CASBO School Business Spring 2011

schoolbusiness california

California Association of School Business Officials

Spring 2011

PUTTING TOGETHER THE PIECES How to improve what’s ailing in the state’s public schools

THE DNA OF EFFECTIVE DISTRICTS Thriving districts share traits that lead to success

FREE OR FEE?

To charge or not to charge – that’s the question for districts

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Spring 2011 | 3

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contents

Volume 76 Number 1 Spring 2011

departments

9

Checking in What CASBO’s bumper sticker might say Molly McGee Hewitt

13

Bottom line End of term a cause for reflection Renee Hendrick

15

46

In focus CASBO member profile: Greg McDermott

49

Out & about Photos from CASBO events

58

Last words

cover story

30

Putting together the pieces How to improve what’s ailing in the state’s public schools Julie Phillips Randles

interview

17

Book club City Schools and the American Dream: Reclaiming the Promise of Public Education

“Education Nation” author has varied four-decade career in education Milton Chen shares his vision for what he calls 24/7/365 learning Julie Phillips Randles

features

22

The DNA of effective districts Thriving districts share traits that lead to success Craig W. Anderson

38

Free or fee?

To charge or not to charge – that’s the question for districts Steve Wiegand

15

22

38

Spring 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.

publisher editor in chief

Kevin Swartzendruber

features editor

Julie Phillips Randles

contributors

Craig W. Anderson Steve Wiegand

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

Renee Hendrick Orange County Department of Education Gary Matsumoto Hacienda La Puente Unified School District Michael Johnston Clovis Unified School District Sharon Ketcherside Sacramento County Office of Education CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999

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

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

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

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

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

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

Published March 2011

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checkingin

What CASBO’s bumper sticker might say Each day, I park on the same floor of a parking structure near the CASBO office in Sacramento. As a creature of habit, parking on the same floor daily makes it easy to remember where I parked, and to keep my focus on matters of greater importance. Near where I park, there is a car that has a bumper filled with political and life statements. I must admit, my last bumper sticker was years ago and said something profound like “Vote No on Proposition 13” or “Save the Whales!” The car that I see each day has one bumper sticker that keeps catching my attention – “Celebrate Random Acts of Kindness.” I appreciate that sentiment and would much rather have someone smile at me, show kindness or be courteous than to suffer the impatience and mean spiritedness I sometimes encounter. This bumper sticker has given me pause many times.

My 2011 bumper sticker would say, “Practice Continual Acts of Professionalism.” Let’s do the job right the first time. Let’s make every e-mail, memo, phone call, meeting or activity a continual act of professionalism. Let’s make our goal excellence in every area! Top-quality customer service both internally and externally, accuracy, great attitudes and strong work ethics, promptness, ease of service, fast delivery on requests; our work would be categorized by our professionalism. The evidence would be clear – our personal appearance, our desks, the way we answer our phones or e-mails and the work we produce – each would exemplify this professionalism.

As school business officials, professionalism without heart and strong interpersonal communication skills would be counterproductive. We work with complex young people and adults who often have strong opinions and immediate needs. Our continual acts of professionalism must be paired with compassion, understanding and wisdom.

We need to understand that the person standing before us and their needs may be greater than we can address.

Our goal must be to hear them, do the best we can with the resources we have and leave them with a positive impression of our organization’s commitment to public education.

My 2011 bumper sticker would say, “Practice Continual Acts of Professionalism.”

As I write this article, I admit to having had several cups of coffee, but I am clear-headed and have no delusions about the ease of this idea. I have worked in schools and at district offices. I have been there when RIF notices were sent, layoffs enforced, supplies denied, when money was scarce and when the community and unions were agitated. I understand the environment our members work in, and I appreciate the complexities and challenges they face daily. For many of our member leaders, practicing continual acts of professionalism is already a daily ideal. They get it. They provide world-class services each and every day. They see above the current crisis and keep the needs of the children and adults we serve in the forefront. They are not overpaid civil servants; they are school business professionals.

It saddens me that school business officials are often disrespected and looked at as frivolous positions in education. Many of you have heard me say, “you cannot have world-class schools without world-class professionals at all levels.” Because the majority of our members are public employees and are part of the PERS or STRS pension plans, the public sees them as unneeded bureaucrats who take from the public and do not offer a valued service.

What a shortsighted and downright wrong characterization.

Show me one child, one classroom or one school that can run without the services our members provide! It does not exist! We do not need to apologize for our work – we need to make sure that our members and their professionalism and excellence are acknowledged and valued. That is part of the mission of CASBO.

Molly McGee Hewitt Executive Director Spring 2011 | 9

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bottomline

End of term a cause for reflection

By Renee Hendrick CASBO President

For the past 12 months, i have had

distance learning are keys to our future

the privilege of serving as the

and I am grateful that we will launch our

president of casbo. As i prepare

online learning platform this year!

to relinquish the gavel at the

School business in California contin-

conclusion of the 2011 casbo

ues to change quickly and we are faced

annual conference & california

with more regulations and accounting

school business expo, i cannot

changes than ever before. Thirteen years

help but reflect on my career,

ago we only accounted by major fund;

t h e l e s s o n s i h av e l e a r n e d

now we account by resources and must

through and with casbo and the

include multiyear budget forecasting. In

changes i have experienced in our

the last two years we have had to monitor

profession.

our cash flow not only for interim bud-

Like many of you, I joined casbo

gets, but also forecasting into the future,

with no clue as to where it would lead.

a major challenge when we often don’t

I joined for the information, to network

even know which months will have state

with my colleagues and to improve my professional skills. Thirteen years later, my career has been significantly and positively impacted by my involvement with casbo. I have made contacts that enable me to do my job better and more effectively each day. I have learned

I can honestly say that I am a better leader and a better school business professional today due to my casbo experiences.

a multitude of skills from the workshops

deferrals. We have also had to learn about

of our members, creates a dynamic and

and conferences that I have attended. I

new federal regulations and auditing

effective team.

have improved my personal leadership

requirements, and a new gasb 54 state-

School business is a continually

and management skills due to my work

ment will change our financial statements

evolving profession. If you doubt this,

at the section, professional council and

again this year.

look at a district organizational chart from

state level.

After volunteering at the section and

20 years ago, 10 years ago, five years ago

I can honestly say that I am a better

professional council levels, I had a great

and today. Many positions no longer exist

leader and a better school business pro-

deal of respect for our members. Today,

and new ones have been added. There

fessional today due to my casbo experi-

after my years on the board of directors

have also been changes in technology, out-

ences. My involvement has enabled me

and as an officer, that respect has grown.

sourcing, demographics and economics.

to serve my profession and my employer

casbo truly is a member-driven orga-

While we can hold on to our core val-

with a higher level of skill and expertise.

nization with wonderful, generous and

ues and professionalism, we cannot live

My experience also tells me that

opinionated members! We welcome di-

in the past – we must look to the future.

professional development for school

versity of opinions, positions and roles in

Failure to do this would be a disservice

business leaders has never been more

education and we blend these differences

to our members and to the children and

important. Our members are serving in

to become a stronger and more effective

adults we serve.

new roles, combining positions and creat-

organization.

ing solutions daily for the school districts and county offices they serve.

Thank you for your support, your

My reflections would not be com-

work, your comments, your ideas and

plete without mentioning the casbo

your involvement with casbo. Thank you

While the annual conference is an

professional staff. We have a great team

for allowing me to serve as your president

incredible opportunity for training, too

of professionals who are committed to

and for enhancing my career and my life.

many of our colleagues cannot attend due

our association and our members. Their

It has been an honor to serve casbo and

to finances and restrictions. Online and

passion and integrity, combined with that

to be a part of its leadership and its future.

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infocus

Greg McDermott A CASBO member who’s relatable and relationship driven

Greg McDermott is a self-described people person. He’s also sincerely dedicated to the relationships he establishes, be they within his own family or within the family of colleagues and friends he’s made as a member of CASBO for more than 30 years.

McDermott is president of Sierra School Equipment Co. based in Bakersfield, Calif., a firm he owns and operates with his brothers, Mike and Pat. The business was started by their father in 1957. McDermott joined the company in 1978 after having earned a degree in marine biology from UC Santa Barbara.

He recalls his father inviting him to dinner not long before graduation, and knowing that dinner meeting was in fact a job interview. He agreed to join Sierra School Equipment as a sales representative. After all, school breaks and summers spent assembling chairs, lockers and bleachers since age 10 had certainly prepared him for the job.

“Our father taught us that as long as we stand together, we will be successful in whatever we do,” McDermott recalled. That advice has since proven true – the company now employs 20 and continues to be a leading specialist for school furniture and equipment throughout the state. “The schools rely on us to be the experts,” McDermott described.

CASBO relies on him as well, noted Executive Director Molly McGee Hewitt who called McDermott one of the most loyal, supportive and involved members the association has ever seen. “For more than three decades, Greg has dedicated himself to CASBO and served with integrity and passion, while also exhibiting those same traits in his business dealings,” Hewitt said.

Despite 32 years in the business, McDermott still enjoys his work. “Every day is different. I love the people; I love working with schools to create a better learning environment for the children and teachers.” He also enjoys the colleagues, turned friends, he has met through CASBO. McDermott joined CASBO as an associate member in 1979, and it wasn’t long before he was an active participant. In 1984, he became an associate member section liaison for the Central Section. In 1989, he became a member of the Associate Member Committee, and was chair of that committee in 1999 and again in 2009. He also served on the Facilities Working Group in 2008 which was charged with determining where the association should relocate its offices.

McDermott has also twice served on the Annual Conference Committee and was a member of the Professional Development Implementation Team for the current strategic plan. He currently serves CASBO as a member of the Task Force on Partnerships, Sponsorships and Associate Support.

He says those who ponder joining CASBO, but haven’t yet become members, are missing out on a wonderful opportunity. “Professional development is so important for all who work in school business. School business is literally changing day-to-day, and the training CASBO provides is crucial, especially during these challenging economic times,” McDermott explained.

Photography by Hope Harris

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interview

“Education Nation” author has varied four-decade career in education Milton Chen shares his vision for what he calls 24/7/365 learning

By Julie Phillips Randles

In his four-decade career in the education field, Milton Chen has worked with some real characters.

He has labored alongside Elmo on Sesame Street, toiled with Mr. Rogers in his neighborhood and worked for George Lucas, creator of Star Wars, at t h e n o n p r o f i t G e o r g e L u c a s E d u c a t i o n a l Foundation (glef).

Chen, currently senior fellow and executive director emeritus at glef, previously served for 12 years as the executive director of the nonprofit founded by filmmaker Lucas in 1991. glef utilizes its multimedia website Edutopia.org and documentary films “to communicate a new vision for 21st century schools” and tell inspiring stories of how interactive technologies are transforming America’s schools.

During Chen’s tenure, he helped the nonprofit expand its editorial publishing efforts, including the creation of the awardwinning Edutopia magazine.

From 1988 to 1998, Chen served as the founding director of the kqed Center for Education in San Francisco where he directed kqed’s educational programming and outreach services including workshops, publications and websites for schools, families and the community.

In 1996, he served as executive director and co-host of a one-hour television special “The Smart Parent’s Guide to tv Violence.”

From 1985 to 1987, Chen was an assistant professor at the Harvard Graduate School of Education, and in 2007-08, was one of 35 Fulbright New Century Scholars who conducted research on access and diversity issues in schools and universities.

In the 1970s, he was the director of research at Sesame Workshop in New York where he helped develop educational children’s programming including “Sesame Street,” “The Electric Company” and “3-2-1 Contact.”

He is also the author of more than 30 books, chapters and articles on educational media, and is a frequent speaker at education conferences in the u.s. and abroad. His most recent book, Spring 2011 | 17

Milton Chen

“Education Nation” author has varied four-decade career in education

published in 2010, is “Education Nation: Six Leading Edges of

success, 40 years ago. That launched my interest in educational

Innovations in Our Schools.”

innovation.

In addition to his work with glef, Chen serves as chairman of the Panasonic Foundation in New Jersey which supports

CSB: What is your key initiative as senior fellow and executive director

superintendent leadership and district improvement. He also

emeritus at the George Lucas Educational Foundation?

sits on the boards of ConnectEd: The California Center for Col-

Chen: I’m representing glef at education conferences this year

lege and Career and the San Francisco School Alliance. He is a

where educators and policymakers in districts and states are

member of advisory boards for the National Park Service, the

working to create new, 21st century school systems. There is

Fred Rogers Center for Early Learning and Children’s Media

international interest, as well, and I’ll be traveling to places such

at St. Vincent College and the Joan Cooney Center at Sesame

as the Northern Territory of Australia, Mexico City and Seoul.

Workshop.

It will be very interesting to see how nations build on their

Chen has been recognized by a number of groups for his

cultures and educational histories to create these new models.

work in the education field. He received the Elmo Award from

Nations such as China or Singapore, which have done well in

Sesame Workshop and the Fred Rogers Award from the Cor-

the test-driven systems of the past, are interested in opening up

poration for Public Broadcasting. He has also been honored by

their schools to more creative approaches. While the u.s. has not

the Congressional Black Caucus, the Association of Education

fared well on international tests, our culture of openness and the

Service Agencies and two Bay Area Science Centers – The Ex-

inclusion of the arts and sports into a well-rounded education

ploratorium and the Lawrence Hall of Science.

are advantages.

Chen earned a bachelor’s degree in social studies from

The partnerships formed among American schools and

Harvard College and a master’s degree and doctoral degree in

the wide variety of community-based organizations, youth

communication research from Stanford University.

development centers, arts groups, science centers and universi-

He lives in San Francisco with his wife, Ruth Cox, a faculty

ties to provide an education for “the whole child” is a uniquely

liaison for academic technology at San Francisco State University.

American invention. In the 1830s, De Tocqueville came to the

CSB: What is the last book you read?

Chen: “The Man Who Loved China: The Fantastic Story of the

u.s. and was struck by the American spirit for creating voluntary associations to solve community problems. That spirit, seen in the tremendous growth of the after-school and summer learning

Eccentric Scientist Who Unlocked the Mysteries of the Middle

movements, continues as an American advantage in reinventing

Kingdom,” by Simon Winchester. It is about the English historian

the educational system in this century. Schools can’t do it alone.

of Chinese science, Joseph Needham.

CSB: What three things are always in your refrigerator?

Chen: Organic Arkansas black apples, cornbread and Siggi’s Icelandic-style yogurt.

CSB: What comes to you naturally?

Chen: Curiosity about a lot of things I run into every day. Who

CSB: In your most recent book, “Education Nation: Six Leading Edges of Innovation in Our Schools,” you talk about “putting the edge back in education?” What do you mean by that?

Chen: I meant it in two senses. Education is probably the least “edgy” sector of our society. History dies hard in our school systems. Schools aren’t the best places to find the latest innovations in teaching and learning. Embracing new practices

was Captain Juan Bautista de Anza and why is there a giant

involves risk-taking within the existing system, and I wanted to

statue of him at Lake Merced in San Francisco? How did Julia

encourage schools to take more risks and to get more courageous.

Morgan design the spectacular ballroom on the 15th floor of the

I often meet teachers who say they’d like to try project-based

Merchants Exchange Building at 465 California Street? How

learning but their principal or school district won’t let them.

does an iPhone work, really?

CSB: What is the best advice you have ever received? From whom?

Chen: Write back to young people. Joan Cooney, founder of

But in another sense, if we look more closely, “edges of innovation” have developed in the past decade. There have always been pioneers and entrepreneurs who have pushed the edge of the envelope through practices such as project-based learning,

Sesame Workshop, responded to a letter I wrote as a college

community partnerships and incorporating technology to

sophomore in the midst of “Sesame Street’s” astonishing early

continued on page 20

18 | California School Business

Spring 2011 | 19

Milton Chen

“Education Nation” author has varied four-decade career in education continued from page 18

connect students to the larger world. The six edges I discuss are growing and during this decade, will move closer to the center.

CSB: Improved use of technology in public school classrooms is also part of your message in “Education Nation.” With school districts having faced several years of deep cuts, and next year’s funding still unclear, how can schools fund additional technology?

Chen: Karen Cator, director of educational technology at the u.s. Department of Education, says it best. The problem with our education dollars is that we are currently funding two systems of instruction: paper-based and digital-based. Schools are making the transition from the former to the latter and the sooner, the better, for school budgets and for student outcomes.

The cost of providing every student with an Internet-ready mobile device has plummeted in recent years. In Maine, still the only state where every middle-school student has a laptop, the costs are $250 per student per year including hardware, software, broadband access and teacher development. The days of spending $150 for one textbook are numbered.

Technology is a driving force in our world, moving beyond

politics and institutions, and is always showing better, faster and cheaper ways of working. I want those benefits to come to education.

CSB: You have described an updated public education system that embraces 24/7/365 learning, with students at the center, supported

CSB: You were the director of research at Sesame Workshop and helped develop pb s children’s shows such as “The Electric Company” and “32-1 Contact.” You were also a founding director of public television station

kqed ’s

Center for Education, and an assistant professor at

Harvard. Based on your experience, what would you say is the single biggest misconception regarding the effective education of children?

Chen: I’d say the biggest misconception has been in believing that a narrow curriculum and instruction were capable of effectively educating a broad spectrum of students. Schools have emphasized a verbal style of instruction, delivered by teachers talking. Only a small minority of students can be successful in this type of classroom. My work at Sesame Workshop and kqed was really about providing visual experiences through public tv to help a broader range of students get engaged in learning and be successful at it.

Students need to “see” scientific phenomena and important places in history. During the 20th century, public tv played a unique role in providing the sights and sounds for more engaging learning experiences. The students weren’t underperforming the curriculum; in a very real sense, the curriculum was underperforming the students. Now, with digital curricula and the Internet, we can provide much more powerful and effective methods of instruction. This should include taking students to places they would not be able to visit on their own. The idea of tv as “a window on the world” can now be realized through today’s screens.

by teachers, parents and mentors from the community. How do

I’m also a big believer in getting students out of the class-

you suggest that education leaders improve engagement with these

room and into their communities, into workplaces to learn how

stakeholders at a time when public sentiment related to government

academic knowledge is applied and into public parks to learn

systems is rather negative?

about science and history.

Chen: I’m involved as a board member of the San Francisco School Alliance, a group of civic leaders who represent the business, legal and philanthropic community. We are forming and funding partnerships of the types I describe above, to create a broader array of learning experience for students, within and beyond the school day. So one key strategy is to formalize these district/community partnerships at the highest level. Our superintendent and deputy superintendents, Carlos Garcia and Richard Carranza, are there at every meeting and are part of our governance structure. It’s important for us to understand the world they operate in and to help them with many types of support – financial, networking, intellectual and moral.

CSB: Our readers, the state’s school business leaders, are likely facing another challenging budget year. What would you say to them, in the manner of a pep talk, about how to remain optimistic about the future of k -12 education in California?

Chen: When it comes to reducing costs, scale can be our friend and California is all about scale. We educate one out of every eight American students. If our state can leverage our size and more districts can work together, for instance, on purchasing services, we should achieve better results with the funds we have. z z z

I don’t feel that public opinion is negative toward schools as public institutions; I do believe, supported by many polls, that there is great public support for improving and modernizing our schools.

20 | California School Business

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

Spring 2011 | 21

22 | California School Business

feature

The DNA of effective districts Thriving districts share traits that lead to success

By Craig W. Anderson

C

alifornia’s school districts continue

along with an outside-the-box approach

elements to coalesce to create a successful

to deal with the business challenges

– to stave off the budgetary wolves and

financial and educational environment.

brought on by the general economic

maintain their educational prowess.

“It is never just one thing that en-

malaise and state budget woes that

Below, representatives from these

ables a district to be successful,” she said.

have driven 16 of California’s 30 largest

districts share the traits that run through

“It is a convergence of a number of things

school districts, and nearly half of smaller

the dna of their district offices.

that, in coming together over time, result

districts, to trim their school days.

Districts across the state have implemented teacher layoffs, reduced district

in high performance in all aspects of the

Entrepreneurial practices

organization.”

office staff, required furlough days, in-

“We have an entrepreneurial approach

creased class sizes, cut extracurricular ac-

toward what we do,” said Vincent

tivities and significantly reduced school

Christakos, assistant superintendent,

What works for her district, Horejs

bus routes – all part of the effort to stay

business services, for 22,000-student

said, is no secret. “The main factors that

afloat and stay effective.

Hemet Unified School District, and a

come to mind are: a shared vision of

Success no secret

According to a report from the Cali-

member of casbo. “For example, our

continuous improvement throughout

fornia Department of Education, 14 of

transportation department covers our

the organization from the board room to

the state’s 1,077 school districts face grim

district and provides transportation for

the classroom and in every department

circumstances and are “unlikely to avoid

five other school districts.”

and office; becoming a data-driven

bankruptcy.” And there is more troubling

This expansion of Hemet’s transpor-

organization throughout the district –

news – the department’s analysis also

tation role “stopped the encroachment on

looking at past performance, measuring

said the financial outlook of 160 school

our general fund, and we’ve added more

against internal and external benchmarks

systems is “qualified” and at risk, but

staff and buses to get the job done,” Chris-

and analyzing results; and aligning all

likely not facing immediate bankruptcy.

takos said of the profitable operation.

policies and practices to the vision of

Further, the number of districts “un-

Financial health comes from a sound

able to meet future financial obligations

business policy, and that leads to success

However, sound business practices

has increased by 38 percent.”

excellence in all areas.”

in other areas, said Jacqueline Horejs,

won’t work without a solid business team

All is not lost, however, as extant

superintendent of the Union School Dis-

at the district’s financial helm, said casbo

school districts are using innovative and

trict in San Jose. With more than 4,000

member Brent Watson, assistant super-

entrepreneurial business procedures –

students, it’s important for a number of

intendent, business services, for the El Spring 2011 | 23

The DNA of effective districts

Centro Elementary School District. “We have a good business team here, a welloiled machine with people who are very effective at the jobs they do.”

With 5,000 students occupying El Centro Elementary’s classrooms, its financial efficiency is fueled by “the district and board being open to suggestions of how to remain solvent,” he said.

According to Watson, the district “shares everything with the board. In effect, we make sure the board is educated on the issues and the members are willing to learn about the business aspect of the district.”

“Our district puts processes in place to identify budget challenges early, and to help meet the challenges, we created our Budget Standards Committee,” described Johnston, casbo’s vice president.

Clovis Unified’s leaders decided that community input and support was crucial to the district’s success, so the committee was populated with a variety of “community representatives who share their thoughts, ideas and concerns with the board of trustees,” explained Johnston.

And getting the word out on what the board and district decide is vital, he said. “People on our district staff explain

That leadership undoubtedly contributed to the district receiving the Broad Foundation’s prize for Urban Education and being chosen as one of the 20 leading school systems in the world by McKinsey & Co., a management consulting firm that advises on issues of strategy, organization, technology and operations.

Every aspect of a school district – finances, education, students – are inextricably united; without one or the other, the whole couldn’t survive. “This united approach sends the message to everyone in the district that this is real and there are a great many people standing behind

An entrepreneurial superintendent makes a big difference, and it’s good to build a culture in the district that thinks this way.

Working with the school board and keeping members in the loop regarding finances, business practices and economics is a process endorsed by thriving districts.

“The school board has to be in-

the financial situations to our constituents and we get people out to our school sites to explain the budget, its effects and what it means.” role in how the district functions and, said

ours is,” said Hemet’s Christakos. “The

Horejs, “transparency is essential for the

district and the board want to hear new

community to be informed on the fiscal

ideas backed up with facts and figures

status of the district. It is important for

and a plan. This is a business, certainly,

the community to have a role in budget

and it’s no secret that doing well requires

development and to be actively engaged

using good business practices.”

in areas that require community com-

Some school boards want to rush

mitment, such as parcel tax campaigns,

through the business part of their meet-

bonds and other political activities that

ings, commented Watson, but “we

will directly impact the district.”

business material in detail.”

Maintaining a successful school district requires “stable and devoted leadership by the board and the district

Community involvement key

and putting other agendas aside to work in a united way on important decisions

Being prescient also helps, noted Michael

and major initiatives,” explained Chris

Johnston, assistant superintendent,

Eftychiou, public information director for

business services, for the Clovis Unified

the 84,000-student Long Beach Unified

School District with 38,000 k-12 students.

School District.

24 | California School Business

ing behind is a “good, solid strategic plan. If you don’t have one, you’ll have problems,” he added.

A district’s community plays a vital

formed and open to new ideas – and

discuss cash issues and go through the

this,” Eftychiou said. What they’re stand-

A culture of innovation Strategic plan or not, problems with state funding continue to plague school districts statewide. Eftychiou said Long Beach Unified “is joined at the hip with the state – 85 percent of our funding comes from the state. Unfortunately, we’re expecting $155 million in cuts over the next two years.”

Those cuts will result in the district “closing a couple of small schools and 600 layoffs,” he said. “The budget is a perennial challenge for us and we’ve worked hard to shelter the classroom and protect students.”

To stay atop the financial morass, a district and its superintendent must have continued on page 26

Spring 2011 | 25

The DNA of effective districts continued from page 24

the support of the school board and “use

Watson, who said some of the biggest

the assets and the resources of the district

gaffes holding a district down are “not

innovatively to generate dollars,” said

understanding what it takes to remain

Christakos. “An entrepreneurial super-

fiscally solvent; not asking questions;

intendent makes a big difference, and it’s

not understanding the big financial pic-

good to build a culture in the district that

ture; not taking the time to be educated

thinks this way.”

about the district’s business; no strong

The proactive, entrepreneurial ap-

business manager to guide them; and

proach has benefited Hemet Unified as

not looking at least two years down

exemplified by a solar power program

the road.”

What makes it all work is getting the right people in the right places and trusting them to do what you hired them for, which elevates the services and departments to a higher level. that has reduced the district’s energy

Unfortunately, peering ahead two

level and the questions surrounding it.

costs by 30 percent over three years, and

years is about as far as financial planning

“How will the budget work out over

“a 2 ½-year agreement with our unions”

can go due to a number of factors, said

time? Even with flat funding we will have

that has created a stable compensation

Union’s Horejs. “Long-range planning

to make cuts; this budget situation is the

environment, explained Christakos.

is difficult due to the uncertainty of state

new norm and we have to operate with

funding. At a recent budget workshop

uncertainty for six months every year

I attended, the presenter said the third

because of the budget.”

Steps toward improvement

year of the multiyear budget was now

Horejs noted that the financial situ-

What can a struggling district with a

known as the ‘fudge-it’ because the fiscal

ation for some districts is exacerbated

desire to improve do to reach a higher

picture for three years out is so fuzzy that

because “some districts faced with high

performance level?

no one can accurately make a projection

turnover, huge budget cutbacks and

that far out!

the resulting loss of staff simply don’t

“What makes it all work is getting the right people in the right places and

“As a friend’s pastor said, ‘man plans

have the people power to provide that

trusting them to do what you hired them

and God just laughs!’ That just about

laser-sharp focus on all aspects of district

for, which elevates the services and de-

sums up the benefit of long-range plan-

finances.”

partments to a higher level,” Christakos

ning in the current state budget crisis,”

El Centro’s Watson said the chal-

suggested.

said Horejs. “Long-term success will only

lenges ahead are varied but likely univer-

be achieved when the state restructures

sal and include: keeping enrollment up;

the funding for schools.”

dealing with deferrals; three additional

Depending on the situation, a struggling district can begin moving toward

years of “tough” budgets; ever-increasing

success by “starting to build trust with its employees, changing the ‘us vs. them’ culture and treating the people in the

Budget blues

costs in a decreasing fund environment; and demoralized teachers and staffs at struggling districts.

district as educators,” Clovis’ Johnston

While challenges abound for Califor-

said. “Everyone’s an educator and should

nia’s school districts, there is a single,

“Cuts aren’t surprising any lon-

be concerned about what is good for

dominating ordeal that looms over

ger,” he said. “The budget is discussed

their district.”

education – the perpetually late, con-

at every board meeting and our staff

tinually fluctuating state budget.

goes to schools and discusses budget is-

A district having problems must overcome a number of lapses in how

Christakos’ take on what the future

sues. It’s also challenging to educate our

it functions, according to El Centro’s

holds begins with the budget at the state

continued on page 28

26 | California School Business

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Spring 2011 | 27

The DNA of effective districts continued from page 26

community regarding what’s happening and the consequences of budget cuts.”

Johnston weighed in as well, saying, “One of the biggest challenges for school

Ongoing deferrals “are huge, a

districts, regardless of size, is that we’re

monster” that cannot be ignored, and the

expected to maintain high standards and

majority of state mandates and regula-

remain competent with less money per

tions remain in place, but there is less

student. It’s always a battle.”

money to attain them, Watson explained.

Long Beach Unified’s Eftychiou was

“School districts are getting close to be-

less than sanguine about the future of

ing unable to adjust to the budget cuts.

California’s school districts, noting, “It

It seems that districts always adjust and

will be a long road to recovery. No more

move on, which encourages more gov-

patches; we’re at the point where we have

ernment cuts.”

to face the music.” z z z

Craig W. Anderson is a freelance writer based in Stockton, 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.

One of the biggest challenges for school districts regardless of size is that we’re expected to maintain high standards and remain competent with less money per student. It’s always a battle.

28 | California School Business

Spring 2011 | 29

30 | California School Business

cover

PUTTI NG TOGETHER the PI ECES How to improve what’s ailing in the state’s public schools

By Julie Phillips Randles

If one believes the naysayers, and even a few of the state’s education insiders, California’s public education system is broken – or at least battered. Funding is down, class sizes are up, elected officials are not to be trusted and public sentiment is, at best, mixed.

Be it broken, battered or simply slightly bruised, the fact that the state has a new governor, an old budget crisis and a disgruntled public makes one begin to wonder where any needed repairs to the public education system might begin, what the fixes would look like and who might usher them in.

We turned to some of the most experienced and motivated minds in California public education and asked them to share what they think “the big fix” should look like.

While there is some disagreement as to whether the system is actually broken – as opposed to simply stretched to its limits – the pros offered valuable insights into how to address the current battles related to funding, shared opinions on that often-heard term, “reform,” and gave suggestions as to what the key solutions might be.

If it ain’t broke...

As to the question of whether, or not, the state’s public school system is in fact broken, it seems to depend on where you’re standing – in the shoes of a taxpayer, a parent or in those of an education insider.

David Plank, executive director for Policy Analysis for California Education (pace), answers the rhetorical question with another set of questions: “Could we do a lot better? Yes. Could we make better use of the resources we have? Yes. But that’s the perspective of an academic policy researcher. From the point of view of a parent or taxpayer, no, it’s not broken; it can be squeezed further. For insiders, I think it’s at the breaking point.”

Spring 2011 | 31

PUTTING TOGETHER the PIECES

Another expert, Charles Weis, superintendent of schools

is at what point does public dissatisfaction or distress become

for Santa Clara County, concurs that parents don’t think the

powerful enough that we will tax ourselves to support public

system is broken, and says that data from 1999 to 2010 shows

schools?”

that schools have in fact improved every year.

“We are continuously improving. To think the whole system is broken is absolutely not true,” Weis said. “Every challenge we put in front of educators we keep on meeting.”

Vicious optimists Despite the naysayers and the insiders’ sometimes vitriolic

At the local level, people believe in their schools and tell

comments about public education, most education leaders

pollsters as much. But is the fact that the doors of the school-

remain highly, if not shockingly, optimistic. While they concede

house remain open enough, or is there more work to be done,

that they are sanguine by nature, a deep-seated belief in the

both in the manner in which schools are financed and in the

power and importance of public schools also plays a part.

structure of the system?

“We’re not failing – we are doing the best we can with the resources citizens are willing to give. Kids are coming to schools and teachers are doing their jobs. It’s just stretched to the breaking point,” Plank said. “At the end of the day, the question is whether parents want more from a school than a place to park their kids for seven hours a day. The political quandary

When you are down this far, you really start focusing on what’s important. The challenge is whether the school community leads on what’s important or they choose to be victims.

Take Maureen DiMarco, for example. DiMarco, retired senior vice president for Houghton Mifflin Company and the state’s first secretary of education from 1991 to 1996, jokingly referred to a 1966 novel written by Richard Farina called “Been Down So Long It Looks Like Up To Me” to describe her take on the current status of public schools.

“When you are down this far, you really start focusing on what’s important. The challenge is whether the school community leads on what’s important or they choose to be victims,” DiMarco explained.

Still, she remains optimistic because what’s at the core of public education is so positive. “I’m still optimistic because children are still wonderful and eager to learn; because people who go into teaching don’t go into it to be cynical; because parents still have hope for their children; and because our future hinges on educating our children,” DiMarco said.

Weis admits the funding challenges facing schools in recent years make it difficult to remain optimistic, but like DiMarco, he is upbeat based on a philosophical stance. “I believe in education as a vehicle no matter what speed bumps we hit. As long as we stay focused on the power of learning to create opportunities for people, we can stay optimistic.”

32 | California School Business

Julian Crocker, superintendent for the San Luis Obispo County Office of Education and a casbo member, pins his

this way: “I believe we can get this done. It will take everyone’s participation, and I think it’s doable.”

optimism on those who work in schools. “I have a great deal of faith in the people who work in public schools in California,” he said.

Of white horses and silver bullets

Orange County Superintendent of Schools William M.

As DiMarco points out, if the solutions to what ails schools were

Habermehl’s internal gauge presents a mixed report. He’s opti-

simple, education leaders would have fixed the system long

mistic “that we have the ability to do anything we want to do,

ago. “It’s doable, but you have to stop thinking there is a silver

but we need a real gut check about what we want and what’s

bullet.” Instead, she suggests, “it’s time to put away how we’ve

realistic,” he said. “The pessimistic side of me says that we’ve

always done it; quit defending stuff that we know is no damn

been controlled for so long that we are afraid of our own shadow.

good. It will take courage.”

We’ve got to break that mold.”

DiMarco referred to a frequent comment by former Gov.

On the even less optimistic side is Plank who said he is “pes-

Pete Wilson as a guide: “We can either suffer the future or we

simistic but hopeful,” adding, “I think things are going to get a

can shape it,” he was fond of saying. “We’ve been waiting for

lot worse before they get better.”

that guy on a white horse for a long time. He’s not coming. We

Carl Cohn, clinical professor of urban school leadership at Claremont Graduate University and a recently appointed member of the California State Board of Education, summed it up

have a horse in our barn and we need to get on it and ride it,” DiMarco said. continued on page 35

Spring 2011 | 33

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34 | California School Business

PUTTING TOGETHER the PIECES continued from page 33

Looking for a silver-bullet fix or watching for Superman is

at Stanford; Douglas B. Reeves, founder of The Leadership and

ridiculous, according to Weis. “I believe a whole lot of people

Learning Center; and California Department of Finance Director

in education who have been studying this for years have good

Ana Matosantos.

ideas, and we need to follow those people. It’s interesting to me

“There are a lot of people working on this. I think particu-

that people who build houses or software think they know how

larly Long Beach (Unified) and Fresno (Unified) are really try-

to improve education.”

ing with a great deal of seriousness and some degree of success to demonstrate what’s possible in public schools. Even under

An inside job

intense budgetary distress, they are proving there can be successes,” Plank said.

In assessing where reform will come from, those in the know say it should be an inside job, led by the professionals already working in the school system.

The game changer

“There is a place for innovators and people on the outside,

The role of game changer is currently placed squarely at the

but I don’t think they will be able to fix the entire system,” said

feet of Gov. Jerry Brown, according to the experts. Whether

Crocker. “The pick-and-shovel work has to be done day-to-day

discussing California or other states, governors are expected to

in existing school districts.”

lead on education funding at a time when money is short, and

Cohn, former superintendent at Long Beach and San Diego Unified school districts, suggested the starting point for work

one of biggest nuts in any state’s budget is the public education system.

by insiders could be a grant that would fund a group of core superintendents charged with developing solutions – perhaps even a California version of Race To The Top, the Obama administration’s federal education initiative. The solution, according to Cohn, should come from the inside and should be “a uniquely California solution for the future.”

DiMarco also supports an inside solution, and suggested the answers might well come from the collective wisdom of school officials, likely casbo members, who could “build a business plan, calculate for every program and the real return on investment and then trot over to the right legislator to lead the charge.”

Naming names If change is an inside job, who, specifically, are the insiders

I believe in education as a vehicle no matter what speed bumps we hit. As long as we stay focused on the power of learning to create opportunities for people, we can stay optimistic.

“If there is anybody out there who can lead a coalition that might get to the voters and successfully get new revenue streams, Jerry Brown is probably that person,” said Cohn.

to whom the education system should be turning for the

Plank and Weis concur. “If Brown can’t do it, it’s hard to see

motivation and the fixes? In other words, who is the Zig Ziglar

anybody else being able to do it. He has the credibility of age,

of public education?

a lack of ambition for further office and a deep understanding

Several names came up in conversations with our experts. “I think there are hard-charging, reform-minded superintendents

of how Sacramento works. That offers some grounds for optimism,” Plank said.

like Christopher Steinhauser at Long Beach Unified, Michael

Brown’s current fix for school funding is a June ballot mea-

Hanson in Fresno and Laura Schwalm in Garden Grove,” Cohn

sure that seeks a five-year extension of current taxes on income,

suggested.

sales and vehicles. Should the measure pass, schools survive

Also mentioned were education researcher, author and speaker Robert J. Marzano; Linda Darling-Hammond, Stanford

the year with minimal budget reductions. If it fails, schools face several billion dollars in cuts.

University professor and co-director of the Stanford Educa-

Habermehl envisions adding some specifics to the tax exten-

tional Leadership Institute and the School Redesign Network

sion measure that would improve funding for the long haul such

Spring 2011 | 35

PUTTING TOGETHER the PIECES

as addressing pension reform. Things that answer the question,

• Eliminate tenure – allow the rules and regulations already in

“if we extend those taxes, what do we get for it?” he explained.

place to protect employees, Habermehl said. “Eliminating tenure would be the best thing we could do in education and it would

Initial steps

say to the business community ‘we’re just like everybody else.’”

• End rules on teacher seniority – “Put the teachers who can

It’s clear there is no single solution to what ails public education –

best help the children with those children regardless of their

that instead a combination of approaches will likely provide the

seniority in the district,” Habermehl described.

long-term solutions. Our experts offered a range of suggestions

• Allow for local authority – provide a mechanism at the local

that, in the proper combination and with proper backing, may

level that allows districts to raise money for capacity building.

well rescue operations.

Additionally, “get rid of the creeping bureaucracy from Sacramento and Washington that prohibit us from doing good things

Here are some ideas from the experts on where to start to update

for kids,” Habermehl explained. “The savior in the future is

the system:

returning to local control.”

• Assume the past will not guide the future – acknowledge that

• Point to local successes – develop an easily understandable

more money is not on its way. Lay the groundwork today for

presentation with specific examples of best practices at the

cutting things that cost money and are not particularly useful.

county office and district levels. Organize that information into

• Focus on building a new system – identify what would be at

a publicity campaign to garner public support.

the core of a new structure. “Revenue will come back, and we

• Stop the negative chatter – education insiders must stop

don’t want to put it on the foundation we have now. We need a

shooting themselves in the foot by continuing to refer to a broken

new foundation,” said DiMarco.

system. Continuing to come to Sacramento and share stories

• Plan on additional cuts, hope for additional revenues – dis-

about how bad things are erodes the public trust and leads the

tricts will have to continue making cuts, with the next round

public to doubt whether they should give schools more money.

likely in the central office, Cohn said. But districts and the gov-

• See the opportunity – real pain can lead to the very real

ernor also need to invest time in finding new revenue streams

opportunity for schools to be in charge of their own fate. Take

to fund schools.

advantage of the opportunity to define what school is, what

• Lower the threshold for parcel tax measures – with no “single,

education is and what it is we need to be doing for kids, DiMarco

magical a-ha that is our rescue operation,” Cohn suggests it’s time

described. z z z

for a discussion on lowering the threshold for parcel tax measures.

• Consider statewide collective bargaining – 1,000 individual districts bargaining on salaries, pensions and benefits may no longer make sense, Cohn said. A statewide approach would not only provide the benefits of scale when it comes to health insurance, but would also save money spent by individual districts for collective bargaining.

36 | California School Business

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.

38 | California School Business

feature

Free or fee?

To charge or not to charge – that’s the question for districts

By Steve Wiegand

O n e day l a s t fa l l , a 1 4 - y e a r- o l d b oy sat i n a n

face cuts. It’s often a matter of resources rather than an under-

Orange County high school classroom and was

handed attempt at charging families for products or services,

h u m i l i at e d b y t h e c o n v e r g e n c e o f a c a l l o u s

noted Molly McGee Hewitt, casbo executive director.

teacher, tough economic times for his family and the ravages of state budget cuts on California’s public education system.

The incident was part of what many students, parents and educators have said is a growing trend in public schools to partially make up for sagging government revenues by charging fees for items and activities that range from pe lockers to asb cards, and from football practice uniforms to modeling clay.

It’s a practice that is generally prohibited by the California Constitution and state Education Code, a ban reinforced by a plainly – and strongly – worded 1984 state Supreme Court decision. But there are exceptions, and sorting out what can and can’t be charged for when it comes to public schools is a task currently confounding legislators and educators alike.

“It raises a real Pandora’s box of questions, and unless the rules are very carefully drafted, there could be a lot of unintended consequences,” said Dave Gordon, Sacramento County superintendent of schools, former head of the Elk Grove Unified School District and a former legislative liaison for the state Department of Education. “This really has to be thought through carefully.”

With districts in survival mode, fees often bridge the gap, allowing for some programs to continue that might otherwise

Enter AB 165 Gordon’s reference was to legislation that would tighten the rules related to student fees. The bill, ab 165, is the result of a lawsuit settlement reached last December between the American Civil Liberties Union (aclu) and the Schwarzenegger administration.

The suit, which was filed last September against the state rather than individual districts, was at least partially the result of what happened to Jason Roe in his ninth-grade class last fall.

Roe (a pseudonym used to protect his privacy) was confronted by the teacher who wanted to know why he hadn’t yet purchased a workbook she required for the class. The reason was that his financially struggling family didn’t have the money.

“She said it in front of the whole class,” Roe explained in a video produced by the aclu. “It didn’t feel too great.”

In the video, Roe also said he was coerced into paying $10 for another workbook. The actual cost of the workbook, he said, was $5; the other $5 was a “donation” to cover other school activities. “I felt kind of pressured into it,” he said, “so I had to pay $10 instead of $5.”

In another case cited by the aclu, a teacher wrote the name of a 16-year-old high school student on the class whiteboard

Spring 2011 | 39

Free or fee? because the student could not afford to buy workbooks in her

some students. And, the court said, schools’ “financial hardship

Spanish class.

is no defense to a violation of the free school guarantee.”

“Schools and districts have been reminded over the years

Example abound

to guard against charging fees, but there has been a great deal of turnover in California education in the past two decades, and

While such instances of public embarrassment may have been

you have a lot of new staff,” said Michele Huntoon, associate

unusual, the aclu claimed the custom of charging a fee for

vice president at School Services of California, a platinum-level

what ought to be free was anything but out of the ordinary. In

associate member of casbo.

a random survey of school websites the group conducted last

“Additionally, the financial crunch has gotten worse and

August, it found dozens of examples of what it said were illegal

worse … they (schools) are really between a rock and a hard

fees being charged, or materials being required from students

place, to sustain and even enhance programs and activities,

that the schools were obligated to provide. Among the examples:

while at the same time getting less and less money to work with,” said Huntoon, who is also a certified public accountant

• Graphing calculators for math classes

who formerly audited for districts.

• Fees for taking Advanced Placement exams • Summer reading books • pe uniforms that must be purchased from the school

Crippling impact

• Student id cards

That’s putting it mildly. In his budget proposal for the rest

• Materials for art, woodshop, lab and home

of the current fiscal year and the one that begins July 1, Gov.

Jerry Brown recommended no new cuts in state funding for

economics classes

• Workbooks

k-12 schools. But the no-new-cuts pledge would be binding

• “Fair Share” fees to participate on athletic and

only if voters approved a June ballot measure to extend a trio

of temporary tax hikes passed in 2009 and ready to expire

cheerleading teams

• Mandatory asb membership to run for school

elective offices

• “Production” fees to participate in school theater

this year.

Without the tax increase extension, analysts estimate schools will face at least $2.2 billion in cuts, and perhaps as much as $4 billion. That’s on top of billions more in “deferrals,” a budgetary

“Every state has, in some form or another, an essential prohibition of charging for public education,” said Michael

euphemisim that means the state will in essence ignore making some payments already due districts.

Griffith, school finance analyst for the Education Commission

Even if voters approve the tax extensions, educators say

of the States, a nonpartisan national information clearinghouse

that clamping down on the no-fees law could cripple or elimi-

for educators and elected leaders. “We hear a lot of complaints

nate some programs in and out of the classroom.

at the school or district level from around the country, but

“It’s going to be a struggle for every school not to abolish

nothing as widespread as what seemed to be occurring in

some programs altogether, particularly sports and extracur-

California. It seemed like it spread from school to school and

ricular activities, in order to preserve academic necessities,”

district rather quickly.”

said Bill Dabbs, assistant superintendent of the Oxnard Unified

California’s prohibition against charging for public schools

High School District. “It also raises a host of questions. If a kid

was clearly spelled out when the state’s constitution was re-

is going to need a graphing calculator, are we going to have to

drafted in 1879: The state will “provide for a system of common

try and provide a $150- to $200-calculator for every kid in an

schools by which a free school shall be kept up and supported

advanced math class? Do football programs have to provide

in each district.”

cleats to players?”

What “free” meant – and did not mean – was spelled out by

Those are questions Assemblyman Ricardo Lara (d-Bell Gar-

the state Supreme Court in 1984’s Hartzell v. Connell case. The

dens) is trying to sort out in ab 165. Co-authored by Assembly

court ruled that a school that “conditions a student’s participa-

Speaker John Pérez (d-Los Angeles), the measure seeks to enact

tion in educational activities upon the payment of a fee clearly

the elements of last December’s lawsuit settlement.

is not a free school.” Moreover, justices said, schools could not

As introduced, the bill would require schools and districts to

provide waivers for hardship cases because it could stigmatize

investigate and resolve complaints by parents and students about

40 | California School Business

illegal fees within 30 days. Fees found to be illegal would have to

supplies, equipment, or uniforms associated with an educational

be repaid with interest. In addition, districts would be required to

activity.” It also restates the state Supreme Court’s ban of fee

amend their annual auditing procedures to ensure no illegal fees

waivers and prohibits the establishment of “a two-tier educa-

were being charged, even absent complaints. If auditors found

tional” system by requiring one standard for those who pay fees

illegal fees had been charged, the fees would have to be repaid,

and another standard for those who don’t.

or the districts would face financial sanctions from the state.

At School Services of California, Huntoon and her colleagues are advising districts to err on the side of caution. In a

The eye of the beholder

memo after the December settlement was announced, Huntoon referred clients to earlier School Services publications that cited

If that’s fairly clear-cut, however, just what constitutes an illegal fee may – like pornography and art – be in the eye of the beholder. Some schools, for example, have contended that while charging for an Advanced Placement class would be clearly illegal, it’s ok to charge for the ap test at the end of the class.

Lara’s bill says “pupils shall not be charged fees, including security deposits, or be required to purchase materials or equipment, to participate in a class or an extracurricular activity.” That includes fees for “a lock, locker, book, class apparatus, musical instrument, uniform or other materials or equipment,” or any “purchase that a pupil is required to make to obtain materials,

The financial crunch has gotten worse and worse … they (schools) are really between a rock and a hard place, to sustain and even enhance programs and activities, while at the same time getting less and less money to work with.

Spring 2011 | 41

Free or fee? more than 20 Education Code sections concerning what can and can’t be charged.

“We continue to recommend that the decision to charge student fees include a conversation with the district’s legal counsel,” she advised in one of the memos. “… School districts should take steps locally to ensure that the guidelines are followed.”

Good intentions

If a kid is going to need a graphing calculator, are we going to have to try and provide a $150to $200-calculator for every kid in an advanced math class?

He described the origin of many fees as zealous attempts to provide programs, rather than a conscious effort to break the law,

In most cases, insiders say that the fees charged to students were

adding that in many cases districts found ways to help students

initiated not as an underhanded attempt to collect money, but as

who couldn’t afford fees.

a way to offer unique programs or services to students.

“My experience, from a business perspective, is that districts go out of their way to give everything to the kids that they can,”

New inequities a result?

said Gary Mortimer, interim chief business official for the Bur-

But some educators point out that eliminating fees, while

bank Unified School District and a member of casbo. He said

laudable and necessary, creates other inequities. Lara’s bill

some fees originated as “an honest attempt by school districts to

says the fee ban “shall not be interpreted to prohibit an entire

offer as much to kids as they can.”

42 | California School Business

continued on page 44

Your schools need to save money now. Right now.

That’s why we exist — to help you stay afloat. U.S. Communities was an excellent resource before the economy sank — now look to us as your lifesaver. Grab on and save.

What can you buy?

Supplies. Furniture. Technology products. Science supplies and equipment. Synthetic turf and other athletic surfaces.

And more. Much more.

How do you participate?

Visit www.uscommunities.org and sign up today. No pressure. No commitment. Just savings.

The U.S. Communities program is sponsored in California by California Association of School Business Officials and California School Boards Association.

Spring 2011 | 43

Free or fee? continued from page 42

school, class, sports team or club from voluntarily participating in fundraising.” But when it comes to fundraising, to paraphrase George Orwell’s “Animal Farm,” some schools and districts are more equal than others.

Burbank’s Mortimer wondered whether districts’ current lack of discretionary income, paired with limits on fees, would reignite disparities between those schools which are able to garner contributions to keep programs going versus those less able to fundraise. “A huge disparity is starting to come about – even disparity between schools in the same town,” he said.

“The aclu’s aim wasn’t to create two types of districts, but it may be hard to avoid that if districts with more affluent bases are able to pick up the slack with fundraising, and less affluent districts aren’t,” said Dabbs, of the Oxnard Unified High School District.

Dabbs, who is also president of the Southern Section of the California Interscholastic Federation, said that in his sevenschool, 16,000-student district, coaches and athletic directors are being told they will have to make do with team uniforms for a year or two longer than before. Fewer physical education uniforms are being ordered for sale, since it’s expected that more students will choose not to buy them from the school.

Sorting it out In an effort to assist its districts in understanding what fees are allowable, the Orange County Department of Education has convened a committee of cbos to look at best practices related to fees and to clarify which charges are acceptable, and which are not.

Darren Dang, director of business services at ocde, said the group has begun meeting to establish clear fee guidelines that will be shared with districts. A first draft of the document is already underway. z z z

Steve Wiegand is a longtime California journalist who lives in Sacramento, 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.

44 | California School Business

We continue to recommend that the decision to charge student fees include a conversation with the district’s legal counsel …

School districts should take steps locally to ensure that the guidelines are followed.

Spring 2011 | 45

CASBO book club

Economic, social support key to reviving city schools This spring, members participating in CASBO’s Book Club will be reading “City Schools and the American Dream: Reclaiming the Promise of Public Education,”

by Pedro A. Noguera.

In this text, scholar, speaker and former activist Noguera argues that higher standards and more tests alone will not advance the education of lowincome urban students.

He uses the book to address the key questions that he says must be answered in order for urban public education to advance: What will it take for urban schools to achieve the kind of academic performance required by state and national educational standards? How can teachers in city schools help to close the achievement gap? What can restore public confidence in public schools?

Noguera tells those who would have urban schools “shape up or shut down” that, in contrast, a better path is to invest in these students and school sites. When that is done, city schools will reach the achievement levels and successes that are typical of more privileged communities.

Noguera’s approach is based on research in Northern California schools which showed that student achievement is influenced by social forces such as demographic change, poverty, drugs, violence and social inequities.

Join your CASBO colleagues this spring in reading this thought-provoking and insightful book.

46 | California School Business

sudoku 7 9 2 4 6 2 4 1 3

8 6 1 7 1 4 9 5 4

4 8 5 3 1 9 6 9 7

1 8 7 2 3 6 4 9 1

3 4 8 7 9 5 1 7 5

9 4 9 1 8 8 2 3 4

4 5 7 8 6 3 7 2 9

9 7 3 5 4 3 2 4 9

6 9 4 9 8 4 3 8 5

answers on page 57

Spring 2011 | 47

48 | California School Business

out & about

Enjoying a reception at the CBO Symposium in November are (l-r) Dena Whittington, San Ysidro School District; Abby Saadat, Encinitas Union School District and San Diego/Imperial Section president; Luis Ibarra, Oceanside Unified School District; Sandie Luehrs, Cardiff Elementary School District; and Karen Huddleston, Oceanside Unified School District.

Professional council chairs were invited to the board meeting in January. Enjoying dinner prior the evening before the meeting are (l-r) Greg Blount, Technology Professional Council chair; Becky Trebizo, Annual Conference Committee assistant chair; and Trisha Eastburn, Payroll Professional Council chair.

Networking at the CBO Symposium are Gordon Medd, Dry Creek Joint Elementary School District; Penny Whiting, Corning Union High School District; and Sandra Harrington, Ukiah Unified School District.

(l-r) Herb Calderon, Accounting Professional Council chair; Christine Wallace, Retiree Professional Council chair; Guiselle Carreon, San Diego/Imperial Section director; and Renee Hendrick, CASBO president; share a moment at the board of directors dinner and reception in January.

Section presidents or representatives were invited to the board meeting in November.

Pictured are (l-r) Abby Saadat, Southern Section president; Teri Adkins, Eastern Section president-elect; Tom Barentson, Sacramento Section president; Ambur Borth, Southern Section president; and Bryan Richards, Northern Section president-elect.

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.

Spring Spring 2011 2011 || 49 49

50 | California School Business

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

Spring 2011 | 51

White Background - Note: OH+S to select black or white background CASBO 1/4 page Magazine Ad (3.875”x5”) for Orbach, Huff + Suarez LLP May 20, 2010

52 | California School Business

Spring 2011 | 53

C

se nt, Lea o Re t y a tod all

or Purchase

For over 30 years Mobile Modular Management Corporation has been providing modular buildings to meet the temporary and permanent space needs of the education market.

Who we A.R.E.: Availability We offer the broadest and deepest selection of modular buildings with an unmatched ability to customize our buildings to your needs.

Response We offer the quickest and most thorough response to your questions and needs.

Execution From start to finish, you have a team of modular building experts to ensure successful execution of your project.

www.MobileModularRents.com

800.944.3442

54 | California School Business

visit c asbo c areer hq at the e xpo!

CASBO annual conference & school business e xpo

anaheim, california april 6-9, 2011

Spring 2011 | 55

advertiserindex Accounting, Auditing & Financial Services

Cooperative Purchasing

Insurance Benefits/Services

Vavrinek, Trine, Day & Co LLP

The Cooperative Purchasing Network

American Fidelity Assurance Co.

(909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 16 & 27

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

(866) 523-1857 www.afadvantage.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Vicenti, Lloyd & Stutzman LLP

Emergency 24 Hour Services

ASCIP

(626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 19 & 21

Architects WLC Architects (909) 987-0909 www.wlc-architects.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Blood Banking Anthem Blue Cross (818) 234-6849 www.wellpoint.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Bond Counsel Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Construction Management SGI Construction Management (626) 395-7474 www.sgicm.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Consulting / Advocacy

American Technologies, Inc. (800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Eye Care VSP (800) 852-7600 www.vsp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Schools Excess Liability Fund (SELF)

(847) 803-5000 www.chicagofaucets.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Self Insured Schools of CA (SISC)

Smartetools

(800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

(760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Financial Services Piper Jaffray & Co. (800) 876-1854 www.PJC.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Consulting Services

TIAA-CREFF (800) 842-2252 www.tiaa-cref.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Fire & Water Damage Restoration

Vavrinek, Trine, Day & Co LLP

American Technologies, Inc.

(909) 466-4410 www.vtdcpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 16 & 27

(800) 400-9353 www.amer-tech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Contractors / Construction Management

Fraud Prevention, Detection & Investigation

Bernards

Vicenti, Lloyd & Stutzman LLP

(818) 336-3619 www.bernards.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 53

(626) 857-7300 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . 19 & 21

Roebbelen

Furniture

(916) 575-8888 www.vanir.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 55

56 | California School Business

(916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Financial and Human Resource Software

(800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Vanir CM

Metlife Resources

Chicago Faucets

(800) 487-9234 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 37

(916) 939-4000 www.roebbelen.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 50

(310) 212-0363 www.keenanassoc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Faucets and Fittings

Stone & Youngberg LLC

(916) 371-4691 www.csba.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Keenan & Associates

(760) 930-9375 www.metlife.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

School Innovations & Advocacy

GASB 45 Solutions

(562) 403-4640 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Virco Manufacturing Corp.

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

Healthcare Services/Insurance California’s Valued Trust (559) 437-2960 www.cvtrust.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Standard Insurance Company (800) 522-0406 www.standard.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Legal Services Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Dannis Wolver and Kelly (562) 366-8500 www.dwkesq.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Jones Hall (415) 391-5780 www.joneshall.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Kristof & Kristof (626) 535-9445 www.kristoflaw.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Liebert Cassidy Whitmore (310) 981-2029 www.lcwlegal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Lozano Smith (559) 431-5600 www.lozanosmith.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Orbach, Huff & Suarez, LLP (310) 788-9200 www.Ohslegal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 52

advertiserindex Legal Services continued

Risk Management Services

AD INDEX

Orrick, Herrington & Sutcliffe, LLP

Schools Excess Liability Fund (SELF)

(413) 773-5494 www.orrick.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 32

(916) 321-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Mandate Reimbursment

School Bus Sales Service & Parts

School Innovations & Advocacy

Creative Bus Sales

(800) 487-9234 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 37

(800) 326-2877 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Network Solutions & Servers & PC Solutions

Services/Utilities

Sehi Computer Products, Inc.

The Southern California Gas Company

(800) 346-6315 www.sehi.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 48

(800) 427-6584 www.socalgas.com/business/rebates/onBillFinancing.html Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Office Supplies

Student Information Services

Independent Stationers

DecisionInsite

(317) 579-1152 www.isgroup.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 45

(877) 204-1392 x123 www.DecisionInsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Professional Consulting

Eagle Software

American Draperies & Blinds . . . . . . . . . . . . . . . . . . . . . . . 11 American Fidelity Assurance Co. . . . . . . . . . . . . . . . . . . . . . 46 American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 28 Anthem Blue Cross . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . 46 Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Capital Program Management . . . . . . . . . . . . . . . . . . . . . . 54 Chicago Faucets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Dannis Wolver and Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Edupoint Educational Systems . . . . . . . . . . . . . . . . . . . . . . . 7 GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Independent Stationers . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Jones Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Kristof & Kristof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Liebert Cassidy Whitmore . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Lozano Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Metlife Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Orbach, Huff & Suarez, LLP . . . . . . . . . . . . . . . . . . . . . . . . 52 Orrick, Herrington & Sutcliffe, LLP . . . . . . . . . . . . . . . . . . . . 32 Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Public Agency Retirement Service . . . . . . . . . . . . . . . . . . . . 48 Roebbelen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 School Innovations & Advocacy . . . . . . . . . . . . . . . . . . . . . 37 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . 53 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . 48 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . 34 Seville Construction Services . . . . . . . . . . . . . . . . . . . . . . . 52 SGI Construction Management . . . . . . . . . . . . . . . . . . . . . . 47 Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Standard Insurance Company . . . . . . . . . . . . . . . . . . . . . . . 59 Stone & Youngberg LLC . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 The Cooperative Purchasing Network . . . . . . . . . . . . . . . . . . 4 The Southern California Gas Company . . . . . . . . . . . . . . . . . 2 TIAA-CREFF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Tyler Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Vanir CM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . . . . . . . 16 & 27 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . 19 & 21 Virco Manufacturing Corp. . . . . . . . . . . . . . . . . . . . Back Cover VSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 WLC Architects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Vanir CM (916) 575-8888 www.vanir.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Program Management Capital Program Management (916) 553-4400 www.capitalpm.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Program/Construction Management Seville Construction Services (626) 204-0800 www.sevillecs.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Public Finance Stone & Youngberg LLC (800) 447-8663 www.syllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Rentals of Modular Buildings Mobile Modular (925) 606-9000 www.mobilemodularrents.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Retirement Benefits Public Agency Retirement Service (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 48

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

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

Student Safety Seats C.E. White Company (239) 218-7078 www.cewhite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Transportation Tyler Technologies (800) 431-5776 www.tylertech.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Window Coverings Blinds and Drapes American Draperies & Blinds (510) 489-4760 www.americandrapery.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

sudoku 7 3 9 4 6 2 5 1 8

5 6 2 8 1 9 3 7 4

1 8 4 3 7 5 6 9 2

3 7 5 2 9 6 4 8 1

from page 47

6 2 8 7 4 1 9 3 5

9 4 1 5 3 8 2 6 7

4 1 7 9 5 3 8 2 6

8 5 3 6 2 7 1 4 9

2 9 6 1 8 4 7 5 3

Spring 2011 | 57

lastwords

Our

budget problem is dire but

after years of cutbacks, I am determined to

enhance our public schools so that our citizens of the future have the skills, the

zest and the character to keep California up among the

best.

~ Gov. Jerry Brown in his inaugural speech

3%

Public secondary enrollment is projected to show a decrease of 3 percent between 2007 and 2011, and then increase again through 2018.

Source: U.S. Department of Education

Those who

Since January 2008, communities approved 68 of 111 parcel tax measures, a 61 percent passage rate. A generally anti-tax electorate in November 2010 approved only two of 17 parcel tax measures for K-12 schools.

Source: EdSource

wake-up call. Have we ever been satisfied as Americans being average in anything? Is that our aspiration?

For me, it’s a massive

~ Arne Duncan, u.s. education secretary on u.s. student rankings in math and reading

expect

moments of change to be

comfortable and free of conflict have not

61%

$3 billion In the 2010-11 budget, policymakers appropriated $300 million to reimburse local K-14 education agencies for complying with state mandates, but that leaves a backlog of more than $3 billion to pay.

Source: EdSource

learned their history. ~ Joan Wallach Scott Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to kevins@casbo.org.

58 | California School Business

Spring 2011 | 59

60 | California School Business