CASBO School Business Winter 2011

schoolbusiness california

California Association of School Business Officials

Winter 2011

SPECIAL ED SQUEEZE Rising special education costs causing districts to dip into general fund

CASBO think tank

Five experts, five questions, lots of good advice

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2 | California School Business

Winter 2011 | 3

4 | California School Business

contents

Volume 76 Number 4 Winter 2011

departments

9

Checking in Where to turn for heroes Molly McGee Hewitt

13

Bottom line The value of CASBO is multifaceted Gary Matsumoto

15

40

In focus CASBO member profile: G. Wayne Oetken

42

Career Rx Career questions – do you have the right answers?

43

Out & about Photos from CASBO events

46

Last words

cover story

30

Special ed squeeze Rising special education costs causing districts to dip into general fund Linda A. Estep

interview

17

Book club The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You

15

22

36

State superintendent of public instruction is longtime teacher, policymaker Tom Torlakson responds to CASBO’s queries about pressing issues for public education Julie Phillips Randles

features

22

CASBO think tank Five experts, five questions, lots of good advice Julie Phillips Randles

36

Independent thinking When to hire an independent contractor, and at what cost Julie Sturgeon

Winter 2011 | 5

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

CASBO MISSION

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

publisher

Molly McGee Hewitt

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

Gary Matsumoto Hacienda La Puente Unified School District

president-elect

Michael Johnston Clovis Unified School District

vice president

Rich Buse Pajaro Valley School District

immediate past president

advertising sales manager

Renee Hendrick Orange County Department of Education CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999

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

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

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

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

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

Copyright 2011 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

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checkingin

Where to turn for heroes It seems to me that we are living in an era of villains or anti-heroes. We seem to know more people we don’t like, don’t approve of and do not want to emulate than people we honor.

Politics seems filled with choices that are the lesser of two evils, versus a clear choice. In the entertainment industry, the stars are known more for substance abuse, legal issues, domestic abuse and excesses than talent, humanitarianism or goodness. Sometimes I love Buzz Lightyear, Shrek and some of the other animated folks more than their human counterparts! How about you?

My life has been filled with some excellent heroes and role models. I am honored to work with a great organization that is filled with everyday heroes and heroines who show up early, stay late and do the right thing regardless of the personal cost.

My parents were role models who taught me a good work ethic and a love of country and family. I grew up being in awe of historical leaders like Abraham Lincoln, Franklin D. Roosevelt, Harry Truman, Winston Churchill and JFK. My entertainment heroes include the likes of John Wayne, Luke Skywalker, Danny Thomas and Carol Burnett.

My spiritual heroes include Norman Vincent Peale, Billy Graham, Charles Swindoll and Wayne Dyer. My business heroes are Walt Disney, Warren Buffett and a variety of game changers and challengers! I truly have been blessed by the positive role models and heroes in my life.

Early in my career, I had the privilege of working with the late Dr. Wilson Riles, state superintendent of public instruction. I valued his charisma, his humanity and his passion for his work. Dr. Palmer Campen, former superintendent of the Paramount Unified School District, taught me lessons on governance and perseverance. He was willing to give a young professional with dreams and no experience the opportunity to succeed. So many have followed. I have learned from some powerful role models, and a few negative ones! My job has been to learn the difference, and to mold that knowledge into my leadership style.

Daily, I am in contact with CASBO heroes. Men and women of all ages and races and with a variety of titles who exercise leadership in their area of expertise. They find time in their crowded and busy lives to contribute to the profession of school business. They are involved in their sections, join professional councils and serve on a variety of committees and at the state level on behalf of the association. Each puts his or her unique imprint on our organization and sets aside personal issues to work for the greater good. Pretty impressive!

Daily, I am in contact with CASBO heroes.

Men and women of all ages and races and with a variety of titles who exercise leadership in their area of expertise.

When interviewed recently for an article on associations, I was asked if I liked my job, my association and the members I served. I had to think about that for a minute. The politically correct answer would have been “yes.”

But the real answer is “absolutely!”

I love serving CASBO and having the chance to impact the association. My association represents dedication and professionalism to public education, and my members are exceptional! They care more about their jobs than personal recognition. They are so used to being the backbone of public schools that they shy away from honors and the limelight. They are good people. Honest people. Hardworking people. They have truly become my heroes and heroines.

Molly McGee Hewitt Executive Director Winter 2011 | 9

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bottomline

The value of casbo is multifaceted

By Gary Matsumoto CASBO President

Every now and then, someone will ask me, “Gary, why are you so involved in casbo?“ I always smile and provide the same honest response; I value the organization, the relationships I

have established and the contributions it has made to my career and to California

is a nonprofit professional association with different rules, practices and protocols. Every experience with casbo has taught me new skills and introduced

new people and opportunities. Where else could I get such leadership training?

Many organizations, from churches

public education.

and service clubs to unions and fraternal

pose a question myself; Why wouldn’t I

getting new members and keeping cur-

After responding, I often want to

want to belong?

I truly believe that there is value in

belonging to casbo. The value varies from person to person, but it is always a value proposition. As a business official, I

or community groups, are having trouble rent members involved. The state of our

economy and our time commitments often make membership engagement a challenge.

Like all of you, I have many draws

am always looking for good value!

on my time and my finances. I evaluate

has been incredible. I have made lifelong

cultivate a network of colleagues that

When doing business for my school district, I have access to over 1,500 valued associate members who provide services and goods.

without casbo. I have access to multiple

my involvement and try to determine

new challenges and new employees. To

ment and certification.

of time and resources. The spreadsheet is

I need to invest in my future in order to

The value of my casbo membership

personal and professional friends and colleagues. I have had access to the best

in the profession and have been able to

would have been impossible to grow

opportunities for professional developWhen doing business for my school

district, I have access to over 1,500 valued associate members who provide

services and goods. When I have new

what is the best return on my investment clear when it comes to casbo; the benefits of membership make casbo a good investment!

training ground for current and future

and expenses and take advantage of

The ability to serve in association

tion and state levels has given me oppor-

tunities to exercise proactive leadership and develop new “leader muscles.”

While being a leader in an association

has parallels in my school district, it also

The bottom line is that casbo is a

ships, while others pay their own dues

a network of friends involved in profes-

leadership positions at the council, sec-

of opportunities.

great value. It’s far more than just another

good fortune of employer-paid member-

sional councils and section leadership.

meet the challenges and take advantage

Some casbo members have the

staff or employees needing extra training, mentoring or some peer coaching, I have

be a leader in my profession, I know that

the tax deduction. In today’s education economy, fewer and fewer employers are

paying for dues. Still, I view casbo as an investment in my professional future, as well as yours.

The world of school business is

changing – consolidations of depart-

ments, outsourcing, new technologies,

professional organization. casbo is a educational executives, a political watch-

dog and advocate on behalf of school business executives and a graduate

school in leadership. And I’m living proof of one more of casbo’s value propositions – this association provides the best

networking and peer coaching available

in education today. Join me in taking advantage of all casbo has to offer.

Winter 2011 | 13

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infocus

G. Wayne Oetken Inspirational quote drove his illustrious career

G. Wayne Oetken has just begun to reflect on his nearly four-decade career in school business and there is one thing he can say for sure, “I never woke up feeling that I didn’t want to go to work today; I have thoroughly enjoyed my career.” As he put it, “Do what you like and like what you do. That’s something I’ve been able to do for a long time.”

Oetken’s career reflects his dedication to long-term commitments and to building strong relationships. It was also a career during which he kept his goal front and center – literally. Throughout his entire career, Oetken kept a quote from B. Eugene Griessman under the glass on his desktop which reads, “The greatest satisfaction one gets is derived from the opinion that people have about you – people who have been around you your whole life – as to your character and your compassion and your fairness, and the way you deal with people, and the way you do your job and whether you have tried to sacrifice other people for your personal benefit.” Oetken noted, “I’ve always tried to live up to that. What it says really is that so much of anyone’s success is tied to the people around them and making sure those relationships are what they should be.”

Oetken retired in August from the Cajon Valley Union School District after a 39-year career there. He began with the district in 1972 as controller, assistant business manager. After four years, he became assistant superintendent of ancillary services and then assistant superintendent, business services – the title he held until he retired. He also served as interim superintendent and represented the district in the collective bargaining process.

He has been a CASBO member since 1973, and served as the San Diego Section president in the 1980s. Oetken has been a member of CASBO’s Legislative Committee for more than a quarter century, and has chaired the committee several times. Although newly retired, Oetken says he will remain active in CASBO, and has started a consulting firm, G. Wayne Oetken & Associates, to assist districts during these challenging times. Committed to the slogan “Public Schools – the Best Run Business in Your Community,” the firm provides assistance in a number of school business management areas including financial strategies and administration, facilities, boundaries, demographics, reliable models for school closures, CBO searches and facilitating collective bargaining.

Oetken is as convinced of the value of CASBO today as he was when he joined 38 years ago. “CASBO is the only organization in the state that truly represents all of the business services disciplines. The training and networking opportunities are unmatched. In the last 10 years, CASBO has come to the forefront in terms of our areas of expertise. We’re in a position where the members of the Legislature really look to CASBO on difficult issues for pragmatic and reliable advice.”

Photography by Hope Harris

Winter 2011 2011 || 15 15 Winter

16 | California School Business

interview

State superintendent of public instruction is longtime teacher, policymaker Tom Torlakson responds to casbo’s queries about pressing issues for public education

By Julie Phillips Randles

Tom Torlakson, a former Northern California teacher and coach, became the state superintendent of public instruction in November 2010.

As chief of California’s public school system and leader of the

California Department of Education, Torlakson said he is applying

his experience as a science teacher, high school coach and policymaker to improve California’s public education system and to fight for students.

Torlakson, who earned his teaching credential in 1972, remains

a “teacher on leave” with the Mount Diablo Unified School District.

He has also served as a city council member in Antioch, as a county

supervisor for Contra Costa County and as a member of the California State Senate and State Assembly.

During his tenure in the Legislature, Torlakson said he worked

to protect education funding, improve student nutrition and physical education and to ensure safety on school campuses. He also

championed legislation to increase funding for textbooks, computers and other instructional materials, as well as backing efforts to close the digital divide, eliminate the achievement gap and reduce the dropout rate.

In 1998, Torlakson authored legislation leading to the develop-

ment of the largest system of after-school programs in the nation. In

2006, he authored the bill that led to a 300 percent expansion in these

programs which now reach 4,000 schools statewide.

Torlakson authored the Quality Education Improvement Act

(sb 1133) in 2006, which dedicates nearly $3 billion to the state’s lowest performing schools. He also played a key role in negotiating

and authoring the $9 billion Proposition 1a bond measure in 1998 which has led to public votes supporting over $36 billion to build new schools and improve existing school buildings.

Winter 2011 | 17

Tom Torlakson

State superintendent of public instruction is longtime teacher, policymaker

As the chair and founder of the California Task Force on

throughout the state, focused on three major themes: 21st century

in banning junk food from schools, providing healthier school

quality. Each represents an urgent priority. We’ve got to be sure

Youth and Workplace Wellness, Torlakson has been a leader meals, promoting student health and fitness and combating diabetes and obesity among children.

Torlakson was born in San Francisco and served as a fire-

fighter in the United States Merchant Marine. He has a bach-

elor’s degree in history, a life secondary teaching credential and a master’s in education from the University of California, Berkeley.

He recently weighed in with casbo on his career and his

vision for public education in California.

CSB: What is the last book you read?

Torlakson: “Agincourt,” by Bernard Cornwell, a historical novel based on a famous medieval battle between the English and the French in 1415.

CSB: What was the greatest lesson you learned as an educator? How does that lesson impact you today?

Torlakson: One of the most important lessons I learned came

from my students. I spent many years as a track and cross-coun-

learning, meeting the needs of the whole child and educator California produces students who are ready to compete and thrive in a competitive world. We’ve also got to recognize that

schools have to meet children where they are – and increasingly they come to school with a wide variety of needs. Finally, as a state, we have to focus on building the ranks of great teachers, because teaching is the most important job there is.

CSB: You mentioned during your campaign, and again in the Blueprint, the need to disseminate information on best practices where

schools are joining together locally to conserve resources. What is your vision on this topic?

Torlakson: Years of budget cuts have prompted districts across the state to think creatively about how to do more with less. I’m encouraging districts to share their success stories with others,

so those savings can be compounded. I also hope to bring greater public attention and awareness about the steps districts have taken to control costs and, to the degree possible, keep cuts from affecting classrooms and students.

try coach, and I was fortunate to train a number of teams that

CSB: School business officials are always planning ahead, including

work – of people coming together, believing in one another and

our members about what you see funding-wise over the next couple

won championships. From them, I learned the power of teamachieving their goals. One of my favorite sayings is that I believe in the “TEAM” theme: together, everyone accomplishes more.

CSB: You have been superintendent of public instruction for almost a year; how would you describe your time in office so far?

Torlakson: The first 10 months have been a whirlwind. We

budget forecasts two years into the future. What do you want to tell of years?

Torlakson: There is no doubt that the state’s financial emergency has taken its toll on our schools. That’s why my highest priority is restoring California’s investment in education – working with the Legislature or through the initiative process.

The biggest short-term risk we face is that, unless state rev-

began the year by declaring a state of financial emergency in

enues hit their projections, schools could face a mid-year cut of

huge cuts that have been made to education over the last few

cuts over the last four years, a further reduction of this magni-

California’s schools, an effort to rivet public attention on the years. Even as we worked to address the budget crisis, we also worked hard to plan for the future, laying out our “Blueprint

for Great Schools” and our proposals for improving the school construction process in a report on “Schools of the Future.”

CSB: You released your “Blueprint for Great Schools” in August. What are the three most urgent issues in that report that need to be addressed?

Torlakson: The report, which was drafted by the 59-member Transition Advisory Team created of education leaders from

18 | California School Business

up to $1.75 billion. Coming on top of more than $18 billion in tude would be devastating for many school districts.

CSB: What messages are you sending to Congress and the Obama administration in Washington, d.c., about the needs of public education in California?

Torlakson: First, I’m strongly supporting President Obama’s American Jobs Act legislation to help repair hundreds of schools and prevent thousands of teacher layoffs. The plan would bring

continued on page 20

Winter 2011 | 19

Tom Torlakson

State superintendent of public instruction is longtime teacher, policymaker continued from page 18

$2.8 billion to California for school repairs, as well as $3.6 billion in new funds to prevent future layoffs of teachers – and bring back the jobs of those who have already been laid off.

California has always had trouble getting its fair share from

Washington. That was bad enough during the good times. But right now, our schools need a helping hand, and it’s time for Congress to provide it.

In addition, I’m looking carefully at the recent nclb waiver

proposal, which represents an acknowledgement that the

one-size-fits-all policies of nclb are unworkable. At the same time, I’m concerned about the costs of implementing the many requirements associated with the waiver, especially at a time when our state remains in a fiscal crisis.

I hope that the administration is prepared to provide the

funds necessary to implement these provisions, or provide

greater flexibility to California, which already has a strong school accountability system in place.

With bipartisan support for a new generation of account-

ability systems that measure growth in student achievement over time, I have continued to advocate for Congress to approve a new Elementary and Secondary Education Act.

CSB: You are an ex-officio member of the Education Coalition; casbo is also a member of that group. How do you see management and labor working together in the future on key issues? What are those issues?

Torlakson: First and foremost, I see the Education Coalition as united in the belief that I share, that California must restore its investment in education in order to protect its future as a prosperous and growing state. As a teacher, I respect the

collective bargaining process. At the same time, I see the value of bringing union and administration leaders from a number of school districts together to share ideas and define new pathways

to resolve common problems, and I believe the Education Coalition can play a role in assisting in those efforts.

CSB: In the current anti-public service climate, how do you encourage people to seek careers in public education?

Torlakson: The challenge is real. We’ve seen a steep drop in the

number of college students training for careers in education. If

California doesn’t produce the next generation of great teachers, how can we hope to have the engineers, doctors and scientists we need to meet the demands of a competitive global economy?

The best recruiting tool we have are California’s students

themselves. Nearly every day, I have the privilege of visiting schools where amazing things are happening. Despite all the

budget cuts and all the other obstacles that have been thrown

at teachers in recent years, they are working valiantly every day for the success of their students.

People who see that energy can’t help but be inspired and

want to join in. That’s why I’m an optimist about California and

its future. I believe that out of this crisis, a stronger, smarter California will emerge. 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.

20 | California School Business

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22 | California School Business

feature

CASBO think tank Five experts, five questions, lots of good advice

By Julie Phillips Randles

A

s school business leaders continue

to restore employee salaries, days and

reductions and the daily reality of

ratios at high schools and middle schools;

to address funding shortfalls, staff

doing more with less, it likely seems that there are more questions out there

than answers. So many issues, so few resources and so little time.

With this in mind, California School

school year. We also increased staffing

we used to have 29.5 to one, now we’re up to 33 and 34 to one, so that would be

another thing we would want to start to look at.

A lot of this is going to take a num-

Business magazine recently asked five

ber of years, depending on how fast the

in a roundtable discussion to share their

us back to a zero deficit. When I listen

leaders in school business to participate

comments on several topics that are currently impacting public education in California.

These experts weighed in on five key

questions, providing insight, opinions,

strategies and tactics from their perspec-

tives as leaders of school districts and county offices of education.

Here, in their own words, is what

economy grows and how fast they bring

to what’s going on with the economy –

and they are saying this is going to be a slower recovery – most districts have to have a plan that brings back those things they cut. It has given us opportunities to

re-evaluate some things we were able to

reduce or cut and say maybe we don’t bring back the same things.

they had to say.

Myrna Rivera Coté: Having a strategy

Do you have a strategy for restoring cuts

anticipate the future of funding for

and responding to the loss of flexibility to categorical programs once school funding improves?

Vince Christakos: Our plan is to take some

of the reductions that we’ve made and start to roll them back in the order that

we made them. The first thing would be

implies that we can successfully

education in California. Unfortunately, that’s not a reality. We are, however, carefully prioritizing our concerns.

Currently, our biggest concern is not how the district will restore cuts, but how

many more cuts the district will have to

Roundtable panel Vince Christakos Assistant Superintendent, Business Hemet Unified School District Riverside County Dr. Myrna Rivera Coté Superintendent El Rancho Unified School District Los Angeles County Michael Johnston CASBO president-elect Assistant Superintendent, Business Services Clovis Unified School District Fresno County Larry Powell Superintendent Fresno County Office of Education Fresno County Damon Smith Assistant Superintendent, Business Services Alameda County Office of Education Alameda County

make if the categorical flexibility goes away and is not replaced in some form.

Winter 2011 | 23

CASBO think tank It’s just not practical to assume that the

around future funding growth. That’s

the next five years in order to improve

discussion. I say this because it is

state’s economy will improve enough in school funding.

The bottom line is that the categorical

program flexibility has been our safety net. Unless school funding improves significantly, and continues to improve, the

loss of flexibility not only to our district but to all districts would be devastating.

Michael Johnston: It really would depend on the state’s strategy and what the

options are. Our hope is that we continue to have flexibility and that the state won’t tie strings to the money.

Flexibility has allowed us to change

the way we’ve done business lately. What we are going to have to do is re-evaluate all programs and see what was working

and what we cut. We are going to have

to process with our constituents what’s best for us, what is not working and what effect not having some programs has had

not to say it isn’t worth some cabinet extraordinarily difficult to predict what the Legislature might do when state

funding returns. Will the state wish to make a down payment on the deferral

credit card? I certainly hope so, but if it does, then that only improves cash flow, not bottom line. And if the state

decides to spend it otherwise, can it

resist the temptation not to tinker with the system? For example, will we see a

Coté: Communication and transparency

it will be very difficult for districts to

maintaining focus. The communication

weighted pupil funding model? I think go back to the old model of categorical programs. Some form of evolution is

occurring and as that flexibility expires, what does the caterpillar become?

casbo needs to play a leadership role in developing the butterfly.

What are you doing to keep up morale and maintain focus during these challenging

on kids.

times?

Larry Powell: The most important issue

Christakos: I am always the eternal

effectiveness of categorical programs

of a crisis, that’s the time you have the

here is to be able to articulate the during the “flexibility years.” I am asking our categorical programs to step up as

if their lives depend on it. The more successful they are now, the easier it will be to argue for their continuation when, and if, flexibility is lost.

Each categorical program must dem-

onstrate such a high level of effectiveness

are key to sustaining morale and is done in various traditional formats.

However, we are a small enough district

that we are able to provide one-on-

one counseling and support for those employees directly affected by budget cuts. We also strive to maintain an open

and transparent relationship with our three bargaining units. They are involved

in discussions on the district’s budget

and budget reductions that need to be made to maintain fiscal solvency.

Annually, each bargaining unit gives

optimist. Whenever you are in the middle

input on how their share of budget re-

most opportunity to effect positive

held regularly with the bargaining units

changes for the future. We’ve got a lot of people who have stepped up to the plate,

so as we go through this process, we try

to recognize those people as much as possible. They are taking a risk and they are learning a lot.

We can start to see that the corner is

ductions will be made. Meetings are also

to keep them updated on the district’s

budget condition so there are no “sur-

prises.” However, when a new school year begins, and our classes are larger and our employees are fewer, the effect is inevitably felt districtwide.

that they become indispensable. For

about to be turned in a year or so, and

Johnston: We continue to promote morale

to be able to translate that into highly

to make changes there is a good future

happening and recognizing the people in

those of us who see their value, we have effective advocacy both now and in the future.

Damon Smith: At this point in time, I think it is premature to develop strategic plans 24 | California School Business

with all of the opportunities we’ve taken for people who have worked hard. These people can say “I was there when things

were the hardest.” They will become the

next generation of experts, and that’s something to be proud of.

by promoting the positive things that are schools for what they are doing, instead of focusing on the cuts we’ve had. We start the school year with a general session;

all employees go to this and it starts off continued on page 26

Winter 2011 | 25

CASBO think tank continued from page 24

the year in a positive way. We also have

Smith: I think folks in the education system

may have gone out at 55 but now can’t,

continue to thank employees for what

have hunkered down and kept their

end of the schedule for a longer period of

awards programs for employees and they do every day.

Powell: One of the things I did was to retire for a day and come back to work

for the strs maximum. This freed up

a substantial amount of money to help during these times. In many ways, people

are committed, passionate people. Most focus. Aren’t test scores still rising in most

districts? These are certainly stressful times for people, not just in the education

system, but for everyone. As leaders, we have to accentuate the positive. We need to let our folks know how much we

which means more people at the higher time. And you could have fewer people

leaving, so fewer openings for new people. Then the question becomes, are we

going to attract a higher or lower quality person coming into the public sector?

appreciate them and the work they do.

Coté: I have been asked by a number of

cares about them and their challenges.

we face as chief business officials is to

pension reform information as I get it.

tough times, rather than retreating. This

best of us in these difficult times. It is

simply want to know that leadership I talk often about advancing during

becomes contagious and everyone begins

to look for ways to advance and do a better job. I seek to develop a sense that

“we are in this together.” It helps that I genuinely like the people with whom

I work, and that I value the work that they do.

I think one of the greatest challenges

not let our conservative natures get the

very easy to become a pessimist when

the clouds overhead are always gray.

We need to avoid the doom and gloom

monster. I am a firm subscriber to the belief that optimism and conservatism

are not mutually exclusive ideas. I believe we can paint a true picture of fiscal

risk and still be optimistic about where the future takes us. In fact as leaders, we can actively influence that future with our actions.

How will any reform to current pension programs impact your district and your workforce?

Christakos: That’s a hard one to predict

because we don’t know what’s in the minds of the people coming in after us.

In the short term, there are people saying “I think I’ll get out now.” I’ve seen a little

However, because so many provisions of pension reform are not clear and there have been so many revisions to the initial

language, at this time I am unsure what the impact will be. I can only assume that

those employees that are near retirement will do so to receive the benefits they

have planned for throughout their careers. I believe our profession will see

an unprecedented number of retirements as soon as pension reform that affects current employees is passed.

Johnston: I think it’s something we need to continue to monitor. We will work to protect pension reform at the state level,

but we are going to have to deal with

the cards we are dealt. We can’t focus on all the talk; if we did we’d be doing

something different every day. There are always all kinds of new proposals, and most of the time they die.

bit of exiting to get ahead of this thing.

Powell: Many of the current pension

into a new system, and those who can’t

actually do not address the critical issues.

Those coming into the system will come

retire may be looking at different rules,

but until we know what those rules are, it’s tough to know what the ultimate effect will be.

One issue is that if they raise the

age of retirement, now you’ve got some people who are in the system longer, who 26 | California School Business

employees to keep them informed of

reforms are punitive and reactive and We face losing thousands of highly qualified educators who do not want to retire, but if forced to retire, will be a

drain on strs. I have many suggestions,

but one is that districts/coe s should pay

strs the full contribution for the job that a strs retiree is filling in for. If I am a

retiree filling in for a superintendent, the

these critical times of accountability, it

the pay that is negotiated with the retiree

leaders and teachers in position as long

cost to the district should be whatever is plus the district’s portion of strs. That addresses one of the issues of lost

is so important that we keep out best as possible.

campuses than ever before due to the lack of Smith: That’s another crystal ball question,

simply the cost of doing business … and

reform ideas out there, it is challenging

it helps strs remain sound while still

allowing strs retirees to work in highlevel leadership roles.

A parallel idea is for any strs retiree

coming back to work for the strs maximum, the district/coe should pay strs 16.25 percent of the $31,020 that is paid to the retiree. That is still less expensive

for the district/coe , but keeps additional revenue flowing to strs. During

occur will focus on new hires.

There are more parents and volunteers on

revenues for strs through retirees filling

interim or short-term assignments. It is

seems probable that the reforms that do

isn’t it? There are so many pension

school funding. What rules should be in place to address the influx? What about privacy, confidentiality and safety issues that arise

I think for most of us to track them. My

with additional volunteers?

predict the impact of a pension program

Coté: In the El Rancho Unified School

employees. There are simply too many

must be fingerprinted before they can

general impression is that it is difficult to

on the behavior of current and future

variables in life other than the pension

calculation. My personal take is that

it would be a big surprise to see any pension reform that substantially affects

current employees in a negative way. It

District, all parents and volunteers volunteer on our campuses. And these volunteers may not do the work of a classified position or any other position that may have been eliminated or reduced

continued on page 29

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28 | California School Business

CASBO think tank continued from page 27

due to budget cuts. We carefully monitor

financial report and a list of board

have done regular audits and reviews,

only bring in a few volunteers at a time

a list of approved organizations. They

procedure for auditing parent groups so

our sites and site administrators may unless they are having a special event that would call for additional help.

members and then we can put them on

should be approved and renewed on an annual basis.

The other thing is to put into place

Powell: Bring on the volunteers! However,

some administrative policies and pro-

provide oversight and direction to the

approved organization, you have to

we need to set up clear procedures to

volunteers. We must train the on-site staff, as well as the volunteers, so they

know how to work in collaboration and in

concert with each other. Establishing clear expectations for everyone will make the work of the volunteers both helpful to the district and rewarding to the volunteer.

policies in place, clearly explain how

we can come in and review your books at any particular time.” They don’t have

to allow us to do that, but if they sign the agreement, they have to do that or we can choose not to approve them.

parent organizations. We’ve found that

they simply have not shared them widely

with their school communities or their constituencies at large.

Some districts in Southern California raise money through booster groups or Parent Teacher Clubs (PTCs) and in some cases, the money is used to pay coaches or special staff.

This method has netted an uptick in stolen funds and fraud. How should districts protect against that, and what ground rules should be in place?

Christakos: First of all, one of the things

they should be doing is require booster

organizations to go through an approval

process with the district. Boosters and

ptc s are independent organizations; they

are not school-sponsored organizations

and they keep their own books and we

not have fiduciary responsibilities over

many parent groups don’t like the rules

and regulations associated with the pta , so they form pto s and establish their own regulations. Often we don’t learn about a monetary issue until after a problem occurs. By that time, it’s usually too late

to adequately address it. We do, however, recognize some parent organizations. For

those groups, the district requires contact information for all officers each year and

collects year-end financial statements.

The district monitors the fundraisers and

if a parent organization chooses to pay for a coach, the district will pay the employee

and the parent organization reimburses the district for the cost of the employee.

things work and then set up systems

that provide for effective oversight and that will pass rigorous audits. We are often afraid to address these issues with

booster groups. We need to remember

that we are protecting the booster group by working with them and explaining

positive audit procedures that allows all

of us to work together to do good things

for kids with no negative ramifications later. I have found that most schoolconnected organizations actually like to

know what is expected of them and that

we are not just setting up roadblocks for

the sake of being difficult. Protecting good-hearted people means establishing

rules and procedures for working together. 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.

This year we are encouraging parents to

attend pta -based trainings so they are

cognizant of what an organization should and should not do.

Johnston: In our district, we’ve established

are telling them how to do things, but

processed through the district office. That

we can tell them to provide an annual

everyone. We must have solid board

This has been a successful practice for us.

try to keep arms-length dealings with them. We can’t be so connected that we

monitor their staffing and data.

provide us your financials and agree that

the prep work in advance to be ready to

districts already have policies in place, but

them. We have a staff member who helps

Powell: Processes and procedures protect

Coté: Unfortunately, school districts do

effectively utilize the volunteers. Many

we can find out what’s happening with

cedures and say “if you want to be an

I am not concerned about privacy, confidentiality or safety issues if we do

and we have a standard operating

that they don’t pay people directly; it’s

helps us control that situation. We also

Winter 2011 | 29

30 | California School Business

cover

SPECIAL ED SQUEEZE

Rising special education costs causing districts to dip into general fund

By Linda A. Estep

Liam Gallagher is a cool kid. His brain works differently

alone could provide. After testing and with help from special

Technology High School, and he tackles schoolwork using a

with his uniqueness. His Individualized Education Program

than those of most of his classmates at Sacramento New plan customized for him. He is smart, could read at age 4, and once wrote and submitted a script for “The Simpsons.”

education teachers at his schools, Liam learned how to work (iep ) is the road map.

In 2010, Gallagher wrote a highly praised one-man play

He has his quirks. Loud noises upset him. Sometimes he

chronicling the challenges of raising a child who is “A Different

with his hands. Social interaction does not come naturally to

anyone who knows someone who is different and has a hard

likes to walk at a slant, his head cocked to the side. He fidgets

Liam, but he is getting better at it. On a rare occasion, he might launch into a “happy dance,” just because.

Liam is autistic, a label that makes his father, comedian and

playwright Jack Gallagher, wince because it is just that, a label.

He worries about his son being saddled with an identity that

Kind of Cool,” the title of the show he believes resonates with

time fitting into society. “I’ve gotten more response from people on this show than any other,” he said, acknowledging he had no

intention of writing a play to enhance public awareness about autism. This was personal.

He works with his son on homework, often communicating

most people don’t understand.

by email with Liam’s teachers, recognizing that Liam and others

autistic person is someone who can drop a box of toothpicks

to grow into adults who can function in society.

“There is a misconception about autism. People think an

and know how many fell to the floor,” Gallagher said. “He’s

like him are not going to be children forever, but have a chance

“I can’t say enough about how hard these teachers work.

not Rain Man.”

They have ideas and they help,” Gallagher stressed. “I’m a

ing” Liam, trying to make him fit the mold of others, was not

I offered to pay for a classroom aide, but they told me that was

Gallagher and his wife, Jean Ellen, began to realize that “fix-

an option, or at least not the right one. By the second grade, his

teacher told the Gallaghers that Liam needed more help than she

strong proponent of public education. Before Liam was tested, not possible, that it was the district’s job to do that.”

And so it is.

Winter 2011 | 31

SPECIAL ED SQUEEZE

By the numbers More than 600,000 students in California schools are served by

special education programs. Almost 10 percent of those children are diagnosed as autistic, and the numbers are rising. With rising numbers come rising costs for more specialists, more training,

more transportation, more technology. The Individuals with Disabilities Education Act (idea) mandates that schools provide

LaCasse also points out that California receives $1.2 bil-

lion in federal funds for special education. But if the promised

amount of 40 percent were given, California would have $2.3 billion in federal funds. “The state and federal government are choosing not to fund the mandates,” she said.

Coalition makes appeal

“a free and appropriate education to meet his or her unique

The Coalition for Adequate Funding for Special Education

ceptional needs.” Since enactment in 1975, it promised to fund

to lobbying lawmakers for more funding. Earlier this

needs in the least restrictive environment to children with ex40 percent of those services. In reality, federal funding has never

approached that. It has never even reached 20 percent. Today it is more like 17 percent.

There is state funding as well, but in California’s current fis-

cal environment, the tweaking of the budget to suspend funds

intended for special education purposes through county mental health services creates even more uncertainty.

Who pays the difference? The entities mandated to pro-

vide services must pay, and the squeeze is getting tighter by

the year. Special Education Local Plan Areas (selpa s) receive

and distribute funds to member districts (some selpa s serve just one district). Members decide how the state and federal

monies are divided among the districts based on programs and students served.

No one begrudges serving children entitled to special education.

Nancy LaCasse, associate vice president of School Services

of California, a platinum-level associate member of casbo , noted that in 2005-06, total special education expenditures supported by the state amounted to 52 percent, and 12 percent came

is a consortium of educators and administrators dedicated

year, representatives of the group met with legislators

in Washington, d . c . Among them were Ron Carruth, superintendent of Whittier City School District, and

Renee Hendrick, past president of casbo and assistant superintendent, business services, for the Orange County

Department of Education. Hendrick brought data showing that, because the federal government has never provided

more than 19 percent of excess costs for special education, Orange County schools have dipped into their general funds

to the tune of $2 billion in the last eight years to make up the

difference. In the 2009-10 school year, Orange County schools contributed $289 million from general funds to fill the gap – and the tab would have been greater had there not been an infusion of one-time federal stimulus funds.

Carruth points out that bus transportation for special edu-

cation in his district is six times the cost of general school bus

transportation. Legal fees associated with special education have nearly doubled in four years, due in part to demands for services

parents feel their child should have, whether or not the specialists agree. Parents enlist the help of advocates, often an attorney, to strengthen their demands. Districts must then weigh whether

it is fiscally responsible to give in to parent pressure or stand firm risking a fight in court.

Steve Bolman, interim superintendent of Petaluma City

from federal funds. Thirty-five percent was covered by local

Schools and a casbo member, concurs. “Our director of special

of total expenditures were supported by state funding, with

program and when a parent disagrees, we try to work that out

general funds of school districts. Three years later, 46 percent federal funding at 11 percent, and 41 percent came from district general funds.

“The state and federal government have failed to adequate-

ly fund special education since the federal law was enacted,”

education works hard to place a student in the appropriate short of litigation. We work closely with attorneys on how to respond and resolve issues, but when attorneys are in the room, the meter is running.”

No one begrudges serving children entitled to special edu-

LaCasse explained. “School agencies have had to make up

cation. In fact, many educators embrace it as their calling, but

steadily risen over the years.”

strip away a district’s ability to adequately provide for others,

the difference out of their general fund. That contribution has

32 | California School Business

when mandated services for one segment of students begin to

the cry is for government to either adequately fund what it mandates or ease regulations.

Carruth gives an example of how encroachment of his

district’s general fund affects all students. Ten percent of the student enrollment in the Whittier City School District is served

by special education programs. Another 10 percent of the total

enrollment qualify for the Gifted and Talented Education (gate) program. Due to inadequate federal and state funding for the

Districts are saying ‘we’ve peeled the onion back as far as we can in the general education fund.’

“It can be a very emotional and stressful time as it impacts

mandated special education programs, the general fund pays

teachers, students and parents,” Gillaspie acknowledged. “We

number of students enrolled in the gate program, which is not

take from their general fund at this rate.”

out $5 million to make up the difference. In contrast, an equal

mandated, are served by a budget of $35,000. Other programs are similarly affected.

Third-party assessment

are sensitive to that, but districts realize they can’t continue to Gillaspie acknowledged that a common concern among

districts is the increasingly high legal costs associated with parent demands. He believes districts can benefit from engaging in

conflict resolution at a lower level before things get out of hand.

“Parents are only looking out for their kids,” he said. “fcmat

What are districts to do? Some are looking to third parties for

tries to help districts understand the value of trust. Parents and

diluting the services they are required to provide.

take things further when they feel the district is not delivering

analysis of costs to determine if savings can be found without In Stanislaus County, the selpa Superintendents’ Council,

districts need to work on a partnership. More and more, parents

representing 25 school districts, hired the Fiscal Crisis and Man-

agement Assistance Team (fcmat) to review selpa’s structure with the Stanislaus County Office of Education. The team was asked to examine the feasibility of transferring the duties of the

selpa Administrative Unit to a designated district where special education services currently provided by the scoe could be delivered at a lower cost. Teacher transfers from the county office to

the district would require negotiation with the bargaining units,

since salaries and benefits are different. The issue was never about the quality of services provided by the county office of education. It was a matter of how and where costs could be trimmed.

The team returned with a thorough analysis of expenses

and identified where cost-saving adjustments could be applied,

including reduction of fees for scoe services. Similar reviews

are being conducted by fcmat throughout the state, according to Bill Gillaspie, chief management analyst.

“Districts are saying, ‘we’ve peeled the onion back as far as

we can in the general education fund.’ They are asking how they

can serve in a less costly way, how they can stretch each available dollar,” Gillaspie explained.

A typical fcmat review will examine costs related to staff-

ing, administrative ratios, transportation costs and contracting out. Sometimes the recommendations are a bitter pill to swallow because a solution may involve the loss of jobs or reduction in salary and benefits.

Winter 2011 | 33

SPECIAL ED SQUEEZE

what their child is entitled to receive, or what is specified in the

California, costs to provide special education services continue

In the Orange County Department of Education, Dennis

ment by the state, in combination with available federal funds,

iep,” Gillaspie said.

Roberson, chief of special education services, believes that fostering good relationships with parents is key. “I’m finding

that we are developing better relationships with parents who

are understanding the crisis we’re in. We’re becoming better

to increase faster than available revenues. Without a commitlocal agencies will not be able to provide the necessary support

to raise the achievement of children with disabilities without severely impacting the achievement of all children.”

casbo ’s Hendrick summed up the frustration of fellow

teammates.”

school business leaders regarding lawmakers who mandate

Parents and districts need to work on a partnership.

pass more laws, it would be nice if they would fund the existing

Still, many voices, including those supporting the Coalition

for Adequate Funding for Special Education, continue to articulate the universal impact of a mandate that is not funded to the

extent of its promise. A position paper published by the coalition several years ago warned of a looming crisis. It stated, “In

34 | California School Business

programs served on a platter of broken promises. “Before they ones.” z z z

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

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

Winter 2011 | 35

feature

Independent thinking

When to hire an independent contractor, and at what cost

By Julie Sturgeon These days, it’s not difficult to find

When to bring in help, and at what

food services and the co-chair of casbo’s

conversation about independent contrac-

“We contract that to use their expertise to

companies, consultants, vendors and

cost, has become the crux of the public

work. The gamut is huge: it tasks, hr

tors, thanks to California’s education bud-

freelancers to outsource school district

responsibilities, food/meal services, after-school care programs and security, to name a few. When Twin Rivers

Unified School District discovered one

get cuts and public scrutiny. It’s not a new

topic for Phil Strand, director of performance management for education at sas in Cary, n.c., and a casbo member, as he

of its elementary schools was located

frequently hires contractors to handle Cal-

it called in outside help to relocate to a

them in when he needs to supplement his

next to high-pressure gas storage tanks, new location over the holidays. Overall,

it spent $879,000 from state-matching funds, lease income and Emergency

Repair Program Funds to physically handle the move and associated cleaning to the relocation property.

ifornia’s school district it needs. He brings own employees to meet the workload, and

tion areas. “When it’s from an outside

source, people listen more carefully and focus,” she pointed out.

When to hire

official at Newport Mesa Unified School

tricts mimic these approaches.

For example, Garden Grove Unified

keep up with that we, honestly, do not

36 | California School Business

train the food staff in ServSafe certifica-

instance). For the most part, school dis-

ditional help for your folks,” said Twin nette Marquis.

to code.” They also lean on outsiders to

casbo member Paul H. Reed, deputy

(understands California business law, for

School District outsources pest control

River’s Director of Communication Tri-

make sure our sites, our kitchens, are up

when the contractor has domain expertise

“Emergency situations – that’s a

good time to consider bringing in ad-

Child Nutrition Professional Council.

“because there’s a lot of regulations to have the time to worry about,” said

Agnes Lally, Garden Grove’s director of

superintendent and chief business District, relies on software provided by a

demographic services firm to walk school officials through redistricting scenarios

and community demographic details,

all on their desktops during lunch. In the past, he had staffers devoted to this area of facility planning. Currently, “I get

more information without the overhead

Still, Marquis would draw the line

less homework, but you still need to

student level, such as custodial or bus

Due diligence is a no-brainer, but it’s

and the problem of paying these folks

at contracting out services close to the

to do today,” he said.

drivers, as she’s heard some districts do.

easy to get lost in which details to study.

sitions may turn over within the contract-

casbo, and then recommends tapping

even if you don’t have anything for them

Reed also hired a construction man-

agement firm to oversee a renovation

schedule, which includes hiring the

labor and estimating project costs, as a check system to the architect’s numbers.

The result is a reconciliation price that promotes good fiscal decisions. Not to

mention, Newport Mesa isn’t on the hot

seat to absorb ramping up or scaling back

the number of laborers on its own payroll.

Finally, should something go wrong,

points out Dean Waldfogel, vice presi-

“You may save a few bucks, but these poing company more rapidly than they do if the person is a district employee,” she said. And Reed cautions officials about

getting too innovative in what you farm out and how, as the irs tends to extract pounds of flesh if they disagree with your definition of “independent.”

Dollars and sense

dent of Irvine-based DecisionInsite, an

“The worst way to hire a contractor

ate member of casbo, it’s much easier to

ought to hire so-and-so. You have to do

enrollment impact vendor and an associthrow tomatoes at an outsider than staff.

That’s why his group is often called in to close a school.

is when someone you know says you your homework,” Reed said. “Now if

you have 10 people in a row say you have to hire that company, there’s probably

do it.”

Marquis starts with state associations like colleagues in a neighboring district for recommendations. During these discussions, you want to probe for the scope of their jobs, said Strand.

“If the response is ‘he was great

building this report, but it was a very simplistic debit-minus-credit-equals-balance

assignment,’ it may not meet your need

to get into the general ledger and compare funds,” he explained. Second, ask if

the firm hit its end dates – some firms are

notorious for dragging out the details and deliveries. “Some consultants like to keep

you going, like an annuity. But you don’t

need an annuity if you need something specific done,” Strand added.

Winter 2011 | 37

Independent thinking Speaking of money, Reed has no

an employee. Just because the firm has

gel suggests districts spend a bit of time

financial statements. Too many recogniz-

that the individuals bring those creden-

videos, read white papers and uncover

problem asking to look at an outsider’s able names in various industries have

closed their doors overnight in recent

the credentials doesn’t necessarily mean tials to your table,” Reed noted.

When the service is a product, like

exploring a vendor’s website to watch these “unspoken” value-added services.

years, so you want to know more than

enrollment impact software, he suggests

From a legal standpoint, Strand ad-

have to put my staff through three weeks

But with all this careful study, how can

what am I achieving here?”

reasonable? For starters, Reed asks what

whether their bonds are secure.

vises officials to check with their union

contracts, as they could object to you hir-

ing a consultant as opposed to offering

the task to an existing or pink-slipped union member.

test driving the machine or software. “If I

of training in order to use this system,

The district’s responsibility

“The onus would be on you to make

It’s also on the district to present the right

of the person you need to hire versus the

says, “That’s not part of the contract, so I

sure you understand what the profile is profile of the union person, and how they differ,” he said.

Indeed, Twin Rivers found itself in

the local headlines in May 2011 when the

California School Employees Associa-

scope of the work, lest the contractor

have to charge you more,” in the middle

of a project. “That’s a huge pitfall that the public will ding the district on,” said Strand.

Unfortunately, some officials take

tion filed an unfair practice charge with

this common knowledge too far and

concerning the maintenance tasks in-

That’s because in the quest to set up a

the Public Employment Relations Board volved in the winter break school move.

Marquis maintains the district did have the proper discussions.

Real-world scenarios After you’ve gathered your background material, Reed suggests ditching the

standard questions in the vendor interview process. He’s had success instead by

presenting real-world problems and asking the company to solve them in a

end up with similarly damaging results.

fair bid, districts tend to “tie it down to the last eyelash to make sure that the responses they get are giving them the

cost on exactly identical services. The

good part is that it makes the public

feel like you inspected this thing very carefully,” DecisionInsite’s Waldfogel

said. “But you want to allow room for

relationships are important because there

are aspects of working with an independent contractor that are no different than 38 | California School Business

what contract structures. “If you’re

buying a lamp, you go to a comparative shopping site on the Web and look at the lamp across a variety of sellers. The same

premise applies to contractor pricing,” he said.

The onus would be on you to make sure you understand what the profile is of the person you need to hire versus the profile of the union person, and how they differ.

And don’t be afraid to negotiate;

“We have a lot of very smart people

His enrollment product, for instance,

you only ask for “enrollment forecast-

that person, check their references. These

paid for the same service, and under

(bid) cases, that’s not allowed.”

for the same price, if they exist. In a lot of

his district’s account so that he can get to

“I want to know who else works with

others within his professional network

many firms these days are more open

offers various complimentary projection

know that contact in depth.

you assure the public that the price is

what other services might be included

briefing. And he always asks for the name

of the person who will be working on

It pays to shop

report and classroom calculators, but if ing,” the bid process won’t reveal this perk. You could end up with a lower price but miss the richer deal.

to haggling when it’s an hourly rate.

that worked for large companies who no longer have a job, so they are doing

independent contracting,” Strand noted.

The need for work means they are often

willing to meet or beat their competitors’ pricing.

Finally, make sure to engage your

On the other hand, officials need to

employee groups who will rub shoul-

wording to the letter. That’s why Waldfo-

Without this step, it’s likely your staff

heed their attorneys’ directions on bid

ders with the contractor, Marquis said.

Contractor vs. consultant: What’s in a name? will go on the defensive and make the

task more difficult for the outsider to complete. “It’s fear,” she said simply.

“You see so many movies about the outside independent contractors who come

in and make these sweeping recommendations. People are worried about their own personal jobs.”

When it comes to sorting out the Cs – contractor or consultant – too many districts confuse the two, said Phil Strand, director of performance management for education at SAS and a CASBO member.

In reality, the differences are large.

A contractor is someone more focused on technology – installing a product, wiring it, making it work. A consultant, on the other hand, looks from a business-user perspective and determines the best way to approach a situation or use an asset’s potential.

To ward off this assumption leap,

explain the whys and hows of outsourc-

of it. That’s a plausible explanation that

munication rather than only putting

to think that you have expertise inside

assured. z z z

Marquis relied on face-to-face com-

out articles and Web notices. She made sure leadership, too, met with employee

groups to assure individuals the change

management consultants they hired were

ing. Waldfogel agrees. “Is it reasonable a district to teach mathematics? It better

be. If you tried to outsource that kind of thing, people would say, ‘Wait a minute.’

“But it makes sense to the reason-

not a threat.

able public that if there’s a narrow niche

portant to invite them in from the onset to

hire someone and make a full-time job

As for the public, she believes it’s im-

Enrollment Impact Specialists

of expertise, it doesn’t make sense to

passes the public microphone test,” he

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.

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-to-use 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 and 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 11-07-CASBO-LG.indd 1

7/22/11 2:11 PM

Winter 2011 | 39

CASBO book club

Learn about the leadership laws that drive success

Atkinson, Andelson, Loya, Ruud & Romo provides legal services to California school districts in the areas of:

Cerritos (562) 653-3200

       

Fresno (559) 225-6700

Governance Labor & Employee Relations Personnel Management Facilities & Business Services Special Education Student Services Staff Development Litigation

Irvine (949) 453-4260 Pleasanton (925) 227-9200 Riverside (951) 683-1122 Sacramento (916) 923-1200 San Diego (858) 485-9526 www.aalrr.com

www.edlawconnect.blogspot.com

Join your CASBO colleagues this winter in reading the book “The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You,” by John C. Maxwell.

Maxwell is a leadership expert, author and speaker who has sold over 13 million books and has trained more than 2 million leaders. The book, in its most recent release, is an updated version of the original and includes new leadership stories, two new laws, an evaluation tool to help readers determine their strengths and weaknesses and new application exercises in every chapter.

In “21 Irrefutable Laws,” Maxwell shares insights from his more than 40 years of leadership successes and errors, and pairs them with observations from the fields of business, religion, sports and the military.

Reviewers have called the book highly practical, and say that the laws discussed in it can be put to use on a daily basis.

Some of the laws of interest to CASBO members are: The Law of Influence, the true measure of leadership is influence – nothing more, nothing less; The Law of Navigation – anyone can steer the ship, but it takes a leader to chart the course; The Law of Connection – leaders touch a heart before they ask for a hand; The Law of Buy-In – people buy into the leader, then the vision; and The Law of Priorities – leaders understand that activity is not necessarily accomplishment.

Pick up the book today, and join your CASBO colleagues in advancing your leadership skills.

40 | California School Business

sudoku 7 4 8 5 2 1 9 3 6

6 3 5 9 8 7 2 1 4

9 2 1 3 4 6 8 5 7

3 1 6 4 7 8 5 2 9

8 5 9 6 3 2 4 7 1

4 7 2 1 9 5 3 6 8

2 6 7 8 5 4 1 9 3

5 8 3 7 1 9 6 4 2

1 9 4 2 6 3 7 8 5

answers on page 45 CASBO Winter Artwork_2011.pdf 1 10/31/2011 11:57:32 AM

C

M

Y

CM

MY

CY

CMY

K

Winter 2011 | 41

CASBO Career Rx

Career questions – do you have the right answers?

By Molly McGee Hewitt Executive Director

If the mantra in real estate is location, location, location, the theme for your professional growth should be reputation, reputation, reputation.

Education is a huge employer in California and while there are over 1,000 school districts, county offices, SELPAs, ROPs and other LEAs, it is still a close-knit community with many alliances and relationships. Your reputation – and the integrity of that reputation – are vital to your career success.

The best way to review your reputation is to ask yourself the following questions. If your responses make you nervous, it’s time to consider making some changes.

What does your reputation say about you? Does it say you are a nice person and easy to work with, or does it say that you are a great person with up-to-date skills? Are you known for your personality or your professionalism? Has your career success been based on your timing – right time, right place? Has your career success been based on your force of personality? Great presence and believability? Has your career advancement been based on your professional skill set? Are you a known guru or expert in your area of school business management? Is your political acumen exceptional? Do you easily identify key players and develop those relationships? Are you a continuing learner who is

42 | California School Business

always on the forefront of the latest courses, education and professional development in school business? At a conference or workshop, are you actively engaged and sometimes presenting, or are you the first at the social functions?

For future success, your reputation should be rooted in your personal integrity and the description should sound like this: You are a proud professional with a reputation for excellence.

You not only get the job done, but it is done well and could be used as an example of a best business practice.

To earn those kinds of reviews, there are a few more questions to ask yourself. Do you have good educational credentials? Have you completed or are you working toward completing your undergraduate or graduate education?

Do you have the right credentials, certifications and professional designations? Are you a known commodity in your area of expertise? Are you active in your section or professional council?

Do you present at conference and submit articles or other information for publications?

Do people often recommend you as a reference or mentor for those new to school business?

And it’s important to review how your peers and colleagues would describe you. Hardworking, ethical, loyal, friendly, driven, dedicated and passionate? Or would you instead be called a prima donna or a diva? Are you a strong team player,

and does the term ‘leader’ often get mentioned in others’ descriptions of you? Do you build relationships, or are you known for being difficult or hard to work with?

No matter what your hard skills are, if you are not someone who builds teams and works cooperatively, you will be limited professionally.

If you enjoy drama and often find yourself in contentious relationships, school business is probably not your best career choice.

Think about who you would choose to hire and what attributes you would look for in that person. Who would you want to work with on a regular basis? Who would you want to see every day and with whom would you want to tackle projects or address challenges?

When seeking out new team members, there are a few key attributes that are valuable – selfstarters with good skills and flexibility; people with a strong work ethic and a drive to work collegially; someone with good people skills who is willing and able to learn new technical skills.

And of course there’s extreme value in a person with a positive attitude and a can-do attitude.

Take a moment and ask yourself one more question. Is that person you?

out & about

Taking a break at the CASBO Board of Directors meeting on Nov. 5 in Sacramento are Guiselle Carreon, director, purchasing, Grossmont Union High School District; Brenda Boothe, accounting/payroll manager, San Ramon Valley Unified School District; and Pearl Iizuka, deputy superintendent, business services, Palos Verdes Peninsula Unified School District.

Pictured at a reception during CBO Boot Camp in Sacramento are (l-r) Jeremy Nishihara, communications director, Cupertino Union School District; Pamela Ragan, financial officer, Biggs Unified School District; and Neal Bloch, principal, San Lorenzo Unified School District.

Pictured at CBO Boot Camp reception are (l-r) Megan Reilly, chief financial officer, Los Angeles Unified School District; Ruth Alahydoian, vice president, KNN Public Finance, and member of the Continuing Education & Certification Committee; Vince Christakos, assistant superintendent, business, Hemet Unified School District, and also a member of the Continuing Education & Certification Committee; and Tony Burks II, superintendent-in-residence, National Center for Urban School Transportation.

Sharing a laugh at CBO Boot Camp reception are Vince Christakos, assistant superintendent, business, Hemet Unified School District, and member of the Continuing Education & Certification Committee; Dr. William Habermehl, county superintendent, Orange County Department of Education; and Steve Bolman, interim superintendent, Petaluma City Schools, and also a member of the Continuing Education & Certification Committee.

The Continuing Education & Certification Committee meets at the Hyatt in Sacramento Oct. 27 prior to CBO Boot Camp. Pictured (l-r) are Christina Aragon, assistant superintendent, business services, Arcadia Unified School District; Ruth Ann Hall, director, purchasing services, Twin Rivers Unified School District; Brenda Boothe, accounting/payroll manager, San Ramon Valley Unified School District; Carleen Wing Chandler, retired; CASBO President Gary Matsumoto, associate superintendent, business, Hacienda La Puente Unified School District; Ruth Alahydoian, vice president, KNN Public Finance; Vince Christakos, assistant superintendent, business, Hemet Unified School District; and Steve Bolman, interim superintendent, Petaluma City Schools.

Helping at the CASBO booth at the Southern/Eastern Section Vendor Show on Oct. 25 in Pomona are (l-r) CASBO Ambassador Debbie Simons; Susi McLane, Retiree Professional Council chair; Judy Good, California School Business Expo manager; Loretta Courie, Membership Committee Southern Section representative; Ambassador Rosie Aguilar, support service specialist, Orange County Department of Education; and Ambassador Pam Fees, director, school financial services, Los Angeles Unified School District.

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.

Winter 2011 | 43

advertiserindex Accounting, Auditing & Financial Services

Cooperative Purchasing

Fraud Prevention, Detection & Investigation

Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 14 & 27

The Cooperative Purchasing Network (713) 744-8133 www.tcpn.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . 19 & 21

Vicenti, Lloyd & Stutzman LLP (626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 19 & 21

Emergency 24 Hour Services

Furniture

American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 16

Virco Manufacturing Corp.

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

Financial and Human Resource Software

Insurance/Benefits

Smartetools (760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 10

American Fidelity Assurance Co. (800) 365-9180 ext. 345 www.afadvantage.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 44

Financial Services

ASCIP (562) 403-4640 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 16

Architects WLC Architects (909) 987-0909 www.wlc-architects.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Bond Counsel Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Consulting Services

Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 47

GASB 45 Solutions (916) 371-4691 www.csba.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vavrinek, Trine, Day & Co LLP (909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 14 & 27

Fire & Water Damage Restoration

Contractors / Construction Management Bernards (818) 336-3619 www.bernards.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 41

American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Keenan & Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 14 Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 21 Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Investment Banking De La Rosa Co. (310) 207-1975 www.ejdelarosa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 28

Legal Services Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 40 Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 25 Orbach, Huff & Suarez, LLP (310) 788-9200 www.Ohslegal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 25 Orrick, Herrington & Sutcliffe, LLP (413) 773-5494 www.orrick.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Mandate Reimbursement School Innovations & Advocacy (800) 487-9234 www.sia-us-com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 11

Program Management Capital Program Management (916) 553-4400 www.capitalpm.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 25

Program/Construction Management Seville Construction Services (626) 204-0800 www.sevillecs.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 34

44 | California School Business

advertiserindex Public Finance

Student Information Services

AD INDEX

Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

DecisionInsite (877) 204-1392 www.decisioninsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 39

American Draperies & Blinds . . . . . . . . . . . . . . . . . . . . . . . . 8 American Fidelity Assurance Co. . . . . . . . . . . . . . . . . . . . . . 44

Rentals of Modular Buildings

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

ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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

C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Mobile Modular (925) 606-9000 www.mobilemodularrents.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Retirement Benefits Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Risk Management Services Schools Excess Liability Fund (SELF) (916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 21

School Bus Sales Service & Parts Creative Bus Sales (800) 326-2877 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Student Safety Seats C.E. White Company (419) 492-2157 www.cewhite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Transportation Tyler Technologies (800) 431-5776 www.tylertech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Window Coverings Blinds and Drapes American Draperies & Blinds (510) 489-4760 www.americandrapery.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 8

American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 16 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . 40 Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Capital Program Management . . . . . . . . . . . . . . . . . . . . . . 25 Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 De La Rosa Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edupoint Educational Systems . . . . . . . . . . . . . . . . . . . . . . . 7 GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Jones Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Orbach, Huff & Suarez, LLP . . . . . . . . . . . . . . . . . . . . . . . . 25 Orrick, Herrington & Sutcliffe, LLP . . . . . . . . . . . . . . . . . . . . 33 Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Public Agency Retirement Service . . . . . . . . . . . . . . . . . . . . 41 School Innovations & Advocacy . . . . . . . . . . . . . . . . . . . . . 11 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . 21 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . 10 Seville Construction Services . . . . . . . . . . . . . . . . . . . . . . . 34 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Stone & Youngberg LLC . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Cooperative Purchasing Network . . . . . . . . . . . . . . . . . . 4 Tyler Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . . . . . . . 14 & 27 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . 19 & 21 Virco Manufacturing Corp. . . . . . . . . . . . . . . . . . . . Back Cover WLC Architects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

sudoku 7 4 8 5 2 1 9 3 6

6 3 5 9 8 7 2 1 4

9 2 1 3 4 6 8 5 7

3 1 6 4 7 8 5 2 9

from page 41

8 5 9 6 3 2 4 7 1

4 7 2 1 9 5 3 6 8

2 6 7 8 5 4 1 9 3

5 8 3 7 1 9 6 4 2

1 9 4 2 6 3 7 8 5

Winter 2011 | 45

lastwords

education like adversity.

There is no

~ Benjamin Disraeli

40% By 2025, 40 percent of California’s jobs will require a college degree.

Source: Public Policy Institute of California

If your

actions

inspire others to

dream more, learn more, do more and become more, you are a leader. ~ John Quincy Adams

46 | California School Business

1998 In 1998, less than half of low-income parents expected their children to graduate from college; in 2009, a majority did.

Source: U.S. Census

Problems are only opportunities in work clothes. ~ Henry J. Kaiser

4,600 4,600 schools – 80 percent of the California schools that receive federal Title I funds – are in program improvement status for the 2011-2012 school year.

Source: The Sacramento Bee

Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to kevins@casbo.org.

Winter 2011 | 47

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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.

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48 | California School Business

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