CASBO School Business Summer 2012

schoolbusiness california

California Association of School Business Officials

Dynamic classroom environments Mobility, collaboration, technology are focus of future classrooms

Modern mentorship Formal, reverse, informal – mentoring a must for future-focused organizations

The brave new world of technology The revolution is full of promise, includes some risk

Summer 2012

SCHOOL SOLUTIONS THAT NEVER LEAVE YOU BEHIND

For decades we’ve empowered administrators, teachers, superintendents and transportation directors by providing school districts with SIS, transportation, financial, special education, food service and district planning solutions that set the standard. And, thanks to our evergreen licensing philosophy, we’ve ensured that your district will never get left behind. Software that evolves with you. And a partner that stands beside you. That’s empowerment.

To find out more, visit tylertech.com or email us at info@tylertech.com.

2 | California School Business

The Next Generation Assessment System

®

Fully Integrated with For decades, we’ve been evolving California’s favorite SIS. Aeries Analytics is not an evolution, it’s a revolution!

Learn more www.Aeries.com/analytics sales@aeries.com

(888) 487-7555

Summer 2012 | 3

4 | California School Business

contents

Volume 77 Number 2 Summer 2012

departments

9

Checking in It’s time for strong words, and real action Molly McGee Hewitt

13

Bottom line CASBO, unified, is a powerful and influential voice Michael Johnston

15

42

In focus CASBO member profile: Alicia Schlehuber

44

Career Rx A top 10 list for the future of your career

46

Out & about Photos from CASBO events

50

Last words

cover story

30

Dynamic classroom environments Mobility, collaboration, technology are focus of future classrooms Julie Sturgeon

interview

17

Book club Nanovation: How a Little Car Can Teach the World to Think Big and Act Bold

Research center leader is education policy, funding expert David N. Plank talks education policy with CASBO Julie Phillips Randles

features

22

Modern mentorship Formal, reverse, informal – mentoring a must for future-focused organizations Julie Phillips Randles

36

The brave new world of technology The revolution is full of promise, includes some risk Linda A. Estep

15

22

36

Summer 2012 | 5

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

publisher editor in chief

Kevin Swartzendruber

features editor

Julie Phillips Randles

contributors

Linda A. Estep Julie Sturgeon

editorial assistant

Erika Sizemore

design/layout

Sharon Adlis

advertising art

Lori Mattas

casbo officers president president-elect

CASBO MISSION

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

Molly McGee Hewitt

vice president immediate past president

advertising sales manager

Michael Johnston Clovis Unified School District Rich Buse Pajaro Valley Unified School District Vincent Christakos Hemet Unified School District Gary Matsumoto Hacienda La Puente Unified School District CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999

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

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

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

Periodicals postage paid at Sacramento and at additional mailing office. Send address changes to the CASBO membership department at 1001 K Street, 5th Floor, Sacramento, CA 95814.

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

Copyright 2012 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Published June 2012

6 | California School Business

A Leading SIS + Collaborative Action =

Student Success

Introducing a NEW

ERA in STUDENT INFORMATION SYSTEMS GENESIS is now the Synergy Education Platform The GENESIS Student Information System continues to grow with the needs of students, teachers, and administrators, taking full advantage of the exciting opportunities made possible by ever-changing visionary technology. GENESIS has evolved to become the Synergy Education Platform.

The Synergy Education Platform begins with

Student

Instruction

School

District

the strongest student information system in K-12, leverages collaborative tools to improve communication, and delivers actionable information for instructional decisions at all levels – from the classroom to the principal’s office, to the school board room.

Visit www.Edupoint.com or call 800-338-7646 to schedule an on-site demonstration.

Summer 2012 | 7

CV Permits ad:Layout 1 5/4/12 12:24 PM Page 1

Buried under facility use permit paperwork?

Civic Permits™ is a web-based software

solution that streamlines the facility use permit business process. Civic Permits completely automates your district’s facility use permit application process including submittal, review, approval, calendaring, collection of payments, and permit printing.

• Boost Revenues: Improve cost recovery, increase revenues, maximize facility utilization and gain control over your district’s facility use permit process.

• Streamline Operations: Go paperless, optimize available staffing and receive payments electronically—no more in-person deposits to bank accounts!

• Enhance Customer Service: Give public groups a quick, no-hassle way to initiate and track facility use requests via the Web. Tour Civic Permits today at www.civicpermits.com.

(800) 555-0431 Online. Automated. Simple.

8 | California School Business

checkingin

It’s time for strong words, and real action In my entire career, this may be the most important piece I have ever written. The survival of a free and public educational system for California is in question. For the last five years, while prisons have grown and social services have taken minor cuts, schools have been downsized, cut and pushed to the brink of ruin. Strong words? Yep, strong – but true – words. Since 2009, California’s schools have taken over $20 billion in cuts, and there is no relief in sight. School leaders have been forced to make cuts that have eroded services and programs. This is both a tragedy and an outrage.

My parents were proud of the public schools of California. They had confidence in the schools I attended and in the education that I would receive. They knew that in addition to a good academic program, I would be exposed to the arts, athletics and a strong overall program that would prepare me for college and for life. I had librarians, school nurses, academic counselors and a full schedule of music, drama, speech, journalism, athletics, student government and after-school clubs for every interest. My teachers were excellent, the administration strong and vital and the facilities and business of the schools were well run. California was the place to live and raise your children. We cannot make that claim today.

Instead, today, our children are being deprived and many schools are holding on for dear life. In affluent communities, some programs have been funded privately – but even those choices have been limited. In middle-class and low-income communities, schools can no longer provide the services our children and young people need. In the high-tech world of today, we are unable to keep up.

Schools are going unrepaired, transportation is being cut, after-school programs for enrichment are disappearing quickly and a severe morale issue is being witnessed in classrooms, at school sites and in district and county offices of education. Leaders are stressed out and overwhelmed with the challenges. Doing more with less is a good sound bite, but a hell of a way to run a school system. It is also sending a very sad message to young people and to those who serve them, “You are not a priority, and we value incarcerated prisoners and welfare/social services more than we value you.”

It is time to stop the insanity and take a look at what we are doing to the future of our state, our children and our country.

Despite the cutbacks, school leaders work extra hours, take on more duties and try to make sure that children are safe, secure and receiving good programming. Rather than honoring the dedication of public school employees, California is treating them like second-class bureaucrats. Our reward for trying to make the better of bad times?

More bad times and even less revenue. And oh, by the way… your pensions are too high… we need to reform there as well.

It is time to stop the insanity and take a look at what we are doing to the future of our state, our children and our country. A free and public education system has long been a jewel in our crown of democracy. Come to this country, work hard, study hard and you can get ahead. Your future does not depend on your wealth, it depends on your ambition and opportunity. What about tomorrow? What are we teaching our kids? Those who disobey laws and are incarcerated have more rights and opportunities than you have. He or she who has the best lawyers wins more services.

Enough is enough. We may be able to survive this approach, but we simply cannot thrive. As leaders, we cannot allow this insanity to continue. We must focus on legislative action and the continual development of our profession.

Now is the time to work together and in concert. Each one of us must become involved and active in this cause. It is our race to the future. Our children, grandchildren and the public schools deserve nothing less. Together, we can make our voices heard.

Molly McGee Hewitt Executive Director Summer 2012 | 9

Keeping It All Together

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

For more information: call 1-866-Smarte-1, email info@smartetools.com, or go to www.smartetools.com

The Smart Choice for the Business of Education

10 | California School Business

“We know we made the right decision because Smartetools is a user friendly program. Our personnel caught on quickly and are able to process their purchase requisitions and new budget requisitions very efficiently.

The administrators in charge of managing the budgets are able to print reports and/or look at any and all of their accounts as needed.”

Sr. Accountant Whittier Union High School District

R E L I A B L E P U R C H A S I N G S U P P O R T, W I T H E V E R Y S T E P.

Purchase with confidence, backed by the steadying hand of TCPN, a network of experienced pros who give you the leverage of more than 30,000 governmental entities.

Over 100 years of combined experience, balanced with TCPN’s ability to write the best cooperative contracts in the industry…that’s co-op buying power that never misses a step.

Visit TCPN.org

Partnering with You to Ensure Fiscal Responsibility Definition: Vicenti, Lloyd & Stutzman

(“VLS”) is a Certified Public Accounting and Business Consulting firm that has been serving California school districts since 1953.

Translation: We’re a group of capable, friendly people that care about having a positive impact on you and your school district. We guide you on the best business practices and procedures so that you can achieve your goals, meet regulatory compliance and protect your assets from risk. You’ll find that we implement thorough processes, maintain superb communications and deliver reliable reports that allow you to make important financial decisions.

With the VLS Team at your side, you’ll have confidence in the business of education: Certified Public Accountants that deliver reliable audits and customized ASB and Booster workshops Experienced Consultants that deliver responsible interim fiscal assistance, cash flow monitoring and continuing disclosure monitoring Certified Fraud Examiners, Certified in Financial Forensics and a Certified Digital Forensics Examiner that deliver thorough fraud investigations, forensic accounting, computer forensics and internal control advisors Call the VLS Team today at (626) 857-7300 to schedule your free initial consultation, or send us your Request for Proposal.

Making a positive difference for California school districts since 1953

LinkedIn

Connect and share with us on LinkedIn and Twitter

Twitter Summer 2012 | 11

SAVETHEDATE

ANNUAL CONFERENCE APRIL 3-6, 2013 LONG BEACH, CA

Letters to the editor

mailbag

In regard to “What’s for lunch?” (Spring 2012), besides the additional 27 cents per breakfast meal and 10 cents additional food cost for a lunch meal, there are other points that school administrators need to know. Part of the legislation of the Healthy Hunger-Free Kids Act is for the USDA to conduct a study to see how districts may be overcharging the cafeteria fund. A 113-page document explaining the proper use of direct and indirect costs was distributed to administrators at each district. As the article addressed, districts who are inadvertently misusing the funds will need to make corrections.

There is also a new regulation that the paid meals cannot be supplemented by the federal funds that are provided for a student eligible for a free or reduced-price meal. Paid lunch prices will rise for many districts.

Some school districts must say goodbye to the Nutrient Menu Planning System and go back to a food-based menu planning system. This means more bread will be added to the menu. The offer-versus-serve policy also has changed, requiring students to take more of what is offered. Both these mandates will lead to increased food waste, which is a political issue in any district.

Lastly, as a dietitian and food service director, I would like to say that although scratch cooking has benefits, it too, has drawbacks. Not every district has the facilities to feed thousands of students safely from one central site, nor does every district want to transport food.

The food manufacturers with whom districts work are often local companies, paying taxes and keeping people employed. Food manufacturers have been responding quickly over the years to our demands for more whole grains, lower saturated fat and sodium products.

California is ahead of these national regulations in many ways, and much thanks goes to food manufacturers.

Manufacturers do not provide dog food for our students. A premade entrée served with fresh fruit and vegetables, and a low fat or nonfat milk is a healthful meal.

Anna M. Apoian, RD, MPA, Food Services Director, Hawthorne School District

Editor’s Note: California School Business magazine often quotes CASBO associate members on subjects where they have expertise and highlights applications or services that may be helpful to school business professionals.

I take some exceptions with Mr. Weigand’s article “What’s for Lunch,” Spring 2012. The statement attributed to Matt Sharp, a lobbyist (the article uses the politically correct term of advocate) for the California Food Policy Advocates, basically charges school districts with “charging their food service programs for more than their fair share of indirect costs…” Interestingly enough, the state of California sets all indirect rates, including those for food service.

In every audit my districts have had conducted, these costs are checked to ensure that we do not overcharge.

In 2011/12, this maximum rate to food service is 4.8 percent. Of the 1,075 educational agencies on the indirect cost listing, only four have an indirect cost rate of exactly 4.8 percent. 381 districts, or 35.44 percent, are lower than 4.8 percent, and 690 agencies, or 64.18 percent, are higher than 4.8 percent and therefore do not get to recover their full cost. Thank you for supporting the notion that school districts are guilty of everything.

If one assumes a 365-day calendar at three meals a day and a 180-day pupil calendar for one meal a day, food service only provides 16.44 percent of the meals a child eats, yet in listening to Mrs. Obama and vendors, the obesity problem in the U.S. is the fault of schools (if you consider two meals a day, the percentage increases to 32.87 percent). So the majority of the obesity problems in the U.S. can be attributed to parents, the Internet, television and video games. Children no longer play outside after school as they once did before the technology age.

It is also disheartening for a professional journal to become an advertisement for a vendor who paid dues. I will not mention the vendor’s name since you have already provided free advertising.

Robert Wolfe, Assistant Superintendent, Business Services, Menifee Union SD

I was excited to see the article in the spring magazine on food services. The men and women who provide an average of 4,500,937 breakfast and lunch meals daily to the public schoolchildren of California are a dedicated and dynamic group of professionals who take pride in their work and their service to children.

As a member of the Child Nutrition Professional Council, I do want to point out that there are many valuable and healthy methods of food delivery available today. While scratch cooking is one option, there are schools that do not have the facilities or personnel and who believe that you can still meet the new federal guidelines by using local and respected vendors. I take exception to the comment, “plastic wrapped dog food.” Not one of my colleagues would ever serve anything like that to our students or staff.

Food services, like the rest of our school business colleagues, are facing major challenges in budget, personnel and program implementation. To our credit, we roll with the punches and diligently work to provide the best we can to our customers. I am proud of my colleagues and their efforts!

Respectfully, Agnes Lally, M.S., Director of Food Services, Garden Grove Unified School District

12 | California School Business

bottomline

casbo,

unified, is a powerful and influential voice

By Michael Johnston CASBO President

As the president of casbo and a cbo, i am often asked, “Where do we go from here?” School funding in California remains a constant worry and a detriment to a top-quality public

education for all children. School business leaders are working harder and trying to develop new strategies and practices to

This influence is not easy to bring

to bear. Many of us have followed our instructional colleagues, school boards

or other associations in lobbying and currying influence. We are normally the behind-the-scenes management folks who keep the infrastructure in operation.

While I respect who we are, it is time

get the job done, while also maintaining

to move out of our comfort zone and be

deeper can we cut without providing

work with casbo, our lobbyist and our

the integrity of public schools. How much

a marginal educational system? How can we cheat the future generations of children and young adults?

The answer is clear. As school busi-

ness officials, we must expand our leadership network and increase our legislative

focus and advocacy. We know what is going on in schools – the daily impacts

of the previously made cuts, the human toll these cuts have taken on personnel at

all levels – and we have the knowledge

to assist legislators in their decision

making. We are daily in the trenches

the leaders that we truly are. We need to

Legislative Committee to testify, spread the word and to bring significant influence to bear. If not us, then who? If not

now, then when? Now is the time and we are the people who need to make our voices heard.

As school business officials, we must expand our leadership network and increase our legislative focus and advocacy.

One of the barriers in the past has

We will be calling upon all of our

of public education, and whether it is

been our diversity as an association, and

members, in every discipline and in ev-

transportation, human resources or other

of disciplines and political views. Not

in lobbying and legislative action. You

in child nutrition, technology, finance, school issues, we have the knowledge and expertise.

Perhaps you remember the old typ-

ing drill that required students to type the warm-up line, “Now is the time for

all good men to come to the aid of their

party.” Well, today the line we should

all be typing on our computers, iPads, tablets and other technology is, “Now is the time for all school business officials

to come to the aid of California public

schools.” We must make our voices heard, and our influence must be felt at the state and national levels.

as professionals. We represent a variety

all school districts, county offices or lea’s are alike. The funding structure in California is neither fair nor equitable; it’s

not even logical. At times, legislatively,

there are winners and losers. Our goal and

our platform states, “casbo will continue to be a leader on issues affecting public education finance by contributing our

specialized fiscal and business expertise

to assist the state and federal governments in providing a quality education system for California’s children.” We must make

a commitment to agree to disagree on occasion or we cannot move forward.

ery type of organization, to join with us

may be asked to testify, to write, to call or to share our message with others. Our

officers, board of directors, Legislative

Committee and professional staff will be working to get our message to key

decision-makers in the Legislature, the educational community, the public and the media. It is imperative that we be a

strong voice for reason, accountability and honest information.

We need every casbo member with

us in our endeavors. When we are unified, we have a powerful and influential voice.

Summer 2012 | 13

This year’s vacation was the best ever! I was finally able to relax knowing that everything at work was so calm. I’m so happy that we decided to buy that new K-12 Financial, Human Resource and Payroll System - it makes everything such a breeze!

P.S. I found it at sungard.com/K12 Or call 866-905-8989 for a demonstration!

sungard.com/K12 | 866.905.8989 © 2012 SunGard K-12 Education

SunGard and the SunGard logo are trademarks or registered trademarks of SunGard Data Systems Inc. or its subsidiaries in the U.S. and other countries. PLUS Series and PLUS 360 are registered trademarks of SunGard K-12 Education Inc. All other trademarks are trademarks or registered trademarks of their respective holders.

14 | California School Business

infocus

Alicia Schlehuber She’s a Gen-Xer who appreciates innovation in career and CASBO

Early in her career, Alicia Schlehuber was on track to becoming a marriage and family therapist. But after a stint as a recruitment specialist where she discovered an affinity for matching people with the proper job, Schlehuber instead pursued a career in public education human resources. This Gen-Xer has never looked back, in fact, her trajectory in career and CASBO are full-throttle forward.

Schlehuber is the director of classified personnel for the Escondido Union Elementary School District, a position where she says she is able to use both her background in psychology and her expertise in personnel. She holds a bachelor’s degree in psychology from Southeast Missouri State University and a master’s degree in education, with an emphasis on career counseling, from the University of Missouri-St. Louis. Prior to her current position, Schlehuber spent two years as the employment services supervisor for the San Diego County Office of Education.

She has also been employed as supervisor of employment and personnel for Ventura Community College District and manager of recruitment and organizational development for the University of Missouri-St. Louis.

Schlehuber enjoys working on the performance management side of human resources – coaching managers on how to motivate employees and helping them through performance-improvement plans. “I am, by nature, a very empathetic person and I always try to put myself in the other person’s shoes. I find that when you understand where someone else is coming from, it helps you deal with employees and managers with all kinds of issues – from being laid off to personal issues to problems with colleagues,” she said. “My perspective is ‘what can we do as an organization to help the employee be the best that he or she can be?’”

Schlehuber brings her enthusiasm to her involvement in CASBO, where she currently serves as chair of the Human Resources Professional Council and on the Annual Conference Committee. She spent three years as chair of the San Diego/Imperial Section HR Committee and was the force behind the establishment of a mixer for young professionals held at the CASBO annual conference.

She is also currently helping to develop the content for CASBO’s Director Human Resources Certification program. Schlehuber said the outline and content suggestions she provided for the program are all based on her experiences while traversing the learning curve when she became a director.

A CASBO member since 2006, Schlehuber says the association broadens your perspective, makes you a better leader and helps develop the skills needed to become a director. “What I appreciate most is that the leadership at CASBO is so open to new ideas, and you can see that with the cutting-edge things they are doing. I am a generation X-er and I am attracted to that kind of thing,” Schlehuber said. “I like the challenge of finding new and more efficient ways of doing things, and CASBO seems to have that same philosophy.”

Photography by Hope Harris

Summer 2012 2012 || 15 15 Summer

ADVERTISEMENT

SPECIAL ED BUDGET OFFERS OVERLOOKED SAVINGS OPPORTUNITIES Most district money managers are looking ahead with trepidation as the California economy continues to sputter and the outlook suggests more of the same for at least another year or two.

The easy cuts have been made, business officials often say, so all that’s left is the elimination of core programs.

Not so, says Dr. Lee Funk, director of special education at School Innovations & Advocacy, one of the state’s leading experts in managing the efficient delivery of high value services to students with disabilities.

Based on dozens of district spending and program reviews the past two years, Funk has isolated a number of key opportunities for savings often overlooked.

“…some creative management would be superior to closing schools, cutting deeper into personnel, or taking other steps that negatively impact students and communities.”

“Some of these ideas require planning and investment and certainly they require people to do things differently than have been done in the past – which is always difficult,” he said. “But these economic conditions are not going away anytime soon and think of the alternatives. I’d suggest some creative management would be superior to closing schools, cutting deeper into personnel, or taking other steps that negatively impact students and communities.”

Transportation: Transportation often must be provided to ensure that students with disabilities have access to mandated 16 | California School Business

services or particular types of instruction. Too often, Funk notes, LEAs rely on private bus companies to provide those services – a contract that can often be expensive.

Careful evaluation should be applied to the option of a district buying or leasing one or more buses to provide transit needs. There are the capital costs, of course, as well as the ongoing expense of a driver and perhaps some time devoted to dispatching. But in a number of cases, Funk said districts would be far better off over the long haul running their own transportation program.

He said most large districts would have the capacity to provide in-house services well below the costs of the private provider. Small districts, he said, can consider forming a consortium with neighboring districts.

Assuming Regional Programs: Lacking the resources to address a need, many districts rightfully turn to county offices or neighboring districts for help.

This is especially true when faced with a specialized population whose numbers may fluctuate from year to year.

Funk said that some of those services should be evaluated regularly, to decide if it still makes financial sense to pay the county for programs districts themselves could effectively manage.

“The numbers can be surprising,” he explained. “But it’s not only the savings – by taking back programs, in many cases, districts can provide richer services and the pupils would have the added benefit of being served closer to home.”

Contracted Services: Funk notes many district administrators operate under the false assumption private contractors can provide more cost-effective services or that the district lacks the capacity to do what the vendors are doing.

Among the programs he would target are: speech and language; psychological

counseling; nursing; and occupational as well as physical therapy.

While there often is a role for outside vendors, Funk said the theme once again is that districts can save money and have more control over quality by assuming operation of these programs. Getting qualified personnel is one of the big barriers – especially for speech therapists and psychologists – but there are options there too.

It may seem daunting to address this type of analysis and change management, but the payoff is substantial. Funk explains “That is why we developed Partnering4SpecialEd®. It requires minimal investment of a district’s time and resources, while returning specific, realistic improvements that save money and improve programs.”

4

Partnering SpecialEd is the solution that works: With you…

Collaboratively. Realize measureable results with ongoing implementation support from our team.

For you…

Our solution has achieved an average reduction of $80 per enrolled student.

And for your students…

Our solution helps you reach your goals of increasing inclusion and student outcomes.

interview

Research center leader is education policy, funding expert David N. Plank talks education policy with casbo

By Julie Phillips Randles

David N. Plank is the executive director of Policy Analysis for California Education (pace), an independent, non-partisan research center with offices at Stanford University, the University of California, Berkeley, and the University of Southern California. pace seeks to increase the impact of academic research on education policy in California.

With Plank at the helm, pace has worked to define and sustain a long-term strategy for comprehensive policy reform and improvement in performance for California’s public education system.

Founded in 1983, pace publishes policy briefs, research

reports and working papers that address key policy issues in

California’s education system; convenes seminars that make current education policy research accessible to audiences statewide;

provides expert testimony on education issues to legislative committees; and works with local school districts and professional associations on projects aimed at supporting policy innovation, data use and rigorous evaluation.

Prior to joining pace in 2007, Plank was a professor at

Michigan State University where he founded and directed the university’s Education Policy Center. He also previously served

on the faculties at the University of Pittsburgh and at the University of Texas at Dallas, where he taught courses and conducted research on educational finance and policy.

Plank is the author or editor of a number of books, includ-

ing the American Educational Research Association’s (aera) “Handbook on Educational Policy Research.” He has published

articles and opinion pieces in a number of different fields, including the economics of education, the history of education and educational policy.

Summer 2012 | 17

David N. Plank

Research center leader is education policy, funding expert

He was a consultant on the 2007 “Getting Down to Facts”

research project made up of 23 academic studies that looked at the governance, financing and academic performance of the

responsibility for their local schools. That’s where we started tying ourselves in knots.

state’s public school system.

CSB: You have extensive experience in international education issues.

tions including the World Bank, the United Nations Develop-

the United States could learn from?

Plank has served as a consultant to international organiza-

ment Program, the Organization for Economic Cooperation and Development, the United States Agency for International

Development, the Ford Foundation and to governments in Africa and Latin America.

Plank has bachelor’s degrees in English and history from

Oberlin College, a master’s degree in social science from the University of Chicago and a Ph.D. in education from the University of Chicago.

CSB: What is the last book you read?

Plank: “The Bullpen Gospels: Major League Dreams of a Minor League Veteran,” by Dirk Hayhurst.

CSB: If you could have a different career, what would it be?

Plank: I’d be the guy on Market Street (in San Francisco) with a sign that says “Will do policy analysis for food.” I’ve reached the

point in life where I have the job that perfectly suits my talents and interests.

CSB: If you were granted three wishes that you could make on behalf of public education in California, what would you wish for?

Plank: I think that this is actually the problem with California education; we all think we have three wishes and that if the state would just do what we want, that would fix our education

system. The problem in California is that we have tangled

ourselves up in multiple knots, and wishes won’t disentangle

What do other countries do well when it comes to public education that

Plank: Other countries treat teachers as professionals and give

them time to prepare their lessons, to collaborate with one another and to engage in serious professional development. In

the u.s., we regard every minute that a teacher is not engaged in direct instruction as paid vacation.

That’s one of the things that other countries around the

world have realized – that teachers need time to think about

their work, to work together and to invest in their own learning. We tend to regard that as leisure time when in fact it is an

essential part of teachers’ work and contributes to their success with students.

CSB: It has been close to five years since the release of the “Getting

Down to Facts” adequacy studies, and since that time education funding in California has suffered a precipitous decline. In light of that, do you still see relevance for the findings of those studies?

Plank: Yes, and I say that for many reasons. First of all, “Getting

Down to Facts” was not just about finance – not just about

adequacy. The project addressed four big issues: finance,

governance, teachers and school leaders and education data.

These issues remain urgent for California, and we’ve made very

little progress on them. We’ve made some. We have calpads.

We’ve begun a conversation on teachers and leaders. There have

been some governance changes. But the agenda that “Getting Down to Facts” laid out remains absolutely relevant today.

In terms of policy, “Getting Down to Facts” urged the state

those knots. What pace does is work on how to pick those knots,

to spend enough to raise students to the level of proficiency;

us forward.

most; to lighten the burden of state regulation on schools and

staying away from wishful thinking that doesn’t help to move

CSB: You are an education policy expert. If you could change a single

piece of policy that impacts California’s public k -12 schools, what would that be?

Plank: The original sin in California was Proposition 13, both

to target resources to the schools and students who need them school districts, giving local educators more discretion in how

they use resources; and to be sure that additional freedom to

experiment and innovate is accompanied by rigorous evaluation to find out what works and what doesn’t.

From pace’s point of view, this is still the right and neces-

because it launched the long-term decline in financial support

sary strategy to support long-term improvement in California’s

the state, diminishing communities’ sense of connection to and

continued on page 20

for schools, and because it shifted power and responsibility to

18 | California School Business

education system

let us help you achieve your financing goals.

Visit www.syllc.com or contact a member of our School Finance Group for personalized service:

san francisco

Financing California’s Future Since 1931

Bruce Kerns Managing Director (415) 445-2332 bkerns@syllc.com anna van Degna Vice President (415) 445-2681 avandegna@syllc.com un chu rearDon Assistant Vice President (415) 445-2394 ureardon@syllc.com

uch has changed since Stone & Youngberg was founded 80 years ago, but our integrity, client service, and on-the-market bond pricing, the cornerstones of our success, have not. From the Great Depression through the Great Recession, in times of state budget deficits and surpluses, we have financed school districts, community colleges, and other public institutions in California. Whether your needs are for new construction, modernization, or renovation, our customized solutions will help you:

M

• Choose the right financing techniques:

• General Obligation Bonds (GOs) • Certificates of Participation (COPs) • Bridge Financing • Qualified Zone Academy Bonds (QZABs) • Qualified School Construction Bonds (QSCBs)

• Clean Renewable Energy Bonds (CREBs) • Bond Anticipation Notes (BANs) • Mello-Roos/Special Tax Bonds (CFDs) • Tax and Revenue Anticipation Notes (TRANs) • GASB 45/Other Post-Employment Benefits Bonds (OPEBs)

• Plan for bond elections • Determine the lowest-cost funding alternative • Coordinate the issuance of bonds • Provide ongoing advice on facility financing

erica gonzalez Assistant Vice President (415) 445-2337 egonzalez@syllc.com stephanie aranDa Assistant Vice President (415) 445-2324 saranda@syllc.com

los angeles Dawn vincent Managing Director (213) 443-5006 dvincent@syllc.com John r. Baracy Director (213) 443-5025 jbaracy@syllc.com

Copyright © 2011 Stifel, Nicolaus & Company, Incorporated. Member SIPC & NYSE.

Summer 2012 | 19

David N. Plank

Research center leader is education policy, funding expert continued from page 18

(On May 3, pace released a five-year retrospective report

on “Getting Down to Facts.” That report is available at www.

edpolicyinca.org).

CSB: In his education budget for 2012-13, Gov. Jerry Brown proposes

moving to a weighted student formula that is intended to simplify and make more transparent the finance system for California public schools. What are your thoughts on the governor’s proposal?

Plank: I think this is the move that California needs to make – to some form of weighted student funding. This was one of the main ideas that came out of “Getting Down to Facts.”

In January, the governor launched a trial balloon which has

attracted a lot of commentary and criticism. I think it’s likely

economic recovery. I think this is exactly the right time to do it.

If we put it off, it’s increasingly less likely to happen.

CSB: In 2010, the California School Boards Association filed a lawsuit

against the state on education funding. Do you see anything occurring with that in the short or long term?

Plank: What I understand is that they got a negative ruling from the first judge to hear the lawsuit. So they, as far as I know,

are back to the drawing board. They have to rethink what their theory is, and what argument they will make to the judge. It’s

still alive, but very much on hiatus. It could come back, but they have not re-initiated the process.

that he will come forth with a revised proposal. But I think the

CSB: Are you optimistic about the future of public schools in

some clear principles that direct resources to the schools and

Plank: I often find myself thinking that if California ran on brains,

idea that we should simplify the funding system and adopt

students who need them most – I think the time has come for those ideas.

CSB: Following up, aside from English learners and disadvantaged students, what other weights might you suggest for such a formula?

Plank: The great virtue of a weighted student funding model is

that it’s relatively simple, so I think it’s a mistake to introduce

too many weights. The governor ’s proposal includes just

California? Why or why not?

it would be paradise on Earth. There are so many smart people

working in the education system. Over the last 35 years, the state has tied itself in so many knots that it’s just very hard to move. But

there are a lot of people working on the problem. Promising ideas include initiatives around weighted funding, teacher evaluation

and the advent of new technologies that strengthen the work teachers do. There are lots of reasons to be optimistic.

Despite all of the burdens on local educators, even through

three: additional funding for children living in poverty and

the depths of the current crisis, there are still signs that they are

poverty is concentrated.

dent performance have improved pretty dramatically, and some

for English learners, with a further addition for schools where

A question that has arisen is whether the proposal should

take into account regional cost differences. Costs are high in the Bay Area, lower in Southern California and much lower in the

finding ways to get the work done. Some key measures of stuschools and districts are doing truly remarkable things. As these new ideas begin to bear fruit, we have nowhere to go but up.

I also remain positive because I work with people every day

Central Valley, and so a question is whether a funding formula

who are committed to solving these problems. They are really

is uniform across the state, it does handicap districts in high-

they won’t come together as we emerge from this crisis to move

should take into account those regional differences. If funding cost regions.

CSB: Do you think it makes sense to implement such a formula at a time when no “new money” is available?

Plank: Yes. Emphatically yes. I think that California is at the

bottom of the funding cycle right now, and while there is no new money this year, there will be new money in the out years as the economy improves.

This is the best possible time to change the way we dis-

tribute money. If we start now, all districts will benefit from the

20 | California School Business

smart people and really dedicated people, and I can’t imagine that the state forward. And that’s all kinds of people – teachers, principals, people in Sacramento, policy people, people creating technology. They recognize that making California schools better is the work of a career, not a problem to be solved or wished away. z z z

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

Do you have an opinion or a comment on this article? California School Business magazine welcomes “Letters to the Editor.” Please send your letters to kevins@casbo.org.

All letters are edited for content, space and style considerations.

Vavrinek, Trine, Day & Company, LLP has been a leading provider of audit, tax and advisory services for the Education market for over 60 years. Our professionals understand the unique needs of school districts, charter schools, county offices of education, higher education and special agencies.

CaLifOrnia LOCaTiOns: rancho Cucamonga 909.466.4410, Palo alto 650.462.0400, fresno 559.248.0871, Pleasanton 925.734.6600, Laguna Hills 949.768.0833, riverside 951.367.3000 and sacramento 916.570.1880 VaLuE THE DiffErEnCE Of V TD! for more information, log on to: www.vtdcpa.com

Summer 2012 | 21

22 | California School Business

feature

FORMAL, REVERSE, INFORMAL – MENTORING A MUST FOR FUTURE- FOCUSED ORGANIZATIONS

By Julie Phillips Randles

B

rett McFadden’s first experience with mentoring was brusque, intense and rather unsettling. He recalls

being summoned to the boss’s office at 9:30 a.m. to answer a big question – “What is it you want to do?”

He was told to have his answer by 4:30 p.m.

And thus began an unusual mentoring relationship between McFadden, now the chief business official at

Pajaro Valley Unified School District, and his then-boss at a Washington, d.c., lobbying firm. The boss insisted that the next logical step for McFadden’s career was either law school or graduate school. The arm-twisting continued with a promise that the firm would help him make the proper connections in higher education, and would put its weight behind him – as long as he made the decision by close of business.

“This guy went to bat for me. I found out later from his assistant that he had never done this before,” said

McFadden, a longtime casbo member.

While that approach to mentoring would not likely be acceptable – or advised – today, it did instill in

McFadden a sense of the value that can be provided by a strong mentor. “I had people step up to the plate for me when I was going through the ranks. This guy scared the heck out of me, and his unique way of mentoring me was gruff, but he would walk me through things and teach me how to handle things.”

Modern mentorship – thankfully – is certainly different than McFadden’s initial experience. It involves a

number of approaches, from traditional to informal to reverse, and rather than being a business ritual that’s

easily cast aside during difficult times, mentoring should be viewed as a way to keep talent from marching out the door.

Mentoring is best described as a reciprocal learning relationship in which mentor and mentee agree to a

partnership through which they work collaboratively toward achievement of mutually defined goals that develop a mentee’s skills, abilities, knowledge and thinking, according to Lois Zachary, president of Leadership Development Services in Phoenix, Ariz., and an author on mentoring.

“The notion of mentoring that I embrace is not about telling people what to do or transferring information,

but about managing knowledge through critical reflection,” Zachary described.

The old notion of the mature, experienced employee advising the less experienced, young employee is long

gone. “That’s an old notion, and it’s not how adults learn,” Zachary said. “Learning is the purpose, process and product of mentoring.”

Changing conditions in public schools have also laid waste to the old model, according to casbo member

Ron Carruth, superintendent of the Whittier City School District. “The conditions we’re facing now are completely unique, and the solutions of yesterday do not play a significant role in the challenges we’re facing now and in the future,” Carruth said. “The landscape in school finance has changed so radically, and the scope and longevity of the fiscal crisis creates a need for new learning.”

Carruth suggested that past mentoring models were strategic in nature – engaging in a relationship solely

to advance one’s career. “Now it’s focused on how to survive. It’s just different.”

Summer 2012 | 23

To reap the benefits of the modern mentoring model, there

are some best practices to follow.

A TWO-WAY STREET

When it comes to the mentor-mentee connection, each

person involved has a role to play and a responsibility to the relationship; and each has much to gain.

While mentees might wonder what’s in it for the mentor,

there are in fact benefits for the more experienced, Zachary said.

pvusd’s McFadden sees mentoring as a component of

servant leadership. “For me it comes down to being very much intrinsic. I see it as what I owe to the cause of public education,

and to the extent we are able to foster leadership with integrity,

in the end we serve students far more than we would otherwise.”

Acting as a mentor requires preparation, a donation of time

and reflection on practice, Zachary said. And isn’t that a nice

gift to give, she asked, a gift that can be seen as a legacy to the organization.

“Expanded perspective, a feel-good opportunity, paying it

“Mentors say they gain a great deal of satisfaction from sharing

forward, sharing experience and a meaningful relationship” are

pand. Often, it reaffirms their own approaches or suggests new

they went into education in the first place,” Zachary proposed.

their knowledge and experience. Their own perspectives exones. It helps reconnect them to the people in their organization

the net gains for mentors. “They might just find that it’s why Mentees, the perhaps more obvious benefactors in the rela-

and they become re-energized.”

tionship, also profit in many ways.

the Orange County Department of Education, has had a formal

key people and opened doors that would have remained closed

clear on one benefit of mentorship: “This can serve as a refresher

ence, and the only way to fast track and get knowledge in a short

casbo member Darren Dang, director, business services, for

mentor throughout his career and has mentored others. He’s course on topics they may have left behind as they moved up,” Dang said.

Dang said that his experience as a mentee netted exposure to

due to lack of relationships. “I gained from the years of experiperiod of time is to tap the experience that is there.”

But mentees should be prepared to answer the hard ques-

tions directed at them by engaged mentors, McFadden noted,

like “are you really wired for this job, or do you think you missed the mark on this one?

“Your most valuable experiences with a mentor are in those

moments that something happens that seems unique to you, but your mentor has been through it. A mentor can provide that moment of reassurance,” McFadden explained.

As a result of providing dedicated service to public schools throughout California for over thirty years, the SISC name is one public school district administrators know they can trust. We feature: • Customized plans and services • A wide range of options • A long track record of stable and affordable rates We currently cover: • Over 400 Public Entities • Over $1 Billion in Annual Payroll • Over $11 Billion in Total Insured Value • Over 210,000 member lives We offer: • Workers’ Compensation • Property and Liability • Health Benefits • Risk Management Services • GASB 45 and Post-Employment Benefit Solutions Please contact Nick G. Kouklis, CEO by calling 800-972-1727 for more information A Joint Powers Authority administered by the Kern County Superintendent of Schools Office Christine Lizardi Frazier, Superintendent

24 | California School Business

An active mentee should be willing to take charge of their

own road to development and must commit time to developing and strengthening a relationship with the mentor. “Be open and

honest, vulnerable, accountable and receptive to constructive feedback,” Zachary recommended. “And they have to demonstrate that they are worthy of a mentor’s time.”

MENTORING MILLENNIALS

In order to create a successful reciprocal learning relationship

with the millennials in your organization, mentors need to understand this generation’s unique dna. They learn quickly.

They want to do things faster and better than boomers think

they can. Rank and position are not important. They want to be acknowledged for what they bring to the table.

“When we talk about this generation, what we are talk-

ing about is a generation that is hungering for mentors and

connections, and looking to have a voice and a veto,” Zachary continued on page 26

Maximize The Value Of Your Benefit Plans Let American Fidelity Work For You! American Fidelity Assurance Company has been providing financial security solutions to the educational community for more than 50 years.

We currently provide Section 125 Plan Services to over 3,000 school districts nationwide. In addition to our strong Section 125 services, American Fidelity also offers comprehensive 403(b) plan administration to assist districts and employees with their retirement needs.

Our ongoing commitment is to provide quality insurance products and services developed specifically for education employees. Let American Fidelity work for you.

Take advantage of these products and services!

• Disability Income Insurance* • Accident Only Insurance*,+ • Cancer Insurance*,+ • Life Insurance*,** • Long Term Care Insurance*,+,**

• Annuities** • Section 125 Plans • HSA Administration • Dependent Eligibility Reviews • Health Care Reform Education

For more information on American Fidelity, call 1-866-523-1857 ext. 216 today!

Raelene Walker Fringe Benefit Consultant CA Lic. 0775944 1 Civic Center Dr., Suite 260 San Marcos, CA 92069 1-866-523-1857, ext. 216

*These products may contain limitations, exclusions and waiting periods. +This product is inappropriate for people who are eligible for Medicaid coverage. **Not eligible under Section 125. All products may not be available in all states.

SB-23113-0610

Summer 2012 | 25

continued from page 24

explained. “It’s a generation that has a lot to teach about teaming

Regardless of who initiates the mentor-mentee relation-

and working together. They’ve been raised to feel valuable and

ship, it’s imperative that the connection is made, he noted.

At the same time, the attributes of this generation require a

younger generation employees and the succession-planning and

positive about themselves.”

slightly different approach to mentoring. They don’t want just

orders and assignments. They are open to challenges and stretch assignments. You have to tell them the truth.

Those working with millennials shouldn’t fool themselves

“We’ve got to adapt to change more quickly and embrace these relationship-building aspect of mentoring is a key part of that.”

INFORMAL MENTORING

into thinking that they have little to learn from this generation;

Informal mentoring occurs without structured agreements,

fresh perspective; they also bring fun,” Zachary noted.

eous and takes place in offices all of the time when there is a

in fact there’s much to be gained from their mindset. “You get a ocde’s Dang has a staff made up mostly of millennials and

generation Xers. In his experience, these employees may not be

commitments or established programs. It’s relatively spontandevotion to learning and participants who are open to change.

It’s a form of mentoring that’s familiar to Dang. “We don’t

familiar with the benefits of formal mentoring, and instead tend

have a structured mentoring path, but direct reports to cabinet

approach may mean they are missing out.

superintendent to discuss their career path, what they want to

to involve themselves in informal peer networks. He says this

“The organization should have a mentoring program, but

at the same time, the younger generation needs to seek out

members spend time with the superintendent and the assistant do and how to get there.”

casbo’s Shauna Stark has also engaged in informal mentor-

mentors. Their lifespan with an organization is shorter, so my

ing relationships when she observed a co-worker who seemed

much,” Dang said.

their career path and what’s possible for them, what education

observation is that perhaps they don’t seek out mentoring as

26 | California School Business

like an up-and-comer. “It was really about talking to them about

they might need and why,” said Stark, budget and accounting manager for the San Diego County Office of Education.

And she’s not shy about seeking out a mentor on an as-

needed basis herself. “I sought out people when I wanted advice, and I did a lot of watching when I was new. I know my limits,

and there are people I will call,” she explained, noting that these informal contacts have been mutually beneficial.

“It certainly builds a relationship with the other person.

Who doesn’t like to be the genius,” she joked.

REVERSE MENTORING

Reverse mentoring is an idea championed by former General

Electric ceo Jack Welch, a technique he imposed by ordering 500 high-level executives to reach out younger employees who were lower on the corporate ladder. The concept has received lots of coverage from business-oriented magazines and newspapers as it has spread in recent years.

“The idea is that managers can learn a thing or two about

life outside the corner office,” according to an article in the Wall

Street Journal. But some companies say there are additional outcomes including reduced turnover among younger employees and improved overall knowledge of fast-moving technologies.

Reverse mentoring programs close the knowledge gap for

both the older and the younger employee and bring various workplace generations closer together.

Carruth says he has benefited from reverse mentoring, es-

pecially when it comes to living up to his personal commitment

Resources for mentoring guidance Looking for more advice and information on mentoring in the modern age? Here are our sources’ suggestions: Books: • “My American Journey: An Autobiography,” Colin Powell, with Joseph E. Persico • “How Full is Your Bucket?” Tom Rath and Donald D. Clifton • “Switch: How to Change Things When Change is Hard,” Chip Heath and Dan Heath • “Creating a Mentoring Culture: The Organization’s Guide,” Lois J. Zachary Online: • TED.com, a website where the world’s leading thinkers and doers are asked to give the talk of their lives in 18 minutes or less.

• iTunes U, a section of the Apple iTunes store where users can download free educational course content from many colleges and universities, nonprofit educational institutions and K-12 organizations. The content, which includes course lectures, lab demos, sports items and campus tours, comes as audio and video files. Downloads are free.

• Khan Academy, a free, online educational website featuring 3,100 video lessons covering math, economics, finance, art history and science.

– JPR

to being techno-savvy.

“I made a personal, conscious decision about 15 years ago to

stay very current with technology and I do regularly go out and

talent is more likely to accept an offer from an organization that

Additionally, Carruth turns to technology-based formats for

Dang noted that in addition to supporting the growth of

meet with my director of it to talk technology,” Carruth said.

invests in their growth and development.

mentoring. He’s a big fan of ted.com and iTunes u. He called

everyone in an organization, mentoring provides a form of suc-

thought and to allow you to challenge the status quo.”

toward mentoring will see the future slip away quickly, he said.

ted.com’s Ted Talks “a good use of technology to provoke

BENEFITS TO THE ORGANIZATION

At a time when all districts are doing more with less, casting

aside mentoring programs might seem like a prudent place to cut. Not so fast, the experts say.

Organizations that offer mentoring programs and opportuni-

ties tend to do a better job of retaining talented employees, and are able to attract better quality candidates when there are openings.

On one hand, the talent you have needs to be supported as

cession planning. Organizations that fail to put a dedicated effort

“In this time when we’re lean and mean, there is a palpable

desire for human connection, so employers need to engage their employees,” said Zachary. “Create a mentoring culture. We have to do for ourselves what we do for our students.” z z z

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

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

they continue to be asked to do more with less. On the other, top

Summer 2012 | 27

28 | California School Business

Effective Learning At Sehi, we know today's students use technology on a daily basis. They learn. They play. They communicate with others using sophisticated devices that empower and enrich their lives.

Experts agree that using technology effectively in schools is essential in preparing students for a successful future.

They say students thrive in digital learning environments because technology makes it interesting and relevant to their actual lives.

Sehi Computer Products understands this too, and has been delivering effective technology solutions to CA Schools for over 25 years. We know it’s never too early to prepare students for their futures and that technology helps to lead the way.

Now you can purchase all your technology online!

Check us out at www.BuySehiEdu.com

Sehi Delivers IT! 1275 Puerta Del Sol San Clemente, CA 92673

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

Summer 2012 | 29

30 | California School Business

cover

DYNAMIC CLASSROOM ENVIRONMENTS Mobility, collaboration, technology are focus of future classrooms

By Julie Sturgeon

F

or once, it’s not strictly money that

per school site doing a modernization

fornia’s educational spaces to classrooms

construction projects adding facilities

stands in the way of upgrading Cali-

of the future.

It’s time.

Currently, the Office of Public School

project ($250,000 is also awarded for new to existing sites, and $150,000 for new school projects). *

your best and last chance to obtain state

homa. The iPad generation arrives with

vides monetary awards on a 60/40 state

school bond funding for the foreseeable

educationally enhance existing school

facilities. The grant funds modifications

such as air conditioning, plumbing, lighting and electrical systems. Likewise,

future,” writes Bill Orr, the executive

director of the Collaborative for High Performance Schools.

No, the big challenge, said Drew

McAlister, account manager with casbo

changes to the Proposition 1d High

associate member Tandus, is the fact that

that schools can receive more funding for

of the future are already built. “It exists

Performance Incentive (hpi) grant mean high performance projects. This pot holds

about $59.9 million, with each qualifying

district receiving a minimum of $250,000

The iPad generation Certainly, the students are driving these

another crack at hpi grants, but it may be

and local sharing basis for projects that

he asked. “There has to be equity.”

“Not only is this your chance to take

Construction is accepting applications for

its modernization program which pro-

do you combat the haves and have-nots?”

changes faster than a tornado in Oklasmartphones, access to the Internet in their homes and cars, and a casual knowledge of how to edit and post videos on

YouTube. They Google, collaborate on Wikipedia and rely on Facebook to crowdsource answers to their social problems.

“And yet in the classroom, they’re

more than 95 percent of the classrooms

told to keep their head down on a piece

today. So if you’re building a brand-new

ster said. “We have to teach students

high school and you have an older building on the other side of the district, how

of paper. It doesn’t make sense,” McAlihow to manage information, and how to

work collaboratively, so you don’t want

Summer 2012 | 31

DYNAMIC CLASSROOM ENVIRONMENTS

a bunch of stiff-legged chairs and heavy

“And that was my opening,” he

up to allow students to band together

I’m stunned nobody sat in these great

vide lightweight mobility, while triangle

desks where you can’t move into work-

reported. “‘Are you enjoying the seating?

Kevin MacQuarrie, a principal with

desks.’ There was total silence. So I said,

able groups.”

wlc Architects Inc. in Berkeley, won’t

argue that point. He sees two ways to upgrade: change the environment and

‘If you don’t want to sit there, what makes you think any of your students do?’”

Yes, the days of pseudo automobile

adjust the teaching approach to fit the

factories – put everyone in rows and

a more interactive approach to teaching

in this Industrial Revolution era – have

environment, a move which will trigger

within those four walls. “It’s about dynamic presentations and interaction,” he pointed out.

It’s about dynamic presentations and interaction…

MacQuarrie modeled the approach

at this year ’s casbo Annual Confer-

ence & School Business Expo in San Diego, where he addressed learning environments for the 21st century. “Because

when I design a new classroom, I am very reticent to spend taxpayers’ dollars putting in a bunch of stuff that nobody will use or use ineffectively,” he added.

Forgiving furniture In 2010, MacQuarrie invited attendees at

a Coalition for Adequate School Housing (cash) seminar to drop into a mock

classroom where he placed samples of the latest school furniture choices: tables on wheels, couches, bean bag chairs, a high

café table “a la” Starbucks and a variety

of seating options. In the very front row,

he lined up brand new sled desks (i.e.,

crank them through an education factory

given way to a more forgiving environ-

to study. Plastics, metals and resins pro-

shapes and hexagons with sawed-off edges – for tighter connection to another desk – pop up. That doesn’t mean the

square shape is history, however, as they can align into long rectangles or pods of

four. The key, said MacQuarrie, lies in how quickly you can move them.

“When you and I grew up, if we were

ment that Bill Latham, ceo of Contrax

going to flip the classroom from a demon-

breaks down into five areas:

to a team environment in groups of 10, it

Furnishings, a casbo associate member,

Flexibility. If you graduate from high

school in 2012, the u.s. Department of

Labor says you will hold eight jobs be-

stration to a small-group project and then would be a very disruptive and lengthy process,” he said.

Mobility. This is where mobility steps

fore your 40th birthday. So the learning

up – the cow (computers on wheels) ac-

ently inside the box. Kiss the casework

on wheels). In addition to desks, chairs

journey has to include thinking differgoodbye, a.k.a. cabinetry and permanent

countertops. It’s too difficult to strip when the school needs to use the space

ronym will soon give way to dow (desk

also wheel; surfaces flip out, over and down; and everyone scoots with ease.

Ergonomics. Students spend 14,000

for a music room next year rather than a

hours in a classroom from kindergarten

these pieces are mobile as opposed to

keister time. Thermographic diagrams of

science lab. Nowadays, Latham assured, screwed into the walls.

Technology. Adding wi-fi capability

throughout the Los Altos School District

has helped its students keep their performance scores at the top of the state, said

its superintendent, Jeffrey Baier. But the

tools that take advantage of this wireless state still require charging, and just one wall socket in the corner won’t cut it, said

Latham. Instead, desks need a place to

drop cords into a false floor, or skyward toward an overhead rail system. “The

idea is to stay flexible so you can adapt,” he reminded.

Collaboration. When today’s stu-

to graduation, which adds up to serious what happens at the cellular level to a child sitting in a chair that doesn’t allow

for dynamic movement shows limited oxygen flow to the brain. “When your

seat allows you to move, flexes with your body and is more comfortable, your

concentration improves,” said Latham.

“Your brain development improves.

Your posture improves. There are a lot of health benefits.” Indeed, the statistics

on his desk say that 44 percent of high

school juniors report occasional back pain, while 8 percent say they have it continuously.

According to Healthy Schools Net-

the desk and chair are one attached unit)

dents enter the workplace, the boss will

work, chairs should provide proper

a single person took a seat in the more

project-based teams. As curriculums

chairs need to be adjustable so that each

and threw in a few tablet armchairs. Not traditional furniture.

32 | California School Business

expect them to work on goal-oriented, reflect this evolution, desks must catch

lower back support, and both desks and

continued on page 34

In Case you Need 10 Billion Reasons…

Master Consultants

Facility and Financial Program Managers $5 Billion in School Financing $4 Billion in State Grants $1 Billion Mitigation and RDA Revenue

HIRE A TEAM THAT KNOWS YOUR BUSINESS Former Former Former Former Former Former

OPSC Chief of Fiscal Services Distinguished CBOs and CPAs School Board Member CDE School Site Representative Leading School Facility Planner Wall Street Bankers

“CFS was instrumental in helping Victor Valley UHSD pass a $500 million G.O. Bond and obtain over $200 million in State Facilities Funding. Combined with future state grants, developer mitigation and other revenue sources, CFS has assisted the District in developing and implementing our Long Term Strategic Capital Facility and Funding Program for the next ten years. CFS has continually adapted to changing markets, economic recessions and funding requirements, blazing a trail though the changing terrain for our District.”

Herb Calderon, Assistant Superintendent, Business Services Victor Valley Union High School District

...to Choose the Best

California Financial Services (707) 544-7800

www.calschools.com Summer 2012 | 33

DYNAMIC CLASSROOM ENVIRONMENTS continued from page 32

student’s wrists are level with their fore-

lounging individually. Color rules, be-

be positioned at approximately 90- to

school building, but it’s not his era.

arms while typing. Their knees should 120-degree angles, even if that requires a footrest or stool.

Further, some students are kinesis

cause after all, this may be your father’s

Today’s technology

learners, boys in particular. They need to

The size of a typical classroom in Califor-

wiggle, they chew on pencils, play with

between 32 and 42 students. The old-

stand. They need to move their legs. They their hair, not because they are insubordinate, but because these are natural

physiological functions fundamental to their brain development.

It boils down to creating a dynamic

room where some students sit at café tables with their feet entwined in the stool

legs, while others are laying on mats, some are sitting in groups and the rest are

Enrollment Impact Specialists

nia measures 960 square feet, and holds fashioned way of lining desks in rows to

face the teacher and marker board in the

front no longer maximizes that real estate,

even if the space is modern enough to feature a tv behind that sliding board.

For starters, it interferes with individual

students’ lines of sight, which starts a downhill slide of inattention and missed information.

“I’m not ready to turn the world up-

side down just yet in public education,” MacQuarrie said, “and the learning wall

concept is still valid. The trick is to get

The old-fashioned way of lining desks in rows to face the teacher and marker board in the front no longer maximizes that real estate.

Overcrowding or Declining enrollment?

Boundary changes? Opening or Closing schools?

Right-sizing schools?

Whatever changing enrollment challenges your district is facing, DecisionInsite’s expertise can assist in addressing their impact on budgeting, staffing or facilities.

Combining our experienced educational consulting with the powerful, yet easy-touse DI System, we help you increase efficiency, reduce costs and make the best decisions.

DecisionInsite provides: • Easy-to-use, feature-rich, web-based DI System • Reality-based 10 year district and school by grade enrollment projections

• Efficiency calculators instantly show

the effects of enrollment on budgeting, staffing and facilities

• Tools for boundary change/closing schools analysis made easy

• Relevant community demographics to improve student support

• Integrated tools & strategies to increase enrollment • MySchoolLocator™ with bus stops & schedules for parents to look up assigned schools

• Projections for Pre-Kindergarten programs optionally available

877-204-1392 decisioninsite.com DI Ad 12-04-CASBO-LG.indd 1

34 | California School Business

4/13/12 5:17 PM

projection screens and other types of me-

classroom, according to MacQuarrie, so

Making the projection screen a 16-by-9

acrylics and rubber become crucial.

dia away from that for better viewing.”

ratio instead of the old 3-by-4 tv format

carpet and soft substitutes made from But do say no to the antimicrobial

is a great start. Next, move the larger,

treatments on these fibers, recommended

degrees. “Now you can be seated in an

“Classrooms of the Future and the Mate-

more horizontal screen to a corner at 45 X or a circle or groups of tables and turn your head just slightly for a clear shot at the screen,” he added.

If your district has yet to invest in

smart boards as your interactive medium,

skip it. That ship has sailed, in MacQuarrie’s experience. Tablets like iPads allow

direct interaction with the projector, so

students can do a math problem, for example, on the tablet screen and it appears on the projection screen for all to see.

McAlister, who co-presents casbo’s rials Required to Get Us There” webinar.

The chemicals used for this treatment are actually registered pesticides by the

Environmental Protection Agency. “The Centers for Disease Control, the epa and everyone who has studied this say there

is no benefit, but it makes a good marketing angle,” he says bluntly. “There’s a lot of information to sift through in these decisions.”

After all, a modernization project

Acoustics play a more important

still weighs in at 80 percent of the cost of

important to plan for a speaker system in

That’s why MacQuarrie advises districts

role in tomorrow’s classroom, so it’s also the ceiling – two units placed two-thirds

of the way to the back of the room – that projects the teacher’s voice throughout

the space. In some instances, it will be appropriate to mic the instructor.

Focus on flooring “One thing nobody has ever asked in

new construction, said Contrax’s Latham. to approach these projects for entire classrooms rather than trying to tackle one aspect for all spaces. Spreading the love too

nical Education Facilities Project (ctefp )

noted, so when bond issues come up with

performance rating criteria points that the

thinly waters down the visible impact, he

voters, the response is, “I can’t see where

you put the last money we gave you, so you must have wasted it.”

“Be brave and be visionary in what

my 30 years of working with carpeting

you’ll require as we move head in edu-

floor?’” points out Tandus’ McAlister.

truly knows what the future holds, but

is, ‘What is the acoustical value of your The query needs to head from obscurity

to the top of the list, along with other technical explorations, like the R value

plified voices, mechanical echoes from

hvac systems and normal childish chatter. The goal is a 35 dB decibel level per

Incentive Grant (hpbib ) in addition to the hpi

grant, provide an additional base grant

zzz

additions, modernization and ctefp projects.)

you think you’ll need is important.”

*(Funding from the modernization

currently $388.8 million available in bond

from those rolling desks and chairs, am-

the addition of a High Performance Base

having the foresight to anticipate what

“It’s a matter of not connecting the

future, however, need to anticipate noise

On Jan. 25, 2011, regulations allowing for

(the hpbib ) of $250,000 for new construction

program can also pay for the demolition and

dots,” he explained. Classrooms of the

district plans to achieve through the project.

cation,” said Los Altos’ Baier. “Nobody

(thermal resistance rating) of flooring choices.

programs. The grant amount is based on high

replacement of existing buildings. There is

authority. Once bonds are sold, the funding will be apportioned to projects on the

unfunded list. The High Performance Incen-

Julie Sturgeon is a freelance writer based in Indianapolis, Ind.

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

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

tive (hpi ) grant is a supplemental grant and

must be applied for in conjunction with New Construction, Modernization or Career Tech-

Summer 2012 | 35

36 | California School Business

feature

The brave new world of technology

The revolution is full of promise, includes some risk

By Linda A. Estep

If education is becoming a brave new world of click and tap for learning and information gathering , where does that leave those who haven’t even joined the technology revolution or are moving at a snail’s pace, sometimes intentionally?

It depends on who you ask.

For those districts committed to adopting the tools of

technology to replace book, pencil and paper, it’s an exciting journey filled with promise that can’t move fast enough. It will

open doors, prepare students for their future and keep them “engaged,” the apparent buzzword of the industry.

Convinced that technology will make a difference in the

district students. “I’ve always wanted to get technology into the

hands of kids,” she said. “It is a great incentive to learn English using an iPad, and the kids are in hog heaven at the thought of

it. I started in this district 25 years ago and had to beg for one

computer,” Russo said. She believes devices born from technol-

ogy today can improve higher thinking skills, an opinion echoed in many education circles. “The whole nation is moving that way and we’re trying to get ahead of it for once.”

Creativity for learning

classroom, the Sweetwater Union High School District in San

Hilltop Middle School Principal Maribel Gavin uses an iPad

students enrolled in foreign language and global studies classes

send her observations to the teacher – practically on the spot.

Diego County has launched a program this year issuing iPads to at Hilltop Middle School. By fall, the district hopes to put an iPad in the hands of every seventh-grader at a cost of $4.2 million.

Chief Financial Officer and Interim Deputy Superintendent

Dianne Russo is enthusiastic about the impact it will have on

when she makes classroom visits to observe. She can then easily She says she sees a “clear difference” in those classes where the

students are using the iPad. They are using the same curriculum, but the electronic tablet allows creativity in learning, according to Gavin.

Summer 2012 | 37

The brave new world of technology

One factor to consider in deciding if technology improves learning is in how the teacher uses it.

When the program is fully implemented in the fall, all sev-

Noting that his district serves a “fairly affluent” popula-

enth-graders will have the option of buying the device outright

tion, Gilardino explained that many of the students have and

most parents are opting for iPad purchase plans with no interest

in. Sometimes it can seem that coming to school can be a step

or using it as school equipment as if it were a textbook. Gavin said rates. Gavin shares Russo’s vision of the district making bold

strides in the technology arena – although it is just beginning that

love technology at home, and that “this is the world they live backward in terms of numbers (of devices).”

To Gilardino, there are two factors that slow the acquisition

quest – while other districts are much further into the journey.

and implementation of new technology in education. First is

mental in the implementation of this year’s pilot program. He is

learn themselves. Secondly, Gilardino believes that test scores

Ben Black teaches eighth-graders at Hilltop and was instru-

a believer, as well, in the value of classroom technology and is

witness to how students learn at their own pace using devices such as the iPad. “I’ve seen a change in those who struggle and

are afraid to mention it in class. The iPad has made a difference

because students can investigate answers. It also changes how time is spent in the classroom.”

Middle schools classrooms seem to be a common venue for

acceptance by teachers to change and grab the opportunity to drive decisions in education.

“If we had substantial proof that technology improves test

scores, there is no question we would be spending more on technology,” he said.

The role of test scores

technology-based learning, serving as models for technology

In a series published by The New York Times during the fall of

Sweetwater and other districts that are turning to tablets

classrooms are decked wall-to-wall with digital learning tools

integration that serves both student and teacher.

may be onto something. The recent Pearson Foundation Survey

on Students and Tablets found that tablet ownership among college-bound high school students has tripled in the last year, and that college students and high school seniors believe that

tablets are just as valuable for educational purposes as they are for personal entertainment.

Laptop tool of choice

2011, a reporter examined A School district in Arizona where

from laptops to interactive screens, and software that covers every basic subject. A ballot initiative approved in 2005 allowed

the district to run a tab of $33 million for technology that changed not only the classroom, but the role of the teacher from

lecturer to a guide, or as some proponents put it, “going from sage on the stage to guide on the side.” In this environment, the

teacher guides students learning at their own pace using the Internet, a common talking point of technology advocates.

What is still missing, however, is convincing data showing

On the other side of the Rockies in Cherry Creek School District

learning is improved as reflected by higher test scores. One factor

various grades was issued laptops in a pilot program the district

the teacher uses it. Even the newest innovations will be useless

#5 of Greenwood Village, Colo., a cross-section of students in

hopes to expand. Ned Gilardino is the district instructional technology coordinator and believes that within 10 years, technology in the classroom will be commonplace.

“It will happen. There is no question that digital tools are

to consider in deciding if technology improves learning is in how without support of a thoroughly trained and willing instructor.

Willing and able

changing education and in five to 10 years technology will take

Russo at Sweetwater Union High School District recognized

exceeds anything we have had before.”

school year will have an option: embrace the use of iPads in the

over,” he predicted. “The possibility of what technology can do

Gilardino noted that his district opted for laptops as the pri-

mary tool of choice, feeling the iPad is a supplementary device.

38 | California School Business

this and said reticent seventh-grade teachers in the 2012-13 classroom or teach eighth grade where the iPads will not be in

use yet. She said teacher trainings will include personnel from

Apple, as well as internal resources. “If teachers don’t know

With 160 schools in the United States, the Association of

what to do with them, it’s useless,” she explained.

Waldorf Schools of North America boasts that many of its high

mediate feedback to students, 2) develop electronic portfolios for

and universities in the country.

Among the teacher goals in the district are 1) provide im-

student work and 3) transform instruction to align with Common Core, the new state standards for English language arts and mathematics scheduled for implementation in 2014.

school graduates are accepted into the most prestigious colleges

Comparing the education approach of schools such as

those in the private Waldorf system with public schools can be

deceiving, however. Most students in systems such as Waldorf have access to technology at home, whereas many students in public schools sit at a computer or iPad for the first time when

The contrarian view In the same New York Times series on technology in the

they enter the classroom.

So is a high-tech toolbox the best approach to education, or is

Black & White Logo

classroom, a separate article reports a contrarian philosophy about the usefulness of technology as a teaching tool. At the

Waldorf School of the Peninsula, a private school attended by

children from affluent families in the Silicon Valley, there is not a computer on campus. Many of the Waldorf students’ parents work in the computer industry, but subscribe to the notion

that computers in school inhibit creative thinking and can be a distraction, at least in grammar school.

its best use that of a pathway to the world outside the classroom?

Clearly there are arguments for both sides.

Classroom, office advantages casbo associate member Phil Strand, director of performance

management at sas, a business analytics software company, has continued on page 40

DE LA ROSA& CO. I N V E S T M E N T

B A N K E R S

The Golden State is home to De La Rosa & Co. Since 1989, communities across California have counted on De La Rosa & Co. to help K-12 school districts meet their challenges during the full range of economic conditions. Let DLR help with your financing needs:

DE LA ROSA& CO.

• General Obligation Bonds • Certificates of Participation I N V E S T M E N T • Mello-Roos/CFD Bonds • Tax and Revenue Anticipation Notes • Qualified School Construction Bonds • Bridge Financing • Debt Refinancing/Restructuring

B A N K E R S

You can reach us at: educationgroup@ejdelarosa.com

Southern California 10866 Wilshire Boulevard, Suite 1650 Los Angeles, California 90024 (310) 207-1975

Northern California 456 Montgomery Street, 19th Floor San Francisco, California 94104 (415) 495-8863

W W W. E J D E L A R O S A . C O M

Summer 2012 | 39

The brave new world of technology continued from page 39

a panoramic view of how technology impacts education on both the business and education side.

Familiar voice

“Now with cloud technologies and hosted solution offerings

Maureen DiMarco has cast a familiar and influential voice in

ware running on large servers for many business users without

of the California School Boards Association and Secretary of

needed,” he said in an email interview.

is a consultant for McGraw Hill. While she admits she loves

learning are more in abundance now than (several) years ago,”

does have reservations about the supposed demise of textbooks.

and powerful, simple to use training for the student.”

She gave an example of a teacher totally reliant on technology

cient, but that it also has significant value in time-saving tasks

down and no backup plan could render that teacher literally

from software vendors, educators can use powerful new soft-

California education for decades. She has served as the president

any hardware, software or other resources, human or financial,

Education under Gov. Pete Wilson. Now semi-retired, she

“From an instructional perspective, offerings for online

technology and recognizes its value as a tool in education, she

he added. “Online curriculum provides support for the teacher

“I don’t think books will ever go away,” DiMarco offered.

Strand believes that new technology is not only cost-effi-

for administrators. “What used to take hours to research can now be done in seconds or minutes.”

Strand said sas works with both large and small districts

and county offices of education to provide solutions for reliable analysis of information quickly and efficiently.

CASBO Winter Artwork_2011.pdf 1 10/31/2011 11:57:32 AM

C

M

Y

CM

MY

CY

CMY

K

40 | California School Business

to teach a lesson or give a presentation. An operational breakpowerless.

“Everyone knows that when you are a classroom teacher,

you are a nano second away from a full out riot,” she said

tongue-in-cheek. “If your hardware fails, kids will not sit quietly.

You need every precious moment.”

Apps, technology school business leaders love Districts that have joined the technology revolution through tablet technology or use of cloud computing may still be in search of specific business applications that have benefits for school business.

Here’s a look at some solutions that tablet and cloud computing adapters already appreciate.

CASBO Deputy Executive Director Tatia Davenport has a direct line to tablet preferences through her interaction with members who are participating in the association’s iPad Academy. Topping the list of preferred apps are Dropbox, DocScan HD, Evernote, Easy Sign and iTunesU. Each of the apps mentioned by Davenport has proven valuable to school business leaders. In fact, attendees at the iPad Academy session at this year’s annual conference expressed their particular pleasure with Dropbox, and shared how they have been using it in their organizations.

“The process in determining the most effective app for you begins with asking yourself ‘what task do I wish to perform in a simpler way’ or ‘what work do you wish you could do when not at your desk’” Davenport explained. “Both of these questions will give you a starting point to search for an app that may fit your needs. With hundreds of thousands of apps, and counting, there’s bound to be an effective solution to meet your needs.”

CASBO associate member Phil Strand, director of performance management at SAS, said his firm offers some additional solutions that are meeting the needs of several California districts.

SAS’s Performance Management framework addresses education finance and operations management for school business officials, Strand said. The product allows users to retrieve information at the 30,000-foot level, or to drill down to the details.

Performance Management handles financial reporting, budgeting, planning, forecasting, human resources management and strategy management.

Strand said the product offers a “spreadsheet format that provides one version of the truth,” a feature that CBOs are finding particularly useful for what-if scenario planning and forecasting for ever-changing budgets.

Strand’s firm also has cloud technology or hosted solution offerings that allow educators access to powerful new software that is run on large servers operated by SAS. “You don’t have to purchase hardware, software or any additional resources, and users see it as if it were running right next door, ” Strand explained. “We run them at our facilities, and you use them through a security-protected Web browser.

It’s one way for districts to get technology without spending lots of money.”

DiMarco cautions districts not to assume that technology

will always be cost efficient. “You also have to look at it and ask,

‘Are we doing it for the gee-whiz factor or is there an instruc-

better than print, but not in all cases. You must talk about cost and support vs. the benefit.” z z z

tional advantage?’ I always counsel that schools should have

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

be-all, end-all? I seriously doubt it. There is a tremendous use

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

technology if it does a better job,” she added. “Is technology the for it but it is not a blanket for all. You have to be careful what

it is used for and how you use it. There are some tools that are

Summer 2012 | 41

CASBO book club

Innovation, inspiration, ingenuity all explored in book pick Mobile Modular serves the education market learning space. With Mobile Modular you have ever-changing student populations.

800.944.3442

www.mobilemodularrents.com

Providing legal services to California’s school districts for over 30 years.

Save-the-Date 2012 Education Law Conference

Perspectives…

...Stay Focused

Cerritos, California

Stockton, California

Wednesday, November 14, 2012 Hilton Stockton

For additional information or to register, please contact Keesha Clark at (562) 653-3579, or visit our website at www.aalrr.com Cerritos · Fresno · Irvine · Pleasanton · Riverside · Sacramento · San Diego

42 | California School Business

“Nanovation: How a Little Car Can Teach the World to Think Big and Act Bold,” by Kevin and Jackie Freiberg, details the leadership and outside-the-box thinking behind Tata Motor’s NANO, a $2,500 car that is democratizing the roads of India and teaching the world to think big.

According to the authors, the story behind the world’s cheapest car is an example of how leadership, vision and perseverance spurred a revolution and created a once unthinkable possibility – the opportunity for car ownership for more than 14 million people in India.

MM-2028CA-AD-v1.0

Monday, November 5, 2012 Sheraton Cerritos Hotel

Topping the summer reading list for CASBO members is a popular book that uses the story of a revolutionary car company to explain the value of innovation.

The story details how, in the face of ridiculous odds, Tata Motors and the man behind it literally created one of the greatest innovations in the car industry since the Model T Ford.

This book is a must read if you are ready to revolutionize the processes and products at your organization. But be forewarned, your planned revolution will require you to challenge long-held beliefs, old assumptions and outdated systems.

You’ll have to ask yourself “what if?” and “why not?” in preparation for gaining the benefits of innovation.

Join your CASBO colleagues in reading “Nanovation” and learn about the kind of thinking that breeds ingenuity, allows you to overcome adversity and teaches you to take risks in order to succeed beyond expectation.

Proven Leaders. Proven Results.

Seville Construction Services, Inc. is a nationally ranked Engineering News Record’s Top 50 Program Management and Top 100 Construction Management Firm.

We work with some of the largest school bond construction programs in the nation, so we understand that education systems face challenges of growing/shrinking enrollments, reduced funding, changing technology, and decaying/aging facilities. We specialize in the strategies that matter most to education systems today by finding the right solutions to solve these daunting challenges as well as deliver results to the future leaders of tomorrow.

Visit our website at www.sevillecs.com to learn more about our services!

Program Management | Project Management | Construction Management

sudoku 7 1 4 8 3 6 9 5 2

3 9 2 1 5 7 8 6 4

8 6 5 4 9 2 1 7 3

2 5 9 6 4 3 7 1 8

4 8 7 5 1 9 2 3 6

1 3 6 2 7 8 5 4 9

6 2 1 3 8 5 4 9 7

5 7 8 9 6 4 3 2 1

9 4 3 7 2 1 6 8 5

answers on page 49

Are you putting All of

your eggs

in one bAsket?

In certain situations, spreading your risk just makes good sense—like when choosing a provider for your district’s excess liability coverage.

SELF offers its members high limits—up to $50 million with more available on request—a broad coverage form and most importantly, a source of coverage independent from the provider for their primary coverage. We have more than 25 years of experience dealing with catastrophic losses and have paid more than $256 million in claims for our members, making us the premier and preferred excess provider for California schools and colleges.

Call today to find out how to best protect what’s in your basket. created by schools, for schools 866-463-5300 www.selfjpa.org

schools excess liability fund

Summer 2012 | 43

CASBO Career Rx

A top 10 list for the future of your career

By Molly McGee Hewitt Executive Director

In order to have a future-focused career, there are a few things that must be embraced today. Here’s a top 10 list that will help move your career forward.

1. School business officials must be able to communicate professionally in person, in writing and in a variety of settings. Being able to clearly articulate and share information will be essential. Your ability to speak to small and large groups in the district, in the community and at board meetings will be required. The good news is that these are skills that anyone can master!

2. Your reputation is vital to your future success. How you are perceived by your colleagues, superiors and subordinates matters.

What are you known for? What words are used to describe you? If I am making a reference check, what would I find out about you? What is your cyber reputation? If I do an Internet search of your name, what will I learn? Will it enhance or hinder your career?

3. Your resume is a door opener or closer.

Resumes have changed in the last few years, meaning that what was acceptable before may not be acceptable today. Does your resume date you?

Does it showcase your skills and talents? Does it highlight why you are a fit for the next job?

4. Your experience contributes to your value as an employee and is part of what you bring to the job. Can you clearly articulate the skills and talents that you bring to a position? Are you a good manager of people and resources? Good at problem solving, negotiations, critical thinking and longrange planning? A potential employer wants your experience to benefit their school district or LEA.

44 | California School Business

5. Your education matters. We are educational organizations and the formal education and training you have will impact your career.

Today, you are potentially competing with hundreds of applicants, and bachelor and graduate degrees are being required for more and more positions in school business management. To be competitive, you need to maximize your education and training.

If you do not have a bachelor’s degree, start a program. If you do not have a graduate degree, consider it. Take a look at the Wilkes University online program that CASBO endorses.

6. Professional development and certifications enhance your skills and your image.

If you have completed a training program, are actively involved in taking classes and staying current in your field, and if you have earned a certificate or a professional certification, you may have a leg up on your competition. A certificate may be granted for the completion of a particular training program.

A certification may be granted by an organization – such as the CASBO Professional Certifications.

Other certifications, such as CPA, or those recognized in your specialty area and discipline, are also of value. School business in California does not require certifications, licenses or credentials at this time, but this could change.

7. Your references speak volumes about you.

If you do not list any of your current supervisors or past supervisors as a reference, that’s a red flag to a potential employer. Providing a list of professional references is a great way to showcase your contacts and the depth of your career. Who would be valuable references for you? Who are the key decision-makers in our industry and how does your relationship and access to them enhance you?

If you have had a problem in your career with a past employer or a potential reference check, identify it early and develop a strategy to mitigate its potential negative effect.

8. Your image and personal presentation can be deal-breakers. How you conduct yourself, how you look, the image you project and your energy are taken into serious consideration. Think about how you select employees; what are you looking for? What attracts you to someone?

Knowing how you come across can help you to get ahead. It may be time for a haircut, a new suit or professional assistance in putting your best foot forward.

9. Build bridges – don’t burn them. If you apply for a position and don’t get it, be gracious. Thank them for the opportunity and move on. Do not badmouth the process, the organization or the person selected. Education is a tight-knit community and a negative response will come back to haunt you. Similarly, speak positively of your current and past employers. One never knows know when another opportunity will present itself in the same organization.

10. Be strategic in your selection of potential employers. Learn as much as you can about the position, the district and the requirements.

Do not apply for everything in the hope of getting something. To be a serious contender for a management position, you need to be prepared and laser-focused.

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

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

California School Boards Association

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

Summer 2012 | 45

As John Wee and Owen Morse of The Passing Zone throw knives around him, CASBO Incoming President Michael Johnston plays it cool during the Second General Session.

Annual Conference attendees enjoy an interactive session with the Drum CafĂŠ during the First General Session.

Attendees had the opportunity to visit 235 booths at the California School Business Expo.

Enjoying their time at the California School Business Expo are Margaret Mendenhall from Del Mar Union School District, Robyn Adams from La Mesa-Spring Valley School District, Catherine Birks from Del Mar Union School District, and Lori Wergeland from Ricoh.

46 | California School Business

Networking is an important element of the conference.

out & about

FCMAT’s Joel Montero receives the Commitment to Education Award from CASBO Outgoing President Gary Matsumoto.

CASBO Outgoing President Gary Matsumoto presents the Associate Member of the Year Award to Laura Gower from American Fidelity.

Bill McGuire receives the Sky Joyner Award from Tandus’ Drew McAlister, a member of CASBO’s Associate Member Committee.

CASBO officers and scholarship winners attend a reception in honor of the associate member sponsors who make the scholarships possible.

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 kevins@casbo.org.

Shamica Nance from San Bernardino County Superintendent of Schools; Carolyn Burleson from San Bernardino County Superintendent of Schools; Alicia Schlehuber from Escondido Elementary Union School District; and Mary Jane Anderson from San Bernardino County Superintendent of Schools, enjoy a reception at the conference.

Summer 2012 | 47

advertiserindex ACCOUNTING, AUDITING & FINANCIAL SERVICES Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

ARCHITECTS WLC Architects (909) 987-0909 www.wlc-architects.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 29

BENEFIT PROGRAMS Keenan & Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

CONSULTING SERVICES DecisionInsite (877) 204-1392 www.decisioninsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34 GASB 45 Solutions (916) 371-4691 www.csba.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 49 School Innovations & Advocacy (916) 669-5127 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16 School Services of California (916) 446-7517 www.sscal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

CONTRACTORS/CONSTRUCTION MANAGEMENT Bernards (818) 336-3619 www.bernards.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 40

COOPERATIVE PURCHASING The Cooperative Purchasing Network (713) 744-8133 www.tcpn.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

EMERGENCY 24 HOUR SERVICES American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 26

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

FINANCIAL AND HUMAN RESOURCE SOFTWARE Smartetools (760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

48 | California School Business

FINANCIAL SERVICES California Financial Services (707) 544-7800 www.calschools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Stone & Youngberg (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

FINANCIAL/HUMAN RESOURCES Sungard K-12 Education (866) 905-8989 www.sungard.com/K-12 Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14

FIRE & WATER DAMAGE RESTORATION American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 26

FRAUD PREVENTION, DETECTION & INVESTIGATION Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

FURNITURE Virco Manufacturing Corp.

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

INSURANCE SERVICES ASCIP (562) 403-4640 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 43

NETWORK SOLUTIONS & SERVERS & PC SOLUTIONS Sehi Computer Products, Inc. (800) 346-6315 www.sehi.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 29

PROGRAM/PROJECT/CONSTRUCTION MANAGEMENT Seville Construction Services (626) 204-0800 www.sevillecs.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 43

PUBLIC FINANCE Stone & Youngberg (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

RENTALS OF MODULAR BUILDINGS Mobile Modular (925) 606-9000 www.mobilemodularrents.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42

RETIREMENT BENEFITS Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 29

RISK MANAGEMENT SERVICES Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 43

SCHOOL BUS SALES SERVICE & PARTS Creative Bus Sales (909) 465-5528 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

STUDENT INFORMATION SERVICES

INSURANCE SERVICES

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

American Fidelity Assurance Co. (866) 523-1857 www.afgroup.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Edupoint Educational Systems (800) 338-7646 www.edupoint.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Keenan& Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Sungard K-12 Education (866) 905-8989 www.sungard.com/K-12 Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 24

INVESTMENT BANKING De La Rosa Co. (310) 207-1975 www.ejdelarosa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 39

LAW FIRM Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42

STUDENT SAFETY SEATS C.E. White Company (239) 218-7078 www.cewhite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 49

TRANSPORTATION Tyler Technologies (800) 431-5776 www.tylertech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

advertiserindex AD INDEX American Fidelity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 26 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . 42 Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 California Financial Services . . . . . . . . . . . . . . . . . . . . . . . . 33 C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Civic Permits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 De La Rosa Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edupoint Educational Systems . . . . . . . . . . . . . . . . . . . . . . . 7 GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Public Agency Retirement Service . . . . . . . . . . . . . . . . . . . . 29 School Innovations & Advocacy . . . . . . . . . . . . . . . . . . . . . 16 School Services of California . . . . . . . . . . . . . . . . . . . . . . . 28 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . 43 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . 29 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . 24 Seville Construction Services . . . . . . . . . . . . . . . . . . . . . . . 43 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Stone & Youngberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Sungard K-12 Education . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Cooperative Purchasing Network . . . . . . . . . . . . . . . . . 10 Tyler Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . . . . . . . . . . . 24 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . . . . . 11 Virco Manufacturing Corp. . . . . . . . . . . . . . . . . . . . Back Cover WLC Architects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

sudoku 7 1 4 8 3 6 9 5 2

3 9 2 1 5 7 8 6 4

8 6 5 4 9 2 1 7 3

2 5 9 6 4 3 7 1 8

from page 43

4 8 7 5 1 9 2 3 6

1 3 6 2 7 8 5 4 9

6 2 1 3 8 5 4 9 7

5 7 8 9 6 4 3 2 1

9 4 3 7 2 1 6 8 5

Summer 2012 | 49

lastwords

build a reputation on what you are going to do.

You can’t

~ Henry Ford

pick, an ear to listen and a push in the right direction.

Mentoring is a brain to

states

As of 2011, 42 states offer a K-12 technical program leading to an industry-recognized certificate or credential as part of their high school diploma.

~ John Crosby

Source: Inside School Research blog

never

right. People who delay action until all factors are favorable do nothing. just

Tablet computer owners have more than quadrupled among college-bound high school seniors during the past year, with 17 percent surveyed this year claiming a tablet device as their own.

Source: Digital Education blog

42 Conditions are

17%

69 & 63 %

69 percent of high school seniors and 63 percent of college students in a recent survey said they believed tablets would effectively replace textbooks within five years, a time frame also set as a goal by Federal Communications Commission Chairman Julius Genachowski and U.S. Secretary of Education Arne Duncan when they announced the launch of the “Digital Textbook Playbook.”

Source: Digital Education blog

~ William Feather

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

Send your favorites to kevins@casbo.org.

50 | California School Business

%

Summer 2012 | 51

Metaphor® Series

ZUMA® Series

Ph.D.® Series

I.Q.® Series

2000 Series

9 models

18 models

7 models

11 models

15 models

Sage™ Series

Virtuoso® Series

ZUMAfrd™ Series

Telos® Series

9000 Classic Series™

14 models

6 models

3 models

8 models

18 models

For more information, call Virco today at 800-813-4150 or visit our website at www.virco.com.

- equipment for educators

™

52 | California School Business

REF# 11021 ©2011 Virco Inc.