013. The issue was not academic failure.

the Oakland Unified board’s decision to fected 1,200 students attending the three

campuses of American Indian Model Schools. At the time, aims officials said

they would appeal to the state board of education.

The California Charters Schools As-

sociation supported the revocation.

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Fall 2013 | 27

From consternation to cooperation

Why some fail Joel Montero, chief executive officer of fcmat, said his agency “is working more and more with charter schools,”

and that the reason for failure is rarely

Anytime you have a situation where funding depends on how many you educate, there is potential for tension.

going away – they are a significant and

viable alternative for parents looking for options. There are a lot of good reasons for charters to exist.”

He further explained that the new

on the instructional side. It almost

Local Control Funding Formula (lcff)

to Montero, the fiscal trouble generally

remaining issue is the matter of facilities

always has to do with money. According

is not caused by mismanagement as

much as unrealistic expectations of the petitioners.

“In our work, we find charter

schools with less than 100 students al-

most always struggle. Often, they need

outside financial help,” he explained.

levels the playing field. Montero said the

for a petitioning charter if it is requested.

He feels charters need more support as start-up operations, and that authorizers have a role in that development.

Assessing viability

“When we come in we often see the

That’s where Lewis Wiley Jr. comes in.

grow, and there is a misconception of

consulting at School Services of Cali-

charter has misjudged how fast it will what the real costs will be. It is easy to estimate normal costs, but there are hidden costs such as garbage, transportation

and other areas that sometimes are not considered.”

fcmat offers assistance to charters

in the area of budget planning. “We are spending way more time in supporting the charter schools,” Montero said.

Wiley is the director of management

fornia Inc., a casbo Strategic Alliance Partner that specializes in helping authorizers determine the viability of a

petitioning charter school. As part of a team, he not only looks at how funding matches the plan, but if the petitioning

charter offers something beyond what already exists.

“A new charter must be different.

Charter schools can come face to

We’re not against charter schools, but

doesn’t materialize, too, according to

cessful,” he explained. Lewis noted that

face with trouble when projected growth

Montero. “Sometimes a school will start with four classrooms and plans call for adding a grade each year or additional

classrooms for the same grade. Conver-

you have to have a solid plan to be sucsome charter operators are very sophis-

ticated and often have their eye on a specific property outside the district.

He also agreed that while relation-

sion schools are the easiest to survive

ships between charter schools and their

Montero acknowledges that tension

is not only possible, it is necessary for

because the kids are already there.”

between charter operators and districts occasionally exists, but is emphatic they can coexist without acrimony. “I think there is room for everyone in the mar-

authorizers can be contentious, harmony success.

Growth of the CMO

ketplace,” he said. “Anytime you have

As the charter movement has grown in

how many you educate, there is potential

management organizations (cmos) to

a situation where funding depends on

28 | California School Business

for tension. Honestly, charters are not

California, so has the trend for charter

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Fall 2013 | 29

From consternation to cooperation

establish schools in areas of need, such

as low-income neighborhoods where

spend at least 25 percent of their school

One successful charter management

learning, rotating on a fixed schedule

academic underachievers struggle.

organization is Rocketship Education, with eight schools serving 4,500 stu-

dents in grades k-5 in the San Jose area.

Rocketship was founded by software entrepreneur John Danner and Preston

Smith, a young principal at a low-income

between digital instruction and face-toface time with teachers. Ninety percent of its students come from low-income

households and 70 percent come from non-English speaking homes.

Rocketship schools place a strong

emphasis on parent and extended family

in his neighborhood. In 2007, the first of

to teach families how they can help as

Rocketship’s schools opened.

Kristoffer Haines, senior vice presi-

dent of growth and development for

Rocketship, said the focus is to serve un-

derprivileged students in the Bay Area,

with no immediate plans to expand to other California regions – although Rocketship is expanding nationally.

engagement, holding monthly meetings they learn how to be their child’s advocate, according to Haines. “This is a

collective ‘we’ proposition and once you

act on that belief, you have success,” he pointed out.

A place for special ed

Rocketship credits its success in part to

Longtime and respected educator Vicki

ing which events were held to familiarize

for 19 years as superintendent of schools,

an 18-month grassroots engagement, durstakeholders with the new school plans.

“It is a deliberate, slow process,”

Haines explained. “Every February, we

consider opportunities for growth, and

when the board gives the green light for proposals, we begin our process.”

The road to Rocketship’s success

has not always been smooth, with op-

ponents voicing concerns over proposed locations, exemptions from local zoning

Barber, who served El Dorado County sees great promise for charter schools in

California, and agrees with Montero that

some start-ups fail simply because their petitioners lacked the business acumen

to foresee difficulty. She lauds charter

management organizations such as Rocketship and Aspire, another highlyregarded cmo with many schools in California.

Barber, a casbo member, has a his-

laws, the impact on nearby traditional

tory of interest in special education as

ferent grade levels. Still, Rocketship

rado County Charter Special Education

schools and the need for schools of dif-

has won approval from the Santa Clara County Board of Education to open 20 additional schools targeting poor and

immigrant children in the area. It claims to have waiting lists for its schools and

boasts average scores that surpass the state’s target of 800 for the Academic Performance Index.

30 | California School Business

hours engaged in personalized digital

school in San Jose, in response to a re-

quest from a local priest to help children

Charters need more support as start-up operations, and authorizers have a role in that development.

Students in Rocketship schools

well, and points with pride to the El DoLocal Plan Area (selpa), approved in

2007 by the State Board of Education as a three-year pilot forming a consortium

of charter schools that includes schools outside their own geographic area.

The outreach to students with dis-

abilities is statewide as reflected in the

California Charter Schools Association’s

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Ron Bennett

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Maureen Evans

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John Gray

President johng@sscal.com

Dave Heckler

Director, Technology and Legislative Services daveh@sscal.com

Nancy LaCasse

Associate Vice President nancyl@sscal.com

Robert Miyashiro Vice President robertm@sscal.com

Kathleen O’Sullivan

Director, Management Consulting Services kathleeno@sscal.com

Michael Ricketts

Associate Vice President miker@sscal.com

Suzanne Speck

Associate Vice President suzannes@sscal.com

Michelle McKay Underwood Director, Legislative Services michelleu@sscal.com

Sheila G. Vickers Vice President sheilav@sscal.com

Lewis Wiley, Jr.

Director, Management Consulting Services lewisw@sscal.com

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Fall 2013 | 31 www.sscal.com

From consternation to cooperation

work under the leadership of Gina Plate, senior advisor for special education.

Plate explains that since 2010, charters

With charter schools now able to become their own local education agency, they enjoy more flexibility and autonomy.

charter schools opened in Los Angeles.

Today, according to ccsa, California

leads the nation with 1,063 charter

have had more flexibility in funding,

schools serving 470,600 students as of

rizer’s umbrella. With charter schools

districts, Los Angeles leads by a wide

enabling them to move out of the authonow able to become their own local

education agency (lea), they enjoy more

fall 2012. Of the state’s major school margin at almost 250 charters.

Openings of charter schools in Cali-

flexibility and autonomy.

fornia far outnumber closures every year.

students with disabilities is “to expand

low-performing schools is healthy, add-

ccsa’ s long-range plan to serve

the range of educational options available for vulnerable student populations by

building a statewide infrastructure of

Supporters contend that weeding out the ing to the movement’s credibility. Public interest in charter schools has not waned, and there are approximately 50,000 stu-

resources that empowers charter schools

dents on wait lists statewide.

services to all students.”

tistics through the lens of the California

the Los Angeles Unified School District

believe the charter school movement con-

to provide innovative and individualized

The association has worked with

to create improved special education options for district authorized charter

schools, and the result was a reorganiza-

tion of the Special Education Local Plan

that included a charter-operated entity within the existing selpa. San Diego

Jed Wallace, summing up the sta-

Charter School Association, observed, “I

stitutes the biggest reason for optimism in public education.” z z z

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

Unified School District has a similar

arrangement with its selpa. Charters under both authorizers have more inde-

pendence without leaving the selpa and

applying for lea status.

What’s on the horizon The 20-year history of California’s charter movement shows a re-sculptured

landscape since 1993, when the first

Weigh in on Facebook at https://www.facebook.com/CASBO.ORG to share your experience with managing

charters in your district.

32 | California School Business

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34 | California School Business

cover

School nutrition:

A lot on the plate 7 key factors to successful child nutrition programs

By Lisa Maria Boyles

Last year, the California Association of School Business Officials (casbo) used a $25,000 grant to research what district chief

business officials need to know about child nutrition, where there are knowledge gaps and how to improve in these areas.

The association recently got the results of that study.

Around the same time, leaders felt blindsided by a Califor-

nia Senate Office of Oversight and Outcomes report that focused

on California school districts ordered to repay $170 million to

student meal programs. The report said those districts were misapplying rules, reporting data incorrectly or failing to report data at all.

“From my point of view, they are literally taking food out

of the mouths of kids,” the report quoted Chief Deputy State Superintendent of Public Instruction Richard Zeiger as saying.

The report recommended the California Department of Ed-

ucation’s team of investigators assess the workload and staffing needs of its food services oversight team and request sufficient

federal funding to enable the unit to aggressively carry out its responsibilities.

Fall 2013 | 35

School nutrition: A lot on the plate

What can your school district do differently to avoid situa-

tions that violate the strict rules governing food service operations? Here are seven key recommendations:

Staying on top of the rules isn’t going to get any easier.

“They really need to understand the regulations are getting stronger on the use of cafeteria funds,” Schram said. “They’re

looking at how cafeteria funds are being spent. They’re looking at how they’re spent on labor dollars and how they’re spent on

1 | Know the rules Congress passed the Richard B. Russell National School Lunch Act in 1946. Today, the $11 billion program feeds more than 31 million children in more than 101,000 schools and day-care centers.

purchasing dollars. They want to make sure those purchases fit within the cafeteria guidance.”

2 | Pay attention to detail

The National School Lunch Program subsidizes 80 percent

No detail is too small when it comes to assuring a program’s

fornia’s public schools. Federal regulations require schools to

corporation,” said Herb Calderon, assistant superintendent

of the 3 million lunches served on average every day in Calikeep student meal funds in a separate account used only for

“the operation or improvement of such food service.” And those regulations are strictly enforced.

“What I hear in the food service environment is people are

a little nervous about what they can and can’t do,” said Robert

Schram, director of campus catering at Clovis Unified School District and a member of casbo. “Just a year ago, if I needed

something, I went and bought it. Now if I’m going to spend more

success. “Food service operations are a multimillion-dollar of business services at Alvord Unified School District and a member of casbo. “A lot of us forget about that. We have to have

that mindset; you have to make decisions that are cost-effective,”

he noted, whether it’s in contract negotiations with vendors, getting good products at the best prices or continuing to provide professional development to keep staff members educated in a rapidly changing field.

“Running a food service operation is like running a small

than $5,000, I have to submit it to the state of California and they

business – it’s a mini-cbo job,” Deshler said. “It has all the

approval process, that they just want to be in the loop, but for

ing, hiring, evaluations. There’s purchasing the food and doing

have to approve it. They tell us that’s not going to be a difficult an operation like ours with 47 sites, it’s not unusual for things to break down, and some of those things cost more than $5,000.

It’s just going to add another step.”

But there’s no way to get around following those regula-

tions. “The way to be compliant is to be accurate in operating

facets. There’s budgeting, there’s the operations, logistics, staffcontracts with vendors. There’s all the reporting to the California Department of Education, which then goes on to the usda.”

3 | Know potential problem areas

your school nutrition programs,” said Diane Deshler, director of

According to Sandip Kaur, the California Department of

trict and a casbo member. “You need to be in compliance with

documentation is one of the more widespread problems the cde

food and custodial services at Alcalanes Union High School Dis-

the regulations, in the implementation of them and in the record keeping. That’s a really critical area: how you report information, how you serve food and processing students correctly.”

“

Education’s Nutrition Services Division director, inadequate has discovered during its review.

Calderon can relate to that – his district was fined $1.7 mil-

lion. Several years ago, his district built a new central kitchen facility. That in and of itself wasn’t the problem. What was were

several accounting methods connected to the new building that didn’t satisfy the proper allocation of funds and resources.

YOU NEED TO BE IN

The district’s state-of-the-art central kitchen was on the

COMPLIANCE WITH THE REGULATIONS,

ground floor of a new two-story facility. Most of the problems

IN THE IMPLEMENTATION OF THEM

ment center, totally unrelated to the food services program.

AND IN THE RECORD KEEPING.

36 | California School Business

”

arose from the second floor, which held a professional developAuditors found several instances in which accounting meth-

ods didn’t clearly distinguish between expenses related to the food service operations and other operations that also occurred in or around the building.

Fall 2013 | 37

School nutrition: A lot on the plate

“My advice to all the districts with these central kitchens: the

auditors are going out there,” Calderon said. “Take a look at your cost accounting methods, and make sure you have the proper

allocation method, time accounting method and make sure you have a proper distribution for the utilities in place.”

The fast pace of changes in regulations also causes head-

aches. “I think some of the problems might be in the implemen-

tation and the speed with which new regulations come out,”

“

I THINK COMMUNICATION IS KEY

TO A SUCCESSFUL SCHOOL NUTRITION PROGRAM, AND IT’S GOT TO BE UP AND DOWN THROUGHOUT THE RANKS.

Deshler said. “They might say one thing about a service, the way it’s implemented, and then 30 days later it changes slightly

because they aren’t waiting a year to test drive new regulations.

”

“They need to work closely with their food service director

You have to be really on top of it and really flexible.”

so the director can keep them updated,” Deshler said. “That’s

don’t have a lot of food service staff, and that may be a chal-

the expert on.”

Then there’s staffing limitations. “Many school districts

lenge,” Deshler said. “Small districts especially might just have a director and office staff which limits them in staying on top of all the changes.”

4 | Communicate and build strong relationships What’s one of the first rules we learn on the playground in kindergarten? Play nice with others.

“A good relationship with the cbo is critical,” said Deshler.

“If the cbo doesn’t understand the program, they’re not going to understand all the regulations.”

The “Food Fight” report said: The Senate Oversight Office

also believes the level of ongoing scrutiny would be improved,

something that generally the food service director’s going to be cde’s Kaur agrees. cbo s should work with and listen to

their food service directors because the Nutrition Services Division provides a lot of training to that group.

“It doesn’t serve the interests of California or our sponsors

if we fail to work together to avoid making the same mistakes noted in the Food Fight report,” Kaur said.

5 | Never stop learning Learning in school districts doesn’t just happen in the class-

rooms. Just as teachers have ongoing educational enrichment, business leaders need to stay on top of their game.

“There’s a lot of training that needs to take place in terms of

perhaps substantially, if food service directors were given access

learning how food service programs really operate,” Calderon

sense.

their food services for granted. What I mean by that is as long as

to all cafeteria-related financial records. That’s just common

“I have a financial analyst on staff here [at Clovis Unified]

with me,” said Schram, who thinks part of the Food Fight report

refers to smaller districts. “Every district should have access to

said. “A lot of my colleagues out there have a tendency to take they’re making money, they stay out of it.” No district can afford to stay out of it.

Kaur mentioned several ways in which the cde is trying to

that; I think that should be more open at all levels of district

help school districts stay informed:

fewer of these problems. I think communication is key to a suc-

http://www.cde.ca.gov/ls/nu/sn/cafefundguide.asp. It provides

throughout the ranks.

statutes and regulations that govern school cafeteria funds.

cafeterias. If we had open discussions, you know we’d have cessful school nutrition program, and it’s got to be up and down “When I came on board in a district years ago,” Schram said,

The cde has created a Cafeteria Fund Guidance website:

information and instructions pertaining to federal and state There is also a Cafeteria Fund designated e-mail,

“I went to the business manager and asked to see the budget.

SNPCAFEFUNDQUESTIONS@cde.ca.gov, “We believe that

broke.’ It doesn’t work like that, I need to see my budget.”

more quickly respond to these complicated issues as they arise,”

The response was ‘Don’t worry about it, I’ll tell you when you’re

Schram stayed at that district five years, but he also got to

see his budget – he went to his superintendent and explained why it was critical for him to have access to those figures in order to do his job properly.

38 | California School Business

by providing a single location for questions, we will be able to Kaur noted.

The cde provides training about Cafeteria Fund informa-

tion and updates. “What’s happened in some districts, the funds have been transferred to other areas and used for other

Fall 2013 | 39

School nutrition: A lot on the plate

purposes,” Deshler said. “The way to avoid that is to go to these

trainings. I think this is a newer focus for everyone, so there’s a learning curve.”

Membership in professional organizations can help keep

leaders up to speed. Due to the findings of casbo’s recent re-

search and its work with the cde, the association is developing

schools is a success, Calderon says they’d like to expand it to other schools in the district.

The district is also exploring different ways of bringing

meals to the students, with hopes of improving nutrition, as well as potentially lowering costs.

“Ultimately, feeding our students wholesome, fresh, nutri-

an entire lineup of nutrition program courses for cbo s.

tious meals is a big priority,” Calderon said, “and there are cost-

California School Nutrition Association (csna) are vital compo-

doing here in Alvord is converting from heat-and-serve methods

“I think membership in organization likes casbo and the

nents to success for employees,” Schram said. “casbo is deep

into the finance side, which is the issue we’re talking about today. California School Nutrition Association is deep in the legislative and regulation sides. So when you marry those two

things, you’re going to have a well-rounded director who fully

understands what you’re talking about with finances, as well

as what’s happening in the child nutrition world to let them be better prepared for what’s coming.”

saving measures you can take advantage of. One thing we’re to scratch cooking. My director of child nutrition services esti-

mates we’ll actually be able to save money by implementing scratch cooking.”

Not only is the district eliminating the higher cost of paying

for convenience, but positive feedback from the kids shows they are really enjoying the new flavors, he added.

7 | Never lose sight of who we serve With all this talk of funding and rules, we can’t lose sight of

6 | Be creative Don’t keep doing things the same way because that’s the way

whom we are serving: the students.

“We have an obligation to parents to spend our money as

they’ve always been done. Follow the rules, but don’t turn off

fiscally responsibly as we can,” Schram said. “Our job is to get

At Calderon’s district, they are exploring new ways to get

aren’t encroaching on the general fund. We don’t want to take

your imagination. You might be surprised by the results.

students involved in improving the food services operations.

“What better way to get feedback than to have mystery

shoppers give us input? We have them go through the line and let us know how the service was, did the food look appealing?”

Calderon said.

Another thing Alvord is trying is partnering with local farm-

ers through funding from a grant to serve students fresh whole

fruits and vegetables during recess. If the test at two elementary

the best food we can for the student population and to ensure we

from educational dollars, but we need to have enough money

in reserve for the rainy day fund, and we also need to be able to take care of this building out program.”

Studies have shown that students who have breakfast or

lunch tend to do better in terms of learning and retaining knowledge during school versus kids who don’t eat at all.

“Whether it’s breakfast or lunch, in some cases this may

be the only meal these kids are going to get. Alvord has a high

CBOs, tweet the aspect of child nutrition services that you could most use assistance with at #CASBO.

40 | California School Business

“

Calderon, who learned a lot from his mother, who retired after

more than a quarter century in food services. “A lot of the kids

DON’T KEEP DOING THINGS

coming in and getting their meals, they start to develop a kin-

THE SAME WAY BECAUSE THAT’S THE

ship with the food service workers. The workers get to know the

kids by name, and before you know it, the kids are calling the

WAY THEY’VE ALWAYS BEEN DONE.

food service workers Grandma, Grandpa. A relationship starts

FOLLOW THE RULES, BUT DON’T TURN OFF YOUR IMAGINATION.

”

to develop there.” z z z

Lisa Maria Boyles is a freelance writer based in Fresno, Calif.

poverty rate,” Calderon said. “We really need to hone in on food services and the important part they play in terms of the exten-

sion of the family and feeding these kids and making sure that what we serve them is healthy and nutritious.”

Because ultimately, food service operations serve more than

just meals.

“One of the things people don’t realize is that our food

services folks have become an extension of a family,” said

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44 | California School Business

feature

The look of

MODERN LE A DERSHIP The skills, traits, characteristics required of 21st century leaders

By Julie Phillips Randles

W

hen the smoke cleared from the firestorm that was The Great

had flamed out. A combination of malfeasance, lack of integrity,

Recession, many on Wall Street and in the nation’s corporations

arrogance and poor leadership contributed to their demise.

Yes, they learned their lessons. The recession inevitably changed the way

executives manage, develop and engage employees. Ultimately, it influenced what it means to lead and what it takes to do so. After all, most organizations live and die based on the quality of the leaders who run them.

The real question is will we in school leadership heed their example and

learn these lessons, too – without the trauma?

Well, you can’t do your homework until you study the lesson. So today,

post-recession, what do we know about authentic leadership and the skills, traits and characteristics that will be needed to lead in the 21st century?

Fall 2013 | 45

The look of MODERN LE A DERSHIP

First things first

to hire new employees because many

The recession and its impact on state

of leader.

budgets netted a tough five years for schools. Funding was slashed, and school

would quit rather than work for this type It was her job to rehabilitate them.

“No one is doing that anymore.

executives were required to make the

If an organization has an executive or

keep districts afloat and staff on board.

behavioral problems or character flaws,

most of their leadership skills in order to Before digging into what modern

leadership looks like, Ron Bennett, ceo of School Services of California, a casbo Strategic Alliance Partner, suggests a

short pause to take note of the good news.

“We came out of this recession much

better in education in California than many other states, industries and govern-

mental agencies, and that’s because of the leaders we have now and the work they did,” he said.

The next generation of school leaders

will have to be equally prepared, as vola-

tile times are sure to return. “When you

run an education institution, you have to be a lifelong learner and you have to

stay up with best practices in both public education and the discipline in which you work,” Bennett added.

high-potential employee with serious they just don’t invest in them. They let them flounder out,” Blanchard said.

When you run an education institution, you have to be a lifelong learner and you have to stay up with best practices in both public education and the discipline in which you work.

have the skills (or will work to build them) and have very strong interpersonal

ability, she describes. In other words, they coach the stars.

People used to think of leadership as

Madeleine Homan Blanchard has

technical skill sets: intelligence, education

executive coach and was the creator of

“Today, it’s all of those things, but it’s

The Ken Blanchard Companies’ online leadership development program. In

the past, she was frequently brought in

to work with executives who had issues – “the high-level person who gets great results but leaves body bags in his wake,”

she described. Sure, they got things done, but the company was constantly having

46 | California School Business

Blanchard advised. “Our clients are hir-

ing us to work with ‘A’ people, and the coaching is to put the ‘+’ on.”

Getting groovy Hitendra Wadhwa, professor, business

consultant and founder of the Institute for Personal Leadership, teaches a

class at Columbia University called

“Personal Leadership and Success.”

His business theories were recently the focus of an article in Psychology Today,

where he explained why your inner

life increasingly matters in the business

world. Beliefs, values, motivations – all internal, personal issues not typically

explored in management courses – impact your attitude and play into how you behave as a leader, Wadhwa contends.

He tells students that business lead-

should move from “Masters of the Uni-

who really work hard, show ownership,

more than 20 years of experience as an

sense of focus, awareness and humility,

who are super engaged, super energetic,

mention the harder to measure manage-

Coaching to the stars

power early in your career. Develop a

ers must lead as much from within as

who are already ideal employees: people

ment graces.

Showcase your adaptability and star

Today’s employers invest in those

In other words, leadership takes both

preparation and definitive action – not to

Looking to be a 21st century leader?

and work ethic, Blanchard explained. more loaded. The complexity of the

world has grown so quickly, leaders’ skill

sets now include being comfortable with ambiguity, making decisions or solve

problems without enough information, the paradox of sticking to the plan and

yet being flexible enough to change the plan even if the ink isn’t dry.”

from without, and says modern leaders verse” to “Masters of Themselves.” Learn

to direct your internal environment, and

Beliefs, values, motivations – all internal, personal issues not typically explored in management courses – impact your attitude and play into how you behave as a leader.

you’ll be better able to direct the outer

“It’s not gobbledygook. When lead-

environment, he espouses.

ers work really hard to create better envi-

values – considered soft skills – are im-

fairness, justice, good communication

Blanchard agrees that personal

portant in modern leaders. She goes so

far as to say they are equally important as hard skills. These hard to define and

measure, but oh so necessary, skills include wisdom, the ability to inspire,

self-awareness and the knack to modify your natural viewpoint or way of ap-

ronments for their workers that include and meaningful work, it makes a differ-

ence in how people behave,” Blanchard

said. “It’s about what you can do in the environment to ignite passion. The more

we study it, the more obvious it is that it’s true.”

ssc’s Bennett says that high-per-

proaching things. In shorthand, emo-

formance organizations don’t treat soft

“You have to have it or you won’t

At the same time, he warns against silver-

tional intelligence.

be promoted. It’s a deal-breaker now,” Blanchard said.

But don’t be fooled into thinking it’s

all touchy feely stuff; there’s research to support the benefit of strong soft skills.

skills, like the ability to motivate, lightly. bullet fixes and gurus.

Those who are able to maintain con-

trol over outcomes and can earn buy-in

from staff will advance. In fact it’s your

skill in motivational areas that can make

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Fall 2013 | 47

The look of MODERN LE A DERSHIP

a difference between an adequate team and superb team.

“It’s not the fad about some method-

ology. It’s a way of thinking about people

word innovate is overused. You should

best of the best never quit learning.

and then innovate.”

development will be a far greater need in

imitate until you are at the highest level,

Bennett predicts ongoing professional the future than it was in the past.

and how to treat them for a lifetime,”

They dual track their development.

your own personal philosophy.”

disciplines their jobs require while

The best leaders understand an organ-

their leadership skills. Their road to the

it does every year. When resources

Bennett said. “It has to be embedded in

Modern leaders master the technical

They shoot for evolutionary change.

And it’s what school boards are look-

simultaneously working to improve

ization has to get better at everything

ing for when they search for new leadership. “Being able to do the technical aspects of the job is a given,” said Bennett.

“We look at integrity, energy, optimism,

enthusiasm, honesty, and we try to hire that list of characteristics because we can teach people the technical side.”

What great leaders do

executive office runs on parallel tracks.

Strive for evolutionary change and your organization will remain at the top of the heap.

Great leaders are doers. Yes, it’s that

disappear in bad times, they rarely come back. The future will be more demanding

than the past. Strive for evolutionary

change and your organization will remain at the top of the heap.

They understand the zigzag.

Gone is the clear-cut, straight pathway for

career development in school business.

More outsiders are being hired, and contemporary boards put less value on

simple. They don’t rest on their laurels and drink in their accomplishments; they

They align with other successful professionals.

seat time in a district than they used to.

act, they accomplish, they continue to strive to achieve.

The value of connecting with estab-

We assembled a roundtable of ex-

lished, successful leaders can’t be

zigging or zagging along the path to

underestimated. Top tier folks align

perts to describe the skills and activities leaders who are considered to be out-

standing undertake. Our team included Ted Alejandre, assistant superinten-

dent, business services, San Bernardino County Superintendent of Schools; Stan

themselves with like-minded colleagues, seek their advice and mimic their skill

sets. “If you don’t, you become siloed and you can’t expand your expertise,” Alejandre said.

Mantooth, superintendent, Ventura

They are relationship builders.

own Molly McGee Hewitt, executive

will lead to career advancement. True

County Office of Education; casbo’s

Knowing how to play nice in the sandbox

director; School Services of California’s

leaders understand the ability to col-

Bennett; and executive coach and author Blanchard.

They study best practices.

They track down folks or groups that are leading the way, and they learn from

laborate results in a willingness among

Modern leaders get comfortable with career advancement, said Hewitt.

Whether it’s online, by returning to school or through reading to keep up on the industry, leaders are self-motivated to learn.

employees to support their goals. Build relationships and staff will go above

They hone their people skills.

organization’s success.

of the future, Bennett said, as business

and beyond, striving to be part of your

This is especially true for the leaders people will be “selling instead of telling.”

them. “Go find the highest standards in the world for your discipline and

They continue to invest in professional development.

The people skills that were previously

then replicate that until you are setting the highest standards. Then others will

Whether it’s acquiring advance degrees,

replicate you,” Bennett explained. “The

earning additional certifications or

partment are becoming must-have for

attending workshops in their field, the

48 | California School Business

underappreciated in the business de-

technical folks looking to get promoted.

Leaders are able to sell their ideas rather

than succeed only by telling and directing people.

They have mentors.

Real leaders see their careers as

explaining policy issues like Common Core and the Local Control Funding

Formula to the public, and they do so in a positive and forward-looking way.

evolutionary and align themselves

They model what they expect from others.

understand they need a guide early

leaders model the behavior they demand,

with role models along the way. They

Fast talkers flame out fast. The best

in their career to bring out the best in

rather than thinking their stated demands

themselves and to learn how to bring out the best in others down the line.

apply only to others. Those who do what

reviewing performance and seeking ways to improve.

High-level leaders communicate effectively person to person and during presentations.

they ask of others and treat everyone as equals tend to advance.

They empower others.

Every organization has customers.

Amazing school leaders are champions

They have a quality improvement process in place.

micromanagement. Enviable leaders

for kids and advocates for public education, according to Mantooth. That’s

The private sector understands the value

on each person’s characteristics to boost

part of the service they provide their

of establishing improvement plans driven by data and measurements. Great

They have a service ethic.

customers. They also invest time in

leaders value information, are constantly

Empowering others is the opposite of treat others with respect. “They build

their weaker or average skills,” Alejandre

explained. They also flatten the traditional organizational hierarchies and give

Fall 2013 | 49

The look of MODERN LE A DERSHIP

employees permission to be creative and take ownership of their departments.

The best leaders model the behavior they demand, rather than thinking their stated demands apply only to others.

enough to say ‘maybe there’s another

way to get this done,’” Hewitt said.

They continue to look for new ideas, to embrace the younger generation and to look to them for answers.

They manage their reputation.

Top leaders understand the need for a

strong, professional reputation and they manage theirs—no matter the medium.

They manage their flaws, too.

In the world of politics, leaders some-

times get second – or even third – chances.

They engage in self-directed learning.

Whether it’s online, by returning to

school or through reading to keep up on the industry, leaders are self-motivated to

learn. “It’s never been easier in the history

of man to learn than it is today,” Hewitt said. “The opportunities are phenomenal, but so many don’t make use of them.

Leaders continue to learn.”

They are skilled communicators.

High-level leaders communicate

effectively person to person and during presentations. It’s not just knowing the topic; it’s about reading your audience, understanding the environment, seg-

menting your lesson and making the

But that tide is turning. Great leaders

may have personal shortcomings, but they know how to effectively handle their flaws.

Great leaders value information, are constantly reviewing performance and seeking ways to improve.

“It’s not that we don’t expect our

information understandable.

leaders to behave badly, but we do expect

They are problem solvers.

the general tone. We are looking for

The very best see opportunity in

everything. They look at the dynamics

of a situation and immediately search

for ways to leverage it. “Whether in education or in the business sector, if we

are not optimistic, who can we expect to do that for us?” Mantooth asked.

They are flexible and open minded.

Great leaders don’t compromise their

core values, but they are open to new ideas. “They can open themselves up

50 | California School Business

them to manage themselves better. That’s leaders who at least act like grownups,” Blanchard said. z z z

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

CASBO poll What leadership trait has been of most benefit to your career? > Communication skills > Ethics > Technical skills > Ongoing education To vote, please go to www.casbo.org.

Click on the professional development image and then click on the “Online Surveys” link.

The California School Boards Association, in association with Piper Jaffray & Co., has partnered with the California Association of School Business Officials, and enhanced the Certificates of Participation program.

û Fixed and variable interest rate options û Flexible prepayment provisions û Capitalized interest û Flexible repayment schedules û Low cost of issuance û Education Code 17406 financings

California School Boards Association

3100 Beacon Blvd. | West Sacramento, CA 95691 | 800.266.3382

Fall 2013 | 51

Driving resources to the classroom With budget restrictions growing tighter, now is the time to look to PARS for cost-saving retirement plans to achieve fiscal savings while helping you drive resources back to the classroom.

Contact us to and let us develop one for you!

• Retirement Incentives • CSBA GASB 45 Solutions Program • Alternatives to Social Security

800.540.6369 x 127 © 2013 Public Agency Retirement Services (PARS). All rights reserved.

April 2-5, 2014

Save the date!

Sacramento Convention Center, Sacramento, CA

52 | California School Business

www.pars.org

out & about

CASBO President Rich Buse takes his role as “Camp Director” seriously.

Camp CASBO participants show their creativity and resourcefulness in building a visual display of “Partnerships.”

2013 Camp CASBO

Camp CASBO attendees work to develop strategies for CASBO's success.

Sean Baum of Contrax Furnishings celebrates a creative victory during an event at Camp CASBO.

Marci McFadden, communications officer for the Monterey County Office of Education, leads an education session at Camp CASBO. Past President Michael Johnston gets serious about his camp assignment.

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

Fall 2013 | 53

CASBO Career Rx

That awkward question – reference please?

By Molly McGee Hewitt Executive Director

If you’ve entered the job market, expect to be

As a supervisor, I have always encouraged my

Digitally altered or bogus letters or documents

asked for references. In most cases, employers

staff to take advantage of opportunities that

are never appropriate and can harm your career

are looking for people who can attest to your

may come their way. While I may not want to

for years to come.

professional skills and abilities. The best refer-

lose them, if I cannot meet or exceed an offer

ence would come from someone who directly

they receive, why would I stand in the way of

Remember that education is a small world

supervised you or has been closely involved with

their professional advancement? When your

– your potential employer may call friends

your work. For many, this raises a question:

staff excels, it’s a direct reflection on their

and colleagues to inquire about you. These

Should I let my employer or supervisor know

previous employer and supervisor!

informal recommendations can make or break

that I am applying for another position?

your chances! Always comport yourself as Many employees fear retaliation or a change

an accomplished and mature professional

In most cases, you should inform your employer

in their position or relationships if they tell their

as you never know when you will work again

or direct supervisor of your job hunt. Start by

supervisor they are considering a new post.

with someone, or who else may impact your

sharing the reasons that you are applying for

They worry that they will be seen as being

chances.

the new position with them. Upward mobility,

disloyal and that this will impact their evaluation

increased pay, increased job responsibilities,

or future employment if they do not get the po-

If you are leaving a position for a negative or

opportunities for advancement or even proxim-

sition. This concern can be warranted. Carefully

personal reason, think carefully about how you

ity to home are common reasons for seeking a

consider your relationship and the track record

explain your reasons for leaving and be cautious

new position. By informing your employer, you

of your employer when deciding whether or not

with your explanation. It is possible to tell the

are giving them notice that you are looking,

to disclose your search.

truth in a professional manner.

replacement. This approach works well when

If you’re anticipating a job search, keep copies

In today’s litigious world, many employers

you have a healthy professional relationship with

of your performance evaluations and any letters

merely verify employment status. This makes

your superiors.

of commendation to share with potential em-

the informal references and portfolio materials

and allowing them to prepare for your possible

ployers. Many professionals also keep copies of

more important than ever. Start your portfolio

Often, people ask that their employer not be

significant work projects in which they were in-

and reference file early so that you are prepared

contacted unless they become a finalist or are

tegral to share during interviews. A picture may

when an opportunity arises. Keep a running list

serious contender. It is only natural to fear that

be worth a thousand words, but a manual or

of your professional development and continuing

news of your potential departure may be met with

budget document shows your project manage-

education coursework as proof of your dedica-

mixed feelings. No one wants to lose an excellent

ment abilities and professionalism. Make sure

tion to career advancement.

employee. Your notice allows your employer to

all documents in your portfolio are legitimate

look for ways to keep you – if possible.

copies that can be verified in a reference check.

54 | California School Business

CASBO book club

Guide shares how to ensure 21st century teaching, learning

Piper Jaffray & Co. Public Agency Retirement Services (PARS) U.S. Bank Institutional Trust FAF Advisors

CASBO Book Club participants will be reading “The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts,” by Ken Kay and Valerie Greenhill as the new school year begins.

This resource book The California School Boards Association partners with highly qualified consultants to provide districts/county offices with a comprehensive one-stop, low cost GASB 45 Solutions Program. We have a GASB 45 compliant and an Internal Revenue Service approved Section 115 trust.

provides educational leaders with seven key steps for moving their schools and districts forward in the

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quest to prepare students for the challenges of the 21st century teaching and learning. According to the text, there are four “C’s” that should guide districts into the new era: critical thinking, communication, collaboration and creativity.

The book has been called both practical

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5HJLVWHU Nov. 19 1RZ

Rethinking the Future

teaching and learning into the modern era. Reviewers have also noted that the up-to-speed, it’s updating the attitudes of the adults in charge.

Join us as we provide fresh insights on a variety of timely topics, including:  Business  Facilities  Governance  Labor Relations  New Legislation (It’s the Law Now)  Personnel Services  Special Education  Student Services Thursday, November 14, 2013 Hilton Stockton

providing strategies for bringing K-12

biggest challenge isn’t bringing students

A Comprehensive Full-Day Conference for Education Administrators

Stockton, California

and resource-rich when it comes to

Cerritos, California

Tuesday, November 19, 2013 Sheraton Cerritos Hotel

For additional information or to register, please contact Keesha Clark at (562) 653-3579, or visit our website at www.aalrr.com

“The Leaders Guide” includes practical examples and specific guidelines based on existing high-performing school systems, and lays out a road map for delivering the content students will need for contemporary work and civic life.

Join your CASBO colleagues in reading this informative guide.

Cerritos · Fresno · Irvine · Pleasanton · Riverside · Sacramento · San Diego

Fall 2013 | 55

advertiserindex

Accounting, Auditing and Financial Services Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page........................................ 23

Architects and Engineers ATI Architects and Engineers (925) 648-8800 x 1116 www.atiae.com Please see our ad on page.......................................... 4

AV Equipment & Electronics Monoprice, Inc. (909) 912-7703 www.monoprice.com Please see our ad on page........................................ 10

Consulting Services DecisionInsite (877) 204-1392 www.decisioninsite.com Please see our ad on page........................................ 21 GASB 45 Solutions (916) 371-4691 www.csba.org Please see our ad on page........................................ 55 School Services of California, Inc. (916) 446-7517 www.sscal.com Please see our ad on page........................................ 31

Cooperative Purchasing The Cooperative Purchasing Network (713) 744-8133 www.tcpn.org Please see our ad on page.......................................... 2

Facility Permit Automation

Healthcare Insurance Benefits/Services

Civic Permits (800) 555-0431 www.civicpermits.com Please see our ad on page.......................................... 8

California’s Valued Trust (559) 437-2960 www.cvtrust.org Please see our ad on page........................................ 59

Financial and Facility Planners

Healthcare Services/Insurance

California Financial Services (707) 544-7800 www.calschools.com Please see our ad on page........................................ 37

Southern California Schools Joint Powers Association (909) 763-4900 www.scsjpa.org Please see our ad on page........................................ 11

Financial and Human Resource Software Smartetools (760) 242-8890 www.smartetools.com Please see our ad on page........................................ 10

Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page........................................ 12 Security Benefit (866) 330-8879 www.securitybenefit.com Please see our ad on page........................................ 52 Stifel, Nicolaus & Co., Inc. (800) 447-8663 www.stifel.com Please see our ad on page........................................ 16

Fire & Water Damage Restoration American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page........................................ 42

Emergency 24 Hour Services American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page........................................ 42

Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page........................................ 23

Energy Efficiency Upgrades and Demand Management

Furniture

56 | California School Business

Horace Mann Companies (402) 290-3116 www.horacemann.com Please see our ad on page........................................ 27

Financial Services

Fraud Prevention, Detection and Investigation

TerraVerde Renewable Partners (650) 868-0410 www.tvrpllc.com/ Please see our ad on page........................................ 39

Insurance and Financial Services

Virco Manufacturing Corp.

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

Insurance Benefits/Services American Fidelity Assurance Company (800) 365-9180 www.afadvantage.com Please see our ad on page........................................ 14 ASCIP (562) 404-8029 www.ascip.org Please see our ad on page........................................ 41 Horace Mann Companies (402) 290-3116 www.horacemann.com Please see our ad on page........................................ 27 Keenan (310) 212-0363 www.keenan.com Please see our ad on page........................................ 18 Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page........................................ 47 Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page........................................ 43 Sutton Special Risk America, Inc. (212) 459-3920 www.suttonspecialrisk.com Please see our ad on page........................................ 29

advertiserindex

Investment Banking

Public Finance

De La Rosa Co. (415) 217-3389 www.ejdelarosa.com Please see our ad on page........................................ 49

Stifel, Nicolaus & Co., Inc. (800) 447-8663 www.stifel.com Please see our ad on page........................................ 16

Legal Services

Retirement Benefits

Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page........................................ 55

Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page........................................ 52

Stutz Artiano Shinoff & Holtz (800) 399-3122 www.stutzartiano.com Please see our ad on page........................................ 42

Risk Management Services

Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page........................................ 47

De La Rosa Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Network Solutions & Servers & PC Solutions Sehi Computer Products, Inc. (800) 346-6315 www.sehi.com Please see our ad on page........................................ 43

American Fidelity Assurance Company . . . . . . . . . . . . 14 American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . 42 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 ATI Architects and Engineers . . . . . . . . . . . . . . . . . . . . 4 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . 55 California Financial Services . . . . . . . . . . . . . . . . . . . . 37 California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . . . 59 Civic Permits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edupoint Educational Systems . . . . . . . . . . . . . . . . . . . 7

Southern California Schools Joint Powers Association (909) 763-4900 www.scsjpa.org Please see our ad on page........................................ 11

Office Supplies Office DEPOT (562) 490-9218 www.officedepot.com Please see our ad on page........................................ 33

AD INDEX

School Bus Sales Service & Parts Creative Bus Sales (909) 465-5528 www.creativebussales.com Please see our ad on page........................................ 10

GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Horace Mann Companies . . . . . . . . . . . . . . . . . . . . . . 27 Keenan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Monoprice, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Office DEPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Public Agency Retirement Service . . . . . . . . . . . . . . . . 52 School Services of California, Inc. . . . . . . . . . . . . . . . . 31 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . 47

Solar Electricity TerraVerde Renewable Partners (650) 868-0410 http://www.tvrpllc.com/ Please see our ad on page........................................ 39

Student Information Services and Systems

CASBO Career Headquarters is the premier electronic recruitment resource for the industry. Job seekers can click on Career HQ to view a host of career opportunities; employers can visit the HQ to both post available jobs and to track qualified candidates.

Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page.......................................... 3 Edupoint Educational Systems (800) 338-7646 www.edupoint.com Please see our ad on page.......................................... 7

Security Benefit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . 43 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . 43 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Southern California Schools Joint Powers Association . 11 Stifel, Nicolaus & Co., Inc. . . . . . . . . . . . . . . . . . . . . . 16 Stutz Artiano Shinoff & Holtz . . . . . . . . . . . . . . . . . . . . 42 Sutton Special Risk America, Inc. . . . . . . . . . . . . . . . . 29 TerraVerde Renewable Partners . . . . . . . . . . . . . . . . . 39 The Cooperative Purchasing Network . . . . . . . . . . . . . . 2 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . 23 Virco Manufacturing Corp. . . . . . . . . . . . . . . . Back Cover Vision Service Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Vision Services Vision Service Plan (800) 852-7600 www.vsp.com Please see our ad on page........................................ 43

Visit www.casbo.org and look for the Career HQ tab.

Fall 2013 | 57

last words

think only intellect counts: knowing how to solve problems, knowing how to get by, knowing how to identify an advantage and seize it. But the functions of intellect are insufficient without courage, Some people

love, friendship, compassion and empathy. ~ Dean Koontz

61%

3X

The number of jobs involving science, technology, engineering and mathematics has grown three times as fast as other fields – a trend experts believe will continue for the next decade.

Source: State Schools Chief Tom Torlakson

Statistics show that most business crises today are non-event-related, originating from management inaction and/or neglect.

Of these crises, 61 percent were deemed “smoldering or simmering” while only 39 percent were sudden.

impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.

Source: Journal of Communication Management

~ Leonardo da Vinci

I have been

price of success: dedication, hard work and an unremitting devotion to the things you want to see happen.

I know the

~ Frank Lloyd Wright

2012

Beginning in 2012, two employees were eligible for retirement for every one person entering the workforce. As the availability of leadership roles continues to increase, young professionals of today are needed to lead the charge.

Source: U.S. Bureau of Labor Statistics

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

Send your favorites to tdavenport @casbo.org.

58 | California School Business

Fall 2013 | 59

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