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ARIZONA

SCHOOL

FALL 2012

BOARDS

ASSOCIATION VOL. 42, NO. 4

Stronger Together Vail Shares Its Playbook for Student Success Creating a District Culture that Produces Results

PLUS...

Move on When Ready: The Shift from Seat Time to Competency


eople P e h t Trust r You! o f e r a Who C

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ASBAIT MISSION: dŚĞŵŝƐƐŝŽŶŽĨƚŚĞƌŝnjŽŶĂ^ĐŚŽŽůŽĂƌĚƐƐƐŽĐŝĂƟŽŶ/ŶƐƵƌĂŶĐĞdƌƵƐƚŝƐƚŽƐĞƚ ƚŚĞƐƚĂŶĚĂƌĚĨŽƌƐĞƌǀŝĐĞ͕ďĞŶĞĮƚƐ͕ĂŶĚĂīŽƌĚĂďŝůŝƚLJĨŽƌƚŚĞŚĞĂůƚŚĐĂƌĞŽĨ ƌŝnjŽŶĂ͛ƐƐĐŚŽŽůĞŵƉůŽLJĞĞƐĂŶĚƚŚĞŝƌĚĞƉĞŶĚĞŶƚƐ͘

Phone: 602.789.1170 or 800.762.2234


ARIZONA

SCHOOL

BOARDS

Fall 2012

ASSOCIATION Vol. 42, No. 4

O DEPARTMENTS

O FEATURES

3

15

5

President’s Message

Leadership & District Culture

Say Goodbye to the Winners and Losers: It’s Time to Work Together

Closing the Gaps between What Sounds Good and What Gets Done

By Michael Hughes, ASBA President

By Jim Bearden

Viewpoints

19

We’re #1: Neighborhood Public Schools are the Top Choice of Arizona Families By Dr. Timothy Ogle, ASBA Executive Director

Doublethink: The Creativity-Testing Conflict By Dr. Yong Zhao

23

Profile in Leadership Louie Gonzales, Sunnyside USD

9

ASBA News By Tracey Benson, ASBA Director of Communications

25

Move on When Ready

17

ASBA Calendar of Events

More districts adopting program that shifts focus from seat time to competency, college readiness

30

Capitol View

By Don Harris

Election Results, Fiscal Outlook Provide Challenges and Opportunities By Janice Palmer, ASBA Director of Governmental Relations & Public Affairs

32

28

Core Focus Top-Performing Vail USD Leads Multi-District Collaborative to Implement New Standards

Education and the Law

By Tracey Benson,

Strength in Numbers: Minimizing Your District’s Legal Liability

ASBA Director of Communications

By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services

36

ASBA Affiliate Members

Fall 2012 I ASBA Journal 1


ARIZONA SCHOOL BOARDS ASSOCIATION O Officers

President Michael Hughes President Elect Randy Schiller Treasurer Carolyn Calderon Secretary Jesus Rubalcava Immediate Past President Dee Navarro

O County Directors, Caucus Leadership and NSBA Representatives Apache Arnold Goodluck Cochise Jeffery Crandall Coconino Jerry Williams Gila Frankie Dalmolin Graham Dalene Griffin Greenlee Kimberly Lunt La Paz Rudy Parker Maricopa Bill Adams Maricopa Paul Roetto Mohave Vacant Navajo Linda Yazzie Pima Jim Coulter Pima Elaine Hall Pinal Alicia Bristow Santa Cruz Harry Clapeck Yavapai Karen McClelland Yuma Sandrea Kerr Hispanic/Native American Indian Caucus Katrina Talkalai Black Caucus David Evans NSBA Pacific Region Director Cynthia Matus Morriss

ARIZONA SCHOOL B O A R D S A S S O C I AT I O N Quality leadership and advocacy for children in public schools

OUR MISSION Promoting community volunteer governance of public education and continuous improvement of student success by providing leadership and assistance to public school governing boards.

OUR GOALS Provide model training and leadership emphasizing best practices in public school governance. Represent and advocate for the diverse interests of public school governing boards. Advocate the core beliefs and political agenda as adopted by the membership.

OUR CORE BELIEFS ASBA believes…

O Staff

Executive Director Dr. Timothy Ogle Director of Administrative Services Ellen White Director of Communications Tracey Benson Director of Governmental Relations/Public Affairs Janice Palmer Director of Leadership Development Karen Beckvar Director of Legal and Policy Services/ General Counsel Chris Thomas Assistant Director of Policy Services Dr. Terry Rowles Executive Search and Senior Policy Consultant Steve Highlen Technology and Information Specialist Michael Barcia Governmental Relations Analyst Geoff Esposito Policy Technician Renae Watson Member Services Coordinator Shirley Simpson Secretary to the Executive Director Kristi Johnson Administrative Secretary Jolene Hale Administrative Secretary Sara Nilsson Administrative Secretary Elizabeth Sanchez Publication Policy: Articles printed herein may be divergent in point of view and controversial in nature. The materials published in each issue represent the ideas or beliefs of those who write them, and not necessarily the views or policies of the Arizona School Boards Association. © 2012 by the Arizona School Boards Association. Address all correspondence to: ASBA Journal Editor 2100 N. Central Ave., Suite 200 Phoenix, AZ 85004 Phone: 602-254-1100; 1-800-238-4701 editor@azsba.org; Website: www.azsba.org Annual subscription rate $24 Production and Design by S&L Printing & Mailing £{ÓnÊ7°Ê->˜Ê*i`ÀœÊUʈLiÀÌ]Ê<ÊnxÓÎÎÊUÊ{nä‡{™Ç‡nän£

The basic life needs of children must be met for them to succeed. Meeting the unique educational needs of all students must be the foundation of our school systems. The governance of public schools must lie with locally elected and accountable school district governing boards. The accountability for student success is a shared responsibility of the students, parents, governing board, district staff and the community. Public education funding must be broad-based, stable and at a level that assures all students receive an education that enables them to be successful. State and federal mandates must be funded. Knowledgeable and professionally trained governing board members are fundamental for ensuring student success.

Learn more at www.azsba.org


l PresidenT’S Message By Michael Hughes, ASBA President

Say Goodbye to the Winners and Losers: It’s Time to Work Together

E

example of the benefits of cooperation and collaboration. lection season is behind us. The perpetual campaign In these matters, ASBA’s general counsel and director of phone calls and commercials have ceased. The street legal and policy services says that the best place for districts corner signs are down. Now it’s time to leave the idea to be is in sync with other districts. It’s more proof that of winners and losers behind us. In my view, that’s a concept we’re stronger and more effective together. with value for one night only, and that’s election night. This legislative session we must move forward with The focus now must turn to moving forward cooperatively that same spirit and belief. For the past five years, public and collaboratively, and with a determination to ensure school leaders across the state have been tackling the joint all Arizona students have the resources and opportunities challenge of raising academic standards and boosting they need to meet the ambitious academic goals we have student achievement while implementing the deepest cuts set for them. to K-12 education in America. Our schools have suffered Arizona public school leaders are doing just that, the loss of hundreds of millions of dollars in cuts in this despite historic challenges. In this issue of the ASBA Journal, timeframe, and, as a result, we now face a continued loss of you’ll find potent proof that we’re far stronger and more over $650 million every year to Arizona’s public schools. As effective when we work together than when we approach state revenues increase as forecasts predict (see Capitol View challenges with a win-lose mentality. Look at Vail USD, on page 30), Arizona must re-invest in its public schools. the top-performing multi-school district in the state. Vail’s I encourage you to join in ASBA’s advocacy efforts, governing board and district administration have chosen to or deepen your engagement if you’re already involved. As package their successful model and share it with more than non-partisan elected officials, school board members can 60 other districts statewide (see the article “Core Focus,” make a major difference in outcomes at the Legislature. which begins on page 28) to assist in implementation of You are in a unique position to the rigorous Arizona Common Core build consensus, rally constituencies, State Standards. The Move on When bridge divides and work towards Ready model being implemented I encourage you to solutions. As a state, we can’t afford by 30 Arizona public schools (see join in ASBA’s to make our students “losers” in fiscal article on page 25) also demonstrates advocacy efforts, or – worse – ideological battles at the what a strong, collective effort can Capitol. There’s simply too much at accomplish. or deepen your stake, and a renewed commitment to Chris Thomas’s column on engagement if you’re working together will be essential to unified approaches to district policy and legal issues (page 32) is another our success. already involved. As

non-partisan elected officials, school board members can make a major difference in outcomes at the Legislature. Fall 2012 I ASBA Journal 3


4 ASBA Journal I Fall 2012


O VIEWPOINTS

By Dr. Timothy Ogle, ASBA Executive Director

We’re #1: Neighborhood Public Schools Are the Top Choice of Arizona Families

I

’m a big believer in data-driven decision-making. Sure, numbers can fail us when we neglect to balance data with humanistic factors that impact teaching and learning – when students or teachers become “just a number.” But in many ways, this scientific approach is a very good strategy. Measuring annual gains in student learning has taken on heightened importance in boosting achievement, and in measuring teacher and principal performance, all with good success. Decisions by school boards about important issues like staff and resource allocation, from program adoption to closing or repurposing schools, are more than ever being made based on data, creating a more structured and civil discourse on issues that often stir community emotions. Data also shows the levels of our students’ achievement compared to students in other districts, states and even countries. In our communities and at the state level, it helps us chart courses for change and set goals. It provides us the proof we need to celebrate our success or to recalibrate if necessary. Data shows us how Arizona’s level of funding for our public schools stacks up, motivating individuals to step forward and coalitions to rally – all insisting that we do better for our children and lay a foundation for a stronger economic future for our state. Perhaps the most important fact that the data shows us is that Arizona’s neighborhood public schools are #1 when it comes to parental choice. In a state that offers more statefunded K-12 education options than any other state in the nation, the families of nearly nine out of 10 Arizona students choose to send their children to their local public schools. They do so for innumerable reasons: unique or excelling education programs; the breadth of curricular and extracurricular choices like art, music, PE, language programs, sports, band; recommendations from friends and family; a belief that neighborhood schools keep communities strong; convenience; tradition. (ASU researcher David Garcia will unveil some illuminating research on this topic on Dec. 12 at the ASBA-AASBO-ASA Legislative Workshop.) Each family, each student, each choice is unique, but overwhelmingly the choice made is a school for which locally elected school board members are responsible and accountable. When it comes to pursuing ASBA’s legislative, legal and

policy agenda, this “#1” may be the most important data point of all; it demonstrates precisely where the focus and investment in Arizona K-12 education must be – on students in our local public schools and on boosting quality for the majority of students rather than boosting choice for a few. This number is powerful and motivating and should be instructive and actionable for policy makers and legislators. We hope you’ll join with us in January in a statewide campaign to celebrate this fact. Why January? In addition to marking the start of the legislative session, January will see the kick-off of National School Choice Week (Jan. 27-Feb. 2) right here in Arizona. In this week when a vocal minority is likely to garner significant attention for vouchers, private school tax credits and the like, you can play an important role in ensuring that the number-one choice of Arizona families is put in the spotlight. You’ll find ideas and a communications toolkit for tapping into this effort at www.azsba.org beginning Dec. 15. (See below for examples of what you’ll find.) We’ll be tackling the topic at the state level, but the most effective way to get the message out broadly is for community and public school leaders to do so in their own communities – and to thank families for making your schools their choice. What You’ll Find Online Ideas for participating in National School Choice Week and a communication toolkit will be available on ASBA’s website, www.azsba.org, on Dec. 15, 2012. Here’s a sampling of what you’ll find. Communication Timeline Key Messages/Talking Points Sample Messages UÊ ÊiÌÌiÀʜÀÊi“>ˆÊvÀœ“ÊÃÕ«iÀˆ˜Ìi˜`i˜ÌÉ«Àˆ˜Vˆ«>ÉÃV…œœÊLœ>À`Ê members UÊ iÌÌiÀÊ̜Ê̅iÊi`ˆÌœÀ UÊ iÜÏiÌÌiÀÉÜiLÉLœ}Ê>À̈Vi UÊ >ViLœœŽÊ«œÃÌÃÊ>˜`Ê/ÜiiÌà UÊ *…œ˜iʘœÌˆwV>̈œ˜ÊÃÞÃÌi“Ê“iÃÃ>}i Social Media Strategies UÊ ->“«iÊ>ViLœœŽÊ«œÃÌÃÊ>˜`Ê/ÜiiÌà UÊ >ÅÌ>}ÊvœÀʏˆ˜Žˆ˜}Ê̜ÊÃÌ>Ìi܈`iÊV>“«>ˆ}˜ UÊ ˜vœ}À>«…ˆVÊÅ>Àˆ˜} Other Ideas for No-Cost Activities UÊ -V…œœÊ“>ÀµÕiiʓiÃÃ>}i UÊ 7iLÈÌiÊL>˜˜iÀ UÊ *Àˆ˜Vˆ«>ÉÃÌ>vvÉ*/‡*/"Ê̅>˜Ž‡ÞœÕÊ`>ÞÊ>ÌÊ«ˆVŽ‡Õ«Ê>˜`Ê`Àœ«‡œvv UÊ -ÌÕ`i˜ÌÊiÃÃ>ÞʜÀÊۈ`iœÊVœ˜ÌiÃÌ

Fall 2012 I ASBA Journal 5


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OF COUNSEL

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Douglas J. Wall Daniel J. Stoops Robert W. Warden Stephen K. Smith A. Dean Pickett

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Mangum, Wall, Stoops & Warden P.L.L.C. 100 N. Elden Street Flagstaff, Arizona 86001 (928) 779-6951 f lagstaffattorneys.com

6 ASBA Journal I Fall 2012


New Board Member

Wednesday December 12, 2012

ARIZONA SCHOOL BOARDS ASSOCIATION

Arizona Biltmore 2400 East Missouri Avenue Phoenix, Arizona

ORIENTATION

The Purpose of the New Board Member Orientation Is: To provide new governing board members and superintendents with an accurate look at school governance including roles and responsibilities. To help new board members understand the legal and ethical responsibilities of the office. To provide an overview of Arizona school finance and budgeting. To create opportunities for new board members to ask questions and develop professional relationships with other board members, superintendents and ASBA staff.

Full agenda and registration at www.azsba.org

2012 ASBA-AASBO-ASA LEGISLATIVE WORKSHOP Looking at Arizona’s Year Ahead The New Political Environment | School Finance BREAKING RESEARCH – School Choice Legal Roundup | ADE and State Board Update | And More…

Register now at www.azsba.org Wednesday, Dec. 12, 2012 8:30 a.m. – 4 p.m. Biltmore Conference Center | 2400 E. Missouri Ave., Phoenix

Fall 2012 I ASBA Journal 7


8 ASBA Journal I Fall 2012


NEWS ASBA mourns loss of two leaders Arizona public education lost two champions this fall. Both were tireless advocates for Arizona’s students and school board members, and for ASBA as well. William “Bill” D. Goodale, a member of the Kingman USD governing board and ASBA's Mohave County Director, passed away on Oct. 20 after suffering a stroke. He was 65. Much of Goodale’s professional career was spent in economic development and city planning. However, his impact was also greatly felt through community service, which he carried out through his church, the Lion’s Club, various charities, and his service on the Kingman school board. He is survived by his wife, Arizona State Representative Doris Goodale, four children and four grandchildren. In lieu of f lowers, the family requested donations to the school district to assist the special needs program, robotics program, and other programs for innovation and reform. John R. McDonald, a venerated Arizona attorney who represented Arizona school districts on employment, real estate and many other issues, passed away on Sept. 20 of cancer. He was 79. McDonald was a founding member of the firm Deconcini McDonald Yetwin and Lacy. He served on the Catalina Foothills School District board, was once president of ASBA, and was a frequent and well-respected presenter and panelist at the ASBA Law Conference. McDonald is the namesake for the annual ASBA award bestowed upon school attorneys whose service to their school board clients merits high distinction. He was the award’s first recipient in 2005.

William “Bill” D. Goodale

John R. McDonald

2012 Board Appreciation Night ASBA President Michael Hughes (far left) and Executive Director Dr. Tim Ogle (far right) joined recipients of the 2012 ASBA All-Arizona School Board Award and Lou Ella Kleinz Award or Excellence on-field at School Board Appreciation Night at the Ballpark, held Sept. 14 at Chase Field. Pictured from left to right are Anne Greenberg (Paradise Valley USD), Jesus Rubalcava (Gila Bend USD and ASBA secretary), Chris Isabel (Altar Valley ESD), Robert Ethridge (Altar Valley ESD), John Williams (Altar Valley ESD), and Louie Gonzales (Sunnyside USD).

Annual school law award John C. Richardson (second from left), an attorney with DeConcini McDonald Yetwin and Lacy, was honored with the 7th Annual ASBA John R. McDonald Award at the 2012 ASBA Law Conference. The award recognizes an attorney whose contributions to public education and service to his or her clients merit special distinction. Also pictured are (left to right) Chris Thomas, ASBA general counsel and director of legal and policy services, Tom Pickrell, general counsel for Mesa USD and a past award recipient, and Michael Hughes, ASBA president. Fall 2012 I ASBA Journal 9


Delegates to vote on two bylaw changes, ASBA officers at annual business meeting

ASBA County Meetings The presentation of awards to more than 130 school board members in honor of their training accomplishments was among the highlights of this year’s ASBA County Meetings, held statewide from Sept. 25 to Oct. 25. Pictured here, from left to right, Bessie Allen (Pinon USD) receives her ASBA Certificate of Boardsmanship award from ASBA Immediate Past President Dee Navarro and Navajo County Director Linda Yazzie. Nearly 200 images from the ASBA County Meetings are available to view and download online at www.f lickr.com/photos/azschoolboardsassoc. Find a complete list of award winners on page 12.

Each ASBA member board may send one representative to vote on its behalf at the annual ASBA Business Meeting, to be held Dec. 13 from 8 – 9:15 a.m. The meeting will be held in Phoenix at the Biltmore Conference Center in conjunction the ASBA•ASA 55th Annual Conference. Delegates will vote on two bylaw changes, the details of which were sent to members in November, and select three ASBA officers for 2013. The officers will serve for a single-year term on the ASBA Board of Directors. The ASBA nominating committee, chaired by Immediate Past President Dee Navarro, met on Friday, Nov. 2, and has put forth recommendations for the following individuals to serve as ASBA officers for 2013: • President-Elect: Elaine Hall (Sahuarita USD, currently Pima County Co-Director) • Treasurer: Jesus Rubalcava (Gila Bend USD, currently ASBA Secretary) • Secretary: To be determined Rounding out the executive committee of the ASBA Board of Directors for 2013 will be President Randy Schiller (Phoenix Union HSD) and Past President Michael Hughes (Mesa USD). All member boards that intend to have a delegate present to vote on these items at the business meeting should complete and return a delegate form no later than Dec. 1. The form is available for download in the News section at www.azsba.org.

Candidates in five counties sought for appointment to ASBA Board of Directors School board leaders in Mohave, Pima, Pinal, Santa Cruz and Yavapai Counties who are interested in serving on the ASBA Board of Directors as a County Director are invited to apply for appointment. The death of Mohave County Director Bill Goodale on Oct. 20 and election losses by those who were to hold the Pinal, Santa Cruz and Yavapai County seats beginning in 2013 created the vacancies. Appointment of a Pima County Co-Director is contingent on the election at the ASBA annual business meeting on Dec. 13 of Elaine Hall (Sahuarita USD) as ASBA President Elect for 2013. County directors are voting members of the ASBA Board of Directors and act as liaison between board members in their counties and the association. To apply for appointment, complete and submit the materials posted at www.azsba.org in the News section no later than Wednesday, Dec. 5, 2012.

10 ASBA Journal I Fall 2012


New and veteran County Directors to serve on ASBA board in 2013 The following school board members were elected by peers in their counties to serve two-year terms on the ASBA Board of Directors as County Directors, beginning in 2013: • Barbara Underwood (Payson USD), Gila County • Barbara Harper (Bicentennial UHSD), La Paz County • Bonnie Sneed (Scottsdale USD), Maricopa County (co-director) • Sara Mae Williams (Baboquivari USD), Pima County (co-director) In addition, Jerry Williams (CAVIAT) was re-elected to serve a two-year term as Coconino County Director, and Jeffery Crandall, who was appointed Cochise County Director in 2011, was elected to a one-year term as Cochise County Director. The Cochise seat will return to a normal two-year position for the term that will begin in 2014.

Member boards name top 10 political priorities for 2013 Each fall ASBA member boards submit their top 10 priorities based on the ASBA Political Agenda for the year ahead. The results are compiled and the 10 action agenda items listed most often become the focus of ASBA’s legislative, legal and communications efforts in the year ahead. ASBA’s top 10 Political Agenda priorities for 2013, as decided by members, are: 1. Encourage, assist and provide adequate financial support of the curriculum and instructional needs of Arizona’s public schools to ensure college and career readiness of all students. 2. Advocate for preservation of community governance of school districts through elected representation and oppose federal, tribal, state, county, city or administrative efforts to erode the authority of governing boards. 3. Advocate for a complete revision of the school finance formula. 4. Ensure that all schools receiving public funds are equally accountable financially to the public by complying with conf lict of interest laws. Further, seek to ensure that charter funding systems are transparent, do not allow comingling of funds, and reverts all public funds and property to the state, if a charter school ceases to operate or loses its charter. 5. Reenact and fund voluntary, full-day kindergarten. 6. Oppose unfunded and burdensome legislative mandates. 7. Advocate structural change to Arizona’s tax system to ensure adequate funding for public education while opposing any change to the existing property tax structure unless a comprehensive tax reform proposal is implemented to adequately address the needs of public education. 8. Oppose any measure that uses state monies to fund private schools including vouchers and empowerment accounts. 9. Enable Joint Technical Education Districts (JTEDs) to promote and expand programs, receive equal recognition and full funding benefits.* 10. Provide additional funding to help low income and small rural/isolated schools, as well as high-need subject areas, to attract and retain highly qualified teachers. * This priority has been paraphrased. See Item 10 on page 14 of the 2013 ASBA Political Agenda for the complete text.

ASBA staff changes announced Karen Beckvar, ASBA’s director of leadership development, is retiring. Her final day with ASBA will be Dec. 31. Beckvar joined ASBA as a leadership development specialist in July 2006, and was promoted to director in March 2011. During her tenure with ASBA she led boards across the state through customized board trainings, presented on leadership and governance topics at ASBA workshops, trainings and events, consulted with board members and school administrators on those topics regularly, and conducted dozens of superintendent searches. She also has presented several times at the National School Boards Association Annual Conference, and provided training for the Nevada School Boards Association. Steve Highlen, ASBA senior policy consultant, has expanded his duties with the association and will now oversee ASBA’s executive search service in addition to working with districts to implement and update policy. ASBA offers this fee-based service to member boards seeking to hire a new superintendent or interim superintendent. Highlen’s 40-year career in education includes experience as a teacher, principal and district administrator. Immediately prior to joining ASBA in July 2009, he served as a district administrator for Peoria USD, a position he held for 13 years. Shirley Simpson has been named to the newly created position of membership services coordinator. Simpson joined ASBA as an administrative assistant in March 2005. In May 2011 she was promoted to executive assistant to the executive director and liaison to the board of directors. In her new role, she will continue to support the ASBA Board of Directors and several ASBA committees, as well as handle special projects and respond to various member requests. Kristi Johnson, who joined ASBA as receptionist in 2009, has been named secretary to the executive director.

Fall 2012 I ASBA Journal 11


Commitment to being effective leaders earns recognition More than 130 school board members were honored this fall with boardsmanship awards than represent their commitment to being effective leaders. Awards are based on the hours of training received, and were presented at the ASBA County Meetings. Certificate of Boardsmanship Bill Adams, Washington ESD Katy Aday, Whiteriver USD Bessie Allen, Pinon USD Claudia Anderson, Vail USD Julie Bacon, Paradise Valley USD Brenda Bartels, Glendale ESD Melanie Beikman, Tempe ESD Beth Brizel, Kyrene ESD Beth Carlson, Winslow USD Steven Chapman, Tolleson UHSD Sharon Clifton, Valley UHSD Bernadette Coggins, Kyrene ESD Sue Corbin, Osborn ESD Patti Coutre, Maricopa USD Susan Cushman, Quartzsite ESD Nelson Daley, St David USD Lita Dixon, Kayenta USD Steve Dockray, VACTE Sue Dolphin, Nadaburg USD Maureen Erickson, Prescott USD Ignacio Fernandez, Fowler ESD Amelia Flores, Parker USD Edward Gomez, Douglas USD Teresa Gorman, Ganado USD Kelly Gorman, Deer Valley USD Sara Griffin, Litchfield ESD Karen Griffin, Yuma ESD Denise Guenther, Florence USD Paul Guy Jr, Chinle USD Roberta Hadnot, Winslow USD Barbara Harper, Bicentennial UHSD Dustin Hartle, Vernon ESD Rita Hartog, Bonita ESD Mccoy Hawkins, Fort Thomas USD Maxine Hill, Agua Fria UHSD Beth Hinton, Fort Thomas USD Lillian Hritz, Tombstone USD Robert Ingulli, Florence USD Paula James, Red Mesa USD Patty Kennedy, Glendale UHSD Karl Koenig, Yuma ESD Mark Lane, Paradise Valley USD Darlene Lopez, Gila Bend USD Terrence Mctier, Cartwright ESD Roger Mueller, Peach Springs USD Martha Natonabah, Page USD Sharon Niehaus, Continental ESD Martin Quezada, Pendergast ESD Carmelita Redsteer, Pinon USD Pam Reicks, Glendale UHSD Traci Sawyer-Sinkbeil, Dysart USD Randy Schiller, Phoenix UHSD Melissa Sharp, Mohawk Valley ESD Barbara Shepherd, Payson USD Richard Showalter, Window Rock USD Leona Smith, Mcnary ESD

12 ASBA Journal I Fall 2012

Fern Soto, Somerton ESD Darlen Spiegel, Topock ESD Monica Timberlake, Quartzsite ESD Karen Ventura, Indian Oasis-Baboquivari USD Rose Vera, Mohave Valley ESD Anita Watchman, Sanders USD C.T. Wright, Fountain Hills USD

Associate of Boardsmanship Bill Adams, Washington ESD Mari Alvarado, Alhambra ESD Claudia Anderson, Vail USD Brenda Bartels, Glendale ESD Wanda Begay, Ganado USD Melanie Beikman, Tempe ESD Alicia Bristow, Oracle ESD Beth Carlson, Winslow USD Steven Chapman, Tolleson UHSD Jacque Cline Griffin, Globe USD Sue Corbin, Osborn ESD Gary Davis, Round Valley USD Margaret Dewey, Parker USD Sue Dolphin, Nadaburg USD Ann Elizabeth Ordway, Deer Valley USD Amelia Flores, Parker USD Linda Gilbertson, Concho ESD Clorinda Graziano, Washington ESD Sara Griffin, Litchfield ESD Polly Hageman, Young ESD Rita Hartog, Bonita ESD Carl Hestand, Willcox USD Maxine Hill, Agua Fria UHSD Lillian Hritz, Tombstone USD Mike Humphrey, Vernon ESD Tee Lambert, Washington ESD William Lasonder, Blue Ridge USD Joe Melchionne, Yuma ESD Barb Mozdzen, Chandler USD Martha Natonabah, Page USD Sharon Niehaus, Continental ESD Carmelita Redsteer, Pinon USD Mike Rodriguez, Vernon ESD Traci Sawyer-Sinkbeil, Dysart USD Randy Schiller, Phoenix UHSD Ellen Shamah, Kyrene ESD Sara Smith, Glendale ESD Bonnie Sneed, Scottsdale USD Anita Watchman, Sanders USD Theresa White, Page USD Jerry Williams, CAVIAT Michelle Wintrich, Pine Strawberry ESD

Masters of Boardsmanship Bill Adams, Washington ESD Claudia Anderson, Vail USD Brenda Bartels, Glendale ESD Wanda Begay, Ganado USD

Hal Borhauer, Peoria USD Alicia Bristow, Oracle ESD Steven Chapman, Tolleson UHSD Jeff Crandall, Tombstone USD Bob Dailey, Florence USD Ann Elizabeth Ordway, Deer Valley USD Sharon Erickson, Toltec ESD Helen Freeman, Camp Verde USD Judy Gilbert, Camp Verde USD Jerry Gloshay Jr., Whiteriver USD Clorinda Graziano, Washington ESD Dalene Griffin, Thatcher USD Polly Hageman, Young ESD Michelle Helm, Tempe UHSD Maxine Hill, Agua Fria UHSD Michelle Hirsch, Kyrene ESD Mike Humphrey, Vernon ESD Susan Kramer, Douglas USD Bill Mcnarie, Continental ESD Barb Mozdzen, Chandler USD Patricia Parrish, Kayenta USD Mario Ramos Sr., Douglas USD Janice Rollins, Cottonwood-Oak Creek ESD Lena Ruth Wilson, Window Rock USD Traci Sawyer-Sinkbeil, Dysart USD Bonnie Sneed, Scottsdale USD Jennifer Tanner, Dysart USD Nancy Valenzuela, Superior USD Theresa White, Page USD Jerry Williams, CAVIT W. John Williams, Altar Valley ESD Donna Young, Creighton ESD

First Cluster Linda Blosser, Chevelon Butte ESD Rosa Cantu, Cartwright ESD Harry Clapeck, Santa Cruz Valley USD Jeff Crandall, Tombstone USD Abbie Crozier, Blue Ridge USD Frankie Dalmolin, Globe USD Helen Freeman, Camp Verde USD Maria Guzman, Isaac ESD Michelle Hirsch, Kyrene ESD Olivia Jaquez, Holbrook USD Sandra Kidman, Page USD Mary Mills, Concho ESD Patricia Parrish, Kayenta USD Paul Roetto, Saddle Mountain USD Loren Sadler, Winslow USD Marian Scheid, Winslow USD Joann Thompson, San Carlos USD George Turner, Blue Ridge USD Barbara Underwood, Payson USD Sheila Van Dyke, Beaver Creek ESD Steve Vital, Concho ESD Jerry Williams, CAVIT


55th ASBAœASA Annual Conference œ Dec. 12-14, 2012 Biltmore Conference Center U 2400 E. Missouri Ave., Phoenix

Conference Schedule WEDNESDAY, DECEMBER 12, 2012 EVENT 4:30 – 7:00 p.m. Walk-Around Food and Fun

THURSDAY, DECEMBER 13, 2012 (con’t) 3:30 p.m. – 4:20 p.m. Breakout Sessions (Choose from eight) 4:20 p.m. – 5:30 p.m. Exhibit Viewing & Caucus Meetings

THURSDAY, DECEMBER 13, 2012 7:30 a.m. – 9:30 a.m. Breakfast and Exhibit Viewing 8:00 a.m. – 9:15 a.m. Business Meetings: ASBA & ASA 9:30 a.m. – 11:30 a.m. General Session: Opening Ceremony Keynote Speaker, Jim Bearden

5:30 p.m. – 6:30 p.m. Reception 6:30 p.m. – 8:30 p.m. ASBA Annual Awards Banquet FRIDAY, DECEMBER 14, 2012 7:00 a.m. – 8:30 a.m. Breakfast and Exhibit Viewing

11:45 a.m. – 1:15 p.m. Golden Bell Luncheon

8:30 a.m. – 9:45 a.m. General Session: Opening Ceremony Keynote Speaker, Dr. Yong Zhao

1:30 p.m. – 2:20 p.m. Breakout Sessions (Choose from eight)

10:00 a.m. – 10:50 a.m. Breakout Sessions (Choose from eight)

2:30 p.m. – 3:20 p.m. Breakout Sessions (Choose from eight)

11:00 a.m. – 11:50 a.m. Breakout Sessions (Choose from eight)

Breakout Sessions

REGIST ER NOW A T ww

w.azsba .org

Here is a sampling of the breakout sessions that will be offered:

Preparing All Students for Success: The Maricopa Community College’s Developmental Education Initiative

Beyond Textbooks: A Collaborative Approach to Implementing the Common Core

CyberPatriots: Beyond STEM Teamwork Works!

Golden Bell Award Winners: Sessions Presented by First-Place Winners in Each Category

Strategic Planning/Board’s Leadership Role in Planning

A Presentation by the ASBA Safety Committee

Energy Savings: It’s Easier than You Think!

Arizona’s Trust Lands: A Critical Resource for Public Education

Honest and Direct Communication Builds High Performing Teams

Literacy Leadership: A Process for School-wide Change

Are You Leveraging State-Funded Online Resources in Implementing Common Core Standards?

Parent Advocacy: The Voice that Matters in Your School District

School Improvement: From the First Quartile to the 4th Quartile... A Journey in Collaboration.

Developing a Popular Annual Financial Report

The Balsz Model: A Framework for School Reform

Tax Rates: What Governing Board Members Should Know

Mission Believe: Excellence to the Core

Achieving Results through Balanced Leadership

Start to Finish: Successful Implementation of the Teacher/Principal Evaluation Tool

Making the Most of Marketing Your Districts

This is your Brain. This is Your Brain on School.

Proven Methods to Improve Teaching and Learning in Your School District


$=&223(5$7,9(385&+$6,1*

14 ASBA Journal I Fall 2012


Leadership & District Culture Closing the Gaps between What Sounds Good and What Gets Done BY JIM BE ARDEN

Jim Bearden is a leadership expert, speaker and author of â&#x20AC;&#x153;The Relentless Search for Better Ways.â&#x20AC;? His keynote address at the 55th ASBA-ASA Annual Conference will be during the eventâ&#x20AC;&#x2122;s opening session, which begins at 9:30 a.m. on Thursday, Dec. 13.

Keynote Speaker ASBA-ASA Annual Conference

materials and may even be prominently displayed in lobbies and other common areas. One thing that such documents have in common is they all sound good. Unfortunately, most of them share another characteristic: little effort is made to convert the nice-sounding words and phrases into behavior. And since the true measure of an organizationâ&#x20AC;&#x2122;s culture is the behavior of the people working in that organization, the real culture may bear little resemblance to all those nice-sounding words and phrases.

A Short List Long on Meaning

The Ultimate Classroom After a relatively short ride from the airport, the bus pulled up to our destination. As it rolled to a stop, two men boarded, one through the front and the other through the rear doors. In tones that could only be described as LOUD, and using language that was colorful (understatement), they told us to get off the bus and to line up using yellow footprints painted on the pavement as our guides for where to stand. It was Sept. 16, 1966, and I had just received my welcome to the Marine Corps Recruit Depot. Beginning that evening and continuing for the ensuing 10 weeks of boot camp, followed by 12 weeks of Officer Candidate School and 13 months as a Marine infantry officer in Vietnam, I learned, and was given plenty of opportunities to adapt and apply war-fighting skills. I was also able to witness, firsthand, the power of organizational cultures and the role leaders play in creating them.

What Sounds Good Many organizational leaders take a very passive (unconscious) approach to creating culture. They develop and occasionally update foundational documents, things like mission statements, core values and guiding principles. These documents find their way into new employee orientation

Like many other organizations, the Marine Corps has a set of core values. They are courage, honor and commitment. The list is short, and the words are certainly not f lowery; but for Marines, it isnâ&#x20AC;&#x2122;t about the words, itâ&#x20AC;&#x2122;s all about the behavior. The rich history of the Marine Corps, the epic battles fought and won, are evidence of the Marine culture. And that culture has been created and sustained by leaders who know that unless theyâ&#x20AC;&#x2122;re brought to life, foundational documents, even ones containing words like courage, honor and commitment, have no real power. With that as our background, here are six things effective leaders do to bring words and phrases to life, to consciously create cultures that reinforce and support behavior essential to district success.

1. Ensure that district employees understand what you expect from them. There are three possible explanations for why people fail to meet your expectations: s 4 HEYKNOWWHATYOUEXPECT BUTTHEYREUNABLETO meet your expectations. s 4 HEYKNOWWHATYOUEXPECT BUTTHEYREUNWILLING to meet your expectations. s 4HEYDONTKNOWWHATYOUEXPECT

Fall 2012 I ASBA Journal 15


While the first and second explanations are sometimes accurate, the third is more accurate more often. That being the case, I want you to identify three to five situations in which employee behavior is especially important to your district’s success. Next I want you to define the specific behaviors you expect in each of those situations and then tell employees what you expect. Before your employees can possibly meet your expectations, they must know what those expectations are. Situations Where Success Can Be Cultivated and Behavior Expectations for Success 1. _____________________________________________ 2. _____________________________________________

Your actions are even more important. If telling people the behavior you expect is how you inform them, showing them what that behavior looks like is how you lead them.

4. Measure their performance using your expectations as the standard. Here’s something most of us have heard, and based on my experiences, it is the truth: “What gets measured gets done.” After defining and describing the behavior you expect and modeling that behavior for employees, you must reinforce the importance you place on their meeting your expectations. One of the best ways to do that is by observing their performance and providing them with feedback based on what you’ve seen. In the absence of follow-up, some employees will conclude that meeting your expectations is discretionary.

3. _____________________________________________

5. Honor efforts and progress made toward meeting your expectations.

4. _____________________________________________

The operative words here are “efforts” and “progress.” If you expect employees to do things they haven’t done before, or to do things differently than they’re accustomed to doing them, then their early performances will probably ref lect their inexperience. What you should be looking for here are good-faith efforts and any signs of progress; and when you detect those, you should acknowledge them. Here’s a caution: Don’t blow smoke. Don’t tell employees that they’re doing “a good job” when they’re not. Simply acknowledge and honor (praise) their effort. If the quality of their performance is shaky, they know it. If you tell them that they’re doing a good job when they know they’re not, your credibility takes a hit.

5. _____________________________________________

2. Identify and eliminate barriers to that behavior. What are the risks—real and perceived—that employees may associate with the types of behavior you expect from them? For example, if you expect them to offer suggestions for improving on organizational processes, some of them may be apprehensive about how you and other district leaders will respond to those suggestions. After explaining the types of behavior expected, savvy leaders will then seek to identify the reasons employees may be reluctant to engage in that behavior. After identifying those barriers, leaders must take steps to eliminate them. Real and Perceived Barriers to that Behavior 1. _____________________________________________ 2. _____________________________________________ 3. _____________________________________________ 4. _____________________________________________ 5. _____________________________________________

3. Model that behavior for them. As leaders you have two primary tools for inf luencing the choices others make: your words and your actions. Your words are obviously important; they’re the tools you used to inform your employees about the behavior you expect.

16 ASBA Journal I Fall 2012

6. Confront unwillingness/bad faith. In the previous step you responded favorably to good-faith efforts. In this step you must respond appropriately to the alternative, people who are unwilling to try and meet your expectations. Here are some points to remember about this uncomfortable, but absolutely essential step in consciously creating culture: Most people will make good-faith effort to meet your reasonable expectations; some won’t. You do a disservice to those who will by tolerating those who won’t. So don’t. Regardless of the words and phrases found in its foundational documents, your district’s real culture is revealed by the behavior of the people working in your district. The words and phrases may sound good, but it’s the behavior that really matters. Effective leaders consciously create cultures that reinforce & support behavior essential to their organizational success. The six steps I’ve listed are things you can do to close the gaps between what sounds good and what gets done.


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OF ARIZONA

ASBA Calendar of Events November 2012 22-23

Thanksgiving Holiday ASBA Office Closed

18-20

ASBA Board of Directors Retreat – Tucson

21

Martin Luther King, Jr., Day ASBA Office Closed

December 2012 12

New Board Member Orientation Phoenix

17

ASBA BOLTS (Board Operations and Leadership Training) Workshop – Tucson

12

ASBA-ASA-AASBO Legislative Workshop – Phoenix

25

12-14

ASBA-ASA Annual Conference Phoenix

ASBA BOLTS (Board Operations and Leadership Training) Workshop – Phoenix

27-29

14-16

NSBA Pacific Region Winter Meeting Tucson

NSBA Federal Relations Network Washington, D.C.

February 2013

25

Christmas Day ASBA Office Closed

January 2013 1

New Year’s Day – Observed ASBA Office Closed

1

ASBA BOLTS (Board Operations and Leadership Training) Workshop – Flagstaff

18

President’s Day ASBA Office Closed

Fall 2012 I ASBA Journal 17


18 ASBA Journal I Fall 2012


Doublethink: The Creativity-Testing Conflict

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Dr. Yong Zhao is an internationally known scholar, speaker, author and expert on the implications of globalization and technology on education. His keynote address at the 55th ASBA-ASA Annual Conference will be Friday, Dec. 14 from 8:30-9:45 a.m. This commentary was originally published by Education Week (online, July 17, 2012; print, July 18, 2012).

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oublethink is “to hold simultaneously two opinions which canceled out, knowing them to be contradictory and believing in both of them,” according to George Orwell, who coined the phrase in his novel 1984. American education policymakers have apparently entered the zone of doublethink. They want future Americans to be globally competitive, to out-innovate others, and to become job-creating entrepreneurs. Last year, the Obama administration announced a $1 billion-plus public-private initiative to support entrepreneurial activities, which included support and rhetoric surrounding youth-entrepreneurship education. And the U.S. Department of Education says that “entrepreneurship education as a building block for a well-rounded education not only promises to make school rigorous, relevant and engaging, but it creates the possibility for unleashing and cultivating creative energies and talents among students.” State leaders have taken similar actions. California, Massachusetts and Oklahoma have begun exploring the development of measures to gauge the extent to which schools foster creative and entrepreneurial qualities in their students, according to a Feb. 1, 2012, article in Education Week. “What brings great test scores may hamper entrepreneurial qualities.” In the meantime, the policymakers want students to be excellent test-takers. The federal government is racing to the top of standardization and standardized testing; states are working hard to make two subjects common and core for all students; an increasing number of teachers are being paid based on their students’ test scores; and students are fed with an increasingly narrow, standardized, uniform, and imagination-depleted education diet. All these measures are intended to improve students’ academic achievement, or, in plain English, test scores. But test scores are not measures of entrepreneurship or

Keynote Speaker ASBA-ASA Annual Conference

creativity. Not even scores on the intensely watched and universally worshiped Program for International Student Assessment, or PISA, are good indicators of a nation’s capacity for entrepreneurship and creativity. In doing research for my book World Class Learners: Educating Creative and Entrepreneurial Students, I found a significant negative relationship between PISA performance and indicators of entrepreneurship. The Global Entrepreneurship Monitor, or GEM, is an annual assessment of entrepreneurial activities, aspirations and attitudes of individuals in more than 50 countries. Initiated in 1999, about the same time that PISA began, GEM has become the world’s largest entrepreneurship study. Thirty-nine countries that participated in the 2011 GEM also participated in the 2009 PISA, and 23 out of the 54 countries in GEM are considered “innovation-driven” economies, which means developed countries. Comparing the two sets of data shows clearly countries that score high on PISA do not have levels of entrepreneurship that match their stellar scores. More importantly, it seems that countries with higher PISA scores have fewer people confident in their entrepreneurial capabilities. Out of the innovation-driven economies, Singapore, South Korea, Taiwan and Japan are among the best PISA performers, but their scores on the measure of perceived capabilities or Fall 2012 I ASBA Journal 19


Standardized testing rewards the ability to find the “correct answer” and thus discourages creativity, which is about asking questions and challenging the status quo.

confidence in one’s ability to start a new business are the lowest. The correlation coefficients between scores on the 2009 PISA in math, reading and science and 2011 GEM in “perceived entrepreneurial capability” in the 23 developed countries are all statistically significant. (By the way, these countries have also traditionally dominated the top spots on the other inf luential international test, the Trends in International Math and Science Study, or TIMSS.) China’s Shanghai took the No. 1 rank in all three areas of the 2009 PISA, but the scores do not have any bearing on China’s creativity capacity. In 2008, China had only 473 patent filings with or granted by leading patent offices outside China. The United States had 14,399 patent filings in the same year. Anil K. Gupta and Haiyan Wang put those figures in a broader context, writing in The Wall Street

Journal last year: “Starkly put, in 2010 China accounted for 20 percent of the world’s population and 9 percent of the world’s GDP, 12 percent of the world’s [research and development] expenditure, but only 1 percent of the patent filings with or patents granted by any of the leading patent offices outside China.” And 50 percent of the China-origin patents, the writers added, were granted to subsidiaries of foreign multinationals. Moreover, what brings great test scores may hamper entrepreneurial qualities. Standardized testing and a focus on rote memorization, for example, are perhaps the biggest enemies of entrepreneurial capability. A contrast between Finland and the East Asian countries illustrates this point. Although Finland’s entrepreneurship activities do not rank as high as its PISA performance, the Finns possess a much higher level of perceived entrepreneurial capabilities than the East Asian countries. In the 2011 GEM survey, 37 percent of Finns reported having the capability for entrepreneurship, more than 20 percentage points higher than the Japanese (14 percent), at least 10 percentage points higher than the South Koreans (27 percent) and Singaporeans (24 percent), and nearly 10 points higher than the Taiwanese (29 percent). This difference may come from the different style of education in Finland and the East Asian countries. Unlike their peers in high-performing East Asian nations

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with well-established reputations for authoritarian and standardized-testing-driven education that emphasizes rote memorization, Finnish students do not take standardized tests until the end of high school. In fact, Finnish schools are a standardized-testing-free zone, according to Pasi Sahlberg in his book Finnish Lessons: What Can the World Learn From Educational Change in Finland? As a result, students in Finland are not pushed toward rote memorization. Finnish education is certainly not nearly as authoritarian as its Asian counterparts. Most important, as the education historian Diane Ravitch observed in The New York Review of Books earlier this year: “The central aim of Finnish education is the development of each child as a thinking, active, creative person, not the attainment of higher test scores, and the primary strategy of Finnish education is cooperation, not competition.” The United States saw a decline of creativity over the past two decades, as a 2010 Newsweek article reported. Titled “The Creativity Crisis,” the article cites research by Kyung Hee Kim, an educational psychology professor at the College of William & Mary in Williamsburg, Va. Kim analyzed performance of adults and children on a commonly used creativity measure known as the Torrance Tests of Creative Thinking. The results indicate a creativity decrease in the last 20 years in all categories. This decline coincided with

the movement toward more curriculum standardization and standardized testing in American schools exemplified by the No Child Left Behind Act. “NCLB has stif led any interest in developing individual differences, creative and innovative thinking, or individual potential,” Kim said in an interview on the Encyclopaedia Britannica blog. Standardized testing rewards the ability to find the “correct answer” and thus discourages creativity, which is about asking questions and challenging the status quo. A narrow and uniform curriculum deprives children of opportunities to explore and experiment with their interest and passion, which is the foundation of entrepreneurship. Constantly testing children and telling them they are not good enough depletes their confidence, which is the fuel of innovation. So, by any account, what policymakers have put in place in American schools is precisely what is needed to cancel out their desire for creative and entrepreneurial talents. I don’t know how policymakers can hold, simultaneously, these two ideas, creative entrepreneurship and test-driven curriculum standardization, that both research and common sense recognize as contradictory unless they change the slogans of 1984’s Oceania, “War is Peace, Freedom is Slavery, and Ignorance is Strength” into “Standardization is Innovation, Uniformity is Creativity, and Testing is Enterprising” for education today.

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O PROFILE IN LEADERSHIP ASBA is pleased to feature recipients of the All-Arizona School Board Award in the Profile in Leadership column, which appears in every issue of the ASBA Journal.

Louie Gonzales

SUNNYSIDE UNIFIED SCHOOL DISTRICT

What governing board do you serve on? Sunnyside Unified School District in Tucson, Ariz. What is your hometown? I was born and raised in Bisbee; when I was 15 years old, we moved to Tucson. My children attended Sunnyside District schools and now my grandchildren are in Sunnyside schools. œÜʏœ˜}ʅ>ÛiÊޜÕÊLii˜Ê>ÊLœ>À`ʓi“LiÀ¶Ê I have served for 14 years on the Sunnyside District Governing Board. I was appointed in 1990, elected in 1993, appointed in 2007, elected in 2008, and was re-elected Nov. 6, 2012. What books do you have at your bedside? The Bible’s always there. I just bought “Killing Kennedy: The End of Camelot” by Bill O’Reilly and Martin Dugard. I’m intrigued with theories about history. Kennedy was a key person when I grew up, being Catholic and in parochial school. I have my own theories about what happened. What/who inspires you? People in our community inspire me. There’s so much diversity. When you think you have a difficult time and you see how others are thriving – I think, if they can do it, I can do it. My community inspires me; they face economic disadvantages and physical challenges because of TCE, yet they still believe and still care. I want to help them make their dreams come true. What is your motto as a board member? The decisions I make are always difficult – there are so many parts of every new program. Whenever I make a decision, I always do it based on what’s best for the kids.

What is your advice to new board members? Come with three tools: 1) An open mind; 2) The willingness to take on challenges, to improve on whatever the current board is doing; and 3) Serve on the board because you want to – don’t come in with any concept that there will be a reward. What do you consider your greatest accomplishment as a board member? Inf luencing friends, family and neighbors – especially my children – to believe that education is important. You have to have at least a high school diploma and go to college. It used to be you could work in the mines. Now you need to earn a diploma and continue your education. What is your primary pet peeve as a board member? Personal attacks on board members from the community, and a lack of understanding of the issues when people express negativity to board members who are attempting to make things better. Another is people who say they want information but then fail to participate. What is the primary reason you like being an ASBA member? Being an ASBA member allows people with the same goal of improving education to share ideas and best practices, so that we can build on our shared vision and support one another. What would you like your epitaph to say? A family man who served his community, he loved without boundaries, laughed freely and never stopped smiling.

What is your pie-in-the-sky vision for education? It’s almost automatic for kindergarten students to advance to first grade – it’s expected. I want graduation to be as routine as that, to be expected. It should be not only achievable but a standard that we expect students to graduate and go on to college. I want students to graduate with the potential to do whatever they want to do, without any barriers. Fall 2012 I ASBA Journal 23


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24 ASBA Journal I Fall 2012


Move on When Ready More districts adopting program that shifts focus from seat time to competency, college readiness 9Ê "

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ove On When Ready, an education model that enables students to advance at their own pace, is catching on in Arizona schools, with governing board members and district superintendents playing key roles. Now in its second year, the initiative is a well-defined performance-based system that moves away from one-sizefits-all and is designed to prepare all high school students to be college and career ready. Move On When Ready offers a Grand Canyon Diploma for students who have mastered subjects that qualify them for college-level work, and is being implemented in more than 30 schools throughout the state. It’s too early to measure the success of Move On When Ready, which was established by the Arizona Legislature with House Bill 2731 in 2010. Assessments given to last year’s freshman class are still being analyzed. The first Grand Canyon Diplomas might be awarded as soon as the spring of 2013, but that might be optimistic. That’s when students in schools that embarked on the initiative for 20112012 will be finishing their sophomore year. Dr. Sybil Francis, executive director of the Center for the Future of Arizona, which was selected by the State Board of Education to provide technical support and general supervision over Move On When Ready, says the Grand Canyon Diploma is a benchmark. It says a student is college ready without needing remediation. The student can attend community

college or remain in high school and take more advanced placement classes. A third option provides the opportunity to develop a full-time career through technical training. “We’re not expecting a huge number of students to be college ready right off the bat,” Francis says. “In theory, some students will be ready at the college level by the end of their sophomore year, but we don’t expect that in the first few years. They won’t be ready for the rigor. The beauty of this initiative is that it’s not about time. Time is a variable. The commitment is really to bring them to a college-ready level. If they reach that by the end of their senior year, that would be fantastic. It would be a huge step forward. To put that in perspective, now, 50 percent to 70 percent of high school graduates entering community college need remedial English and math.” The focus is not only on math and English but on all core subjects, including history and science. Labs are a big part of science instruction. Teachers must be trained to provide instruction that enables students to gain a deeper understanding of the material. For example, students are required to explain how and why they took the steps they did to solve a math problem, Francis explains. “It’s not just memorization,” she says. “For teachers, it requires a more hands-on approach. Teachers undergo three days of intensive training in the course they’re going to be Fall 2012 I ASBA Journal 25


Five Questions for Governing Boards Governing boards considering participation in the Move On When Ready should consider the following: 1. Will participation assist us in reaching our district goals? 2. How can we develop stakeholder and community understanding and long-term support for heightened rigor? 3. Can we reallocate current resources to support the program or are additional funds available? 4. Will participation impact our district accountability profile? 5. Are we prepared to support the program from a practical perspective, through curriculum, teacher training, student interventions and the like?

teaching. Teacher professional development is provided on an ongoing basis.” Francis says the bar for students is set high enough so they don’t need remediation. “But,” she says, “it’s not so high to become elitist and out of reach for some students.” Although Francis primarily works with district superintendents, she says governing boards play a critical role in keeping Move On When Ready on track. “We need community understanding and the continuity of commitment over the years,” Francis says. “When a superintendent moves on, as they do, leadership changes. This is not a short-lived initiative. We’re hoping to build continuity, and governing boards can be a very critical part of that.” Superintendents at three school districts that have implemented Move On When Ready give the program high marks. Wickenburg Unified School District, which is using the ACT Quality Core curriculum, started the initiative this school year, but only after a year of preparation. Superintendent Dr. Howard Carlson explains: “To ensure success, we spent an entire year planning the curriculum, putting in place the necessary intervention systems to support our students and pursuing teacher training. Implementation is going well thus far, but it is clearly a result of proper planning and broad-based participation with staff and community stakeholders.” The key to a smooth start, Carlson says, was keeping stakeholders involved and informed through presentations by the governing board and community groups, newspaper articles and parent events. “It has been important to ensure that our community understands we are moving from a ‘seat-time’ to a ‘competency-based’ system and that rigor will increase for our students,” Carlson says. At Yuma Union High School District, Move On When Ready was implemented for all freshmen at all five schools for 26 ASBA Journal I Fall 2012

the 2011-2012 school year. They call it Ready Now Yuma. Superintendent Antonia Badone tells of initial concerns about the impression some people had that the district was trying to rush students out of high school. “That is not our intention,” she emphasizes. “Our goal is for every student to be ready for success in college and career when they graduate. It doesn't matter when they graduate, or what their goals are, or what their previous academic achievement has been. Thus, every student is learning the curriculum, every student is challenged, and every student is supported.” Yuma has been involving stakeholders at all levels for more than a year, including teachers, school leaders, parents, military commanders, economic development officials and agribusiness leaders, Badone says. Regarding cost, Badone says, “We have reallocated funds, especially Title I funds, to this effort. We also sought a grant from Helios Education Foundation, which is providing $3.9 million over five years.” Dysart Unified School District chose Cambridge International Examinations from among the instructional system providers certified through a competitive process and approved for use in Arizona. Dr. Cyndi Miller, assistant superintendent for academic services at Dysart, says, “The Cambridge curriculum is aligned to national and internationally benchmarked standards, with a greater focus on personalized learning, rigorous content and application of knowledge through high-order skills.” Miller says Dysart anticipates that “the rigorous curriculum and high expectations for students to be prepared for college and career will encourage teachers to continue to improve their teaching skills and strategies.” To implement the initiative, Dysart was able to reallocate current resources. When Dysart took the first step in 2011, the district launched the initiative at Marley Park School, a K-8 school. Move On When Ready serves students in grades 6-8 and is


a program of choice for parents. Expanding Move On When Ready to middle and elementary schools is part of the overall plan. Francis says, “One of the challenges is whether students are ready for the rigor when they enter high school. It’s natural to go back to middle schools to see how we can help prepare those students so they can hit ground running.” Twelve schools embarked on Move On When Ready in 2011, and 22 more were added in 2012. Francis expects the program to grow at about the same rate for 2013-2014. Asked why more schools aren’t becoming involved, Francis says, “It’s a combination of things. We’ve done a

certain amount of outreach, but not everyone completely understands the program. Cost could be a factor.” The approximate cost is $25 to $50 for assessment per student per course. Professional development cost is approximately $500 to $700 per teacher. “I’ve had people say that seniors are not able to help freshmen,” Francis says. “That must mean we’re actually doing it right.” Don Harris is a Phoenix-based freelance writer and editor. He covers state education, school finance, legislative and policy issues for the ASBA Journal and other statewide publications.

District and Charter Partners in Move on When Ready Dates shown in parentheses next to each school are their years of participation in the Move on When Ready program. District Partners Amphitheater USD Amphitheater High School (’12-’13) Dysart USD Dysart High School - El Mirage (’12-’13) Willow Canyon High School – Surprise (’12-’13) Marley Park Elementary - Surprise (’12-’13) Gilbert USD Highland High School (’12-’13) Kingman USD Lee Williams High School (’12-’13) Kingman Middle School (’12-’13) White Cliffs Middle School (’12-’13) Mesa USD Red Mountain High School (’12-’13) Skyline High School (’12-’13) Smith Middle School (’12-’13) Nadaburg USD Desert Academy Oasis – Surprise (‘11-‘12, ‘12-‘13) Phoenix Union HSD Central High School (‘11-‘12, ‘12-‘13) Metro Tech High School (‘11-‘12, ‘12-‘13) Santa Cruz Valley USD Rio Rico High School (’12-’13) Wickenburg USD Wickenburg High School (’12-’13)

Yuma Union High School District Cibola High School (‘11-‘12, ‘12-‘13) Gila Ridge High School (‘11-‘12, ‘12-‘13) Kofa High School (‘11-‘12, ‘12-‘13) San Luis High School (‘11-‘12, ‘12-‘13) Vista Alternative High School (’12-’13) Yuma High School (‘11-‘12, ‘12-‘13) Charter Partners BASIS Schools BASIS Chandler (’12-’13) BASIS Flagstaff (’12-’13) BASIS Oro Valley (’12-’13) BASIS Peoria (’12-’13) BASIS Scottsdale (‘11-‘12, ‘12-‘13) BASIS Tucson North (‘11-‘12, ‘12-‘13) Brightmont Academy Brightmont Academy Chandler (’12-’13) Brightmont Academy Scottsdale (’12-’13) Gary K. Herberger Young Scholars Academy Gary K. Herberger Young Scholars Academy – Glendale (’12-’13) Imagine Preparatory Academies Imagine Preparatory Academy Surprise (’12-’13) University Public Schools – ASU Preparatory Academies ASU Preparatory Academy Phoenix High School (‘11-‘12, ‘12-‘13) ASU Preparatory Academy Polytechnic High School – Mesa (‘11-‘12, ‘12-‘13) Fall 2012 I ASBA Journal 27


Core Focus

Top-Performing Vail USD Leads Multi-District Collaborative to Implement New Standards BY TR ACE Y BENSON ASBA DIRECTOR OF C O M M U N I CAT I O N S

O

ne of the state’s highest performing school districts has opened its instructional playbook and is now collaborating with more than 60 other Arizona school districts and a handful of charter schools to implement tougher new state standards aimed at boosting student achievement. Beyond Textbook’s, an online platform developed and launched by the Vail Unified School District in 2008 originally for the district’s teachers to share lesson plans with each other, has grown exponentially over the past four years as public school leaders have sought ways to fully implement the rigorous Arizona Common Core Standards by 2014 in a time of shrinking state funding. “We had a good practice and culture going even before Common Core became a pressing concern for districts, and we had several partner districts that had already joined us (in Beyond Textbooks),” says Calvin Baker, Vail’s superintendent. “That had given us some time to work out the wrinkles with technology and what it means to collaborate before this big inf lux occurred. When the issue of the Common Core came up we began to move very strongly in that direction.” District staff, with the strong support of the Vail governing board, quickly established the goal of helping other districts make the transition to the new standards through Beyond Textbooks, “the idea being we wouldn’t all have to do in on our own,” recounts Baker. “Our goal was and still is to improve the quality of education in Arizona through a model of educators solving problems for educators.” Baker credits the Vail board’s service-minded nature and 28 ASBA Journal I Fall 2012

board members’ involvement in statewide organizations, most notably the Arizona School Boards Association, with their broadminded thinking: “They know the challenges we’re facing as a district, and the opportunities they have sought out for statewide service and networking provides an understanding of what others are facing as well.” Debbie King, a member of the Vail governing board, says it has been gratifying to receive positive feedback from other Arizona board members whose districts are part of Beyond Textbooks. “Many board members have told me about the difference this is making for their teachers and students – even saying they were seeing their school labels changing for the better.” With a record for student achievement exemplified by five years in row of all excelling schools and being named the state’s top-performing multi-school district for the past two years, Vail’s idea has been met with enthusiasm and eager interest by other districts. Large neighbors like Sunnyside, small rural districts like Pima, suburban districts like Queen Creek were onboard in no time, and the list of Beyond Textbooks districts – and the strength of the concept – grew rapidly. Today there are “A” districts and districts struggling to achieve student growth, as well as districts serving students deeply affected by poverty and others serving students from middle income or more aff luent communities. All face four main challenges: massive changes to what and how teachers teach English/language arts and math in grades K-12, a tight timeframe for implementation, few state-level resources for teacher training or curriculum, and no additional funding. Vail’s foundation of digitized online materials provided


Staff from 17 Beyond Textbooks partner districts gathered for a “data dig” to analyze student achievement results.

Vail’s Beyond Textbooks team: Back row (left to right), Eileen Short, Kathleen Arvizu, Suzanne Logsdon, Chelsea Yager, Brittany Bourgeois; and front row (left to right), Justin Chesebrough, Megan Kapp, Jen Strosin, Kevin Carney.

a strong base of lesson plans that integrated the Common Core Standards, but Baker says active participation and sharing by all partner districts through Beyond Textbooks is a critical element of the platform’s success. “Teachers from participating districts all across the state are uploading things all the time,” he says. “In fact, the last report we ran shows that our partner districts have now uploaded more material than Vail has. Our teachers benefit just like teachers from our partner districts.” Beyond Textbooks runs deeper than content building and sharing, however. Vail employs a staff of eight full-time instructional leaders who work with partner districts to provide training and staff development to support their use of Beyond Textbooks and implementation of the Common Core. All were hand-picked for their records of boosting student achievement as Vail teachers or administrators. Participation comes at a cost: approximately $7 per student. Revenues do not supplement Vail’s budget; rather all the funds generated go back to the Beyond Textbooks program to pay for staff and resources. The dollars also come with a bold promise: “We absolutely believe that if our partner districts implement with fidelity, their students are going to be ready,” says Baker. Dr. Steve Poling, superintendent of Palominas ESD in Hereford, Ariz., is counting on that. The district is now in its second year with Beyond Textbooks and already is seeing payoffs. “You certainly can’t argue with Vail’s success – they have proven expertise, and we knew they had done a great deal of work on creating a roadmap for transitioning from the current standards to the Common Core,” he explains. “But the things that really make it are that it’s a teacher-driven program and the professional development is excellent.” Palominas focused on the math standards last year and students’ learning gains were “phenomenal,” according

to Poling. He attributes the district’s recently awarded “A” grade to the hard work of district staff and Beyond Textbooks. Wickenburg USD was the first adopter in Maricopa County and is now in its fourth year with Beyond Textbooks. Dr. Howard Carlson, the district’s superintendent, says the small district simply didn’t have the staff capacity or expertise to tackle pacing calendars for instruction, to “unwrap” standards or create formative assessments to the degree available through Beyond Textbooks. A further benefit has been the ability of the district’s teachers to collaborate with teachers from districts statewide. “We got involved before Common Core was a big issue, but this is making the transition a whole lot easier,” Carlson said. Baker says putting the Common Core to work to improve student achievement is like weight loss: it requires an intellectual understanding of what needs to happen coupled with behavior change – “and behavior changes are tough.” The Arizona Department of Education sets the standards, assists with tracking and recording weight and body mass, and provides information about training, nutrition and exercise. But knowing you need to lose weight and having some ideas about what might be required to do so isn’t enough, according to Baker, who likens Beyond Textbooks to a specific program to lose weight. “Like weight loss, our program isn’t the only way to get there,” he says, “but if you follow the program as we’ve created it, you will get there.” Earlier this fall at a leadership retreat, members of the Vail board and staff reaffirmed their vision for Beyond Textbooks. “We considered whether we should set some specific goals for growth,” says Baker, “but we came to the decision that we got to where we’re at by simply doing what we believe is the right thing to do, which is offering our assistance to others if they want and need it.” Fall 2012 I ASBA Journal 29


O CAPITOL VIEW

By Janice Palmer, ASBA Director of Governmental Relations & Public Affairs

Elections Results, Fiscal Outlook Provide Challenges and Opportunities

W

ith elections behind us, the stage has been set for the presidency, Congress and our own state legislature. Arizona will see the addition of a Congressional seat and what is expected to be a more moderate State Senate and House. With the defeat of Proposition 204, ASBA is ready to begin work immediately with legislative leaders and the governor to address short- and long-term funding issues for our public schools. The expiration of the temporary, one-cent sales tax in May 2013 makes finding a sustainable funding solution of urgent importance. There is general agreement that public education needs additional funding. Arizona public school leaders have been tasked with meeting ambitious academic goals for our students, and are tackling the challenges of raising academic standards through implementation of the Arizona Common Core State Standards and other school reform items passed in 2010. The source of funding for these items and how much is needed are up for discussion. In early October, the stateâ&#x20AC;&#x2122;s Financial Advisory Committee, which includes representatives from various economic sectors including the Joint Legislative Budget Committee, met to update budget forecasts. The committeeâ&#x20AC;&#x2122;s baseline scenario produced revenue projections based on the following:

s #ONSENSUSPERCENTAVERAGEGAINREVENUEESTIMATES

s ! CTIVE FORMULA BASELINE SPENDING ESTIMATES AND mandated federal health care costs;

s # ONTINUED ANNUAL SUSPENSION OF INACTIVE FORMULAS (For K-12 this includes $158 million for soft capital, $15.7 million for charter school additional assistance, $50.9 million for CORL, $4.85 million for funding JTEDs at 91 percent, $260 million for building renewal, and $100 million for new school construction if enrollment returns to pre-recession level).

(It is important to note that the impending federal fiscal cliff and unknowns with international economies can have a significant impact on the above scenarios.) The baseline scenario projections for Arizonaâ&#x20AC;&#x2122;s general fund are as follows (and do not include the $450 million that remains in the stateâ&#x20AC;&#x2122;s â&#x20AC;&#x153;rainy day fundâ&#x20AC;?):

s &9%NDING"ALANCEMILLION

s &9%NDING"ALANCEMILLION

s &9%NDING"ALANCEMILLION

s &9%NDING"ALANCEMILLION

s &9%NDING"ALANCEADECREASEOFMILLION

The Arizona Relations Network (ARN) The Arizona Relations Network provides you the opportunity to travel to Phoenix and get acclimated to the State Capitol. There will be weekly regional ARN events in February and March. What you can expect attending an ARN regional event: â&#x20AC;&#x201C; Personalized acclimation of the State Capitol â&#x20AC;&#x201C; Sign Up for the Request to Speak system â&#x20AC;&#x201C; you can advocate from your home computer! qĂ&#x160; Ă&#x152;Ă&#x152;iÂ&#x2DC;`Ă&#x160;>Ă&#x160;-iÂ&#x2DC;>Ă&#x152;iĂ&#x160;Â&#x153;Ă&#x20AC;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x192;iĂ&#x160; `Ă&#x2022;V>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Â&#x153;Â&#x201C;Â&#x201C;Â&#x2C6;Ă&#x152;Ă&#x152;iiĂ&#x160;i>Ă&#x20AC;Â&#x2C6;Â&#x2DC;} qĂ&#x160; Ă&#x2022;Ă&#x20AC;Ă&#x20AC;iÂ&#x2DC;Ă&#x152;Ă&#x160;Â&#x2C6;Ă&#x192;Ă&#x192;Ă&#x2022;iĂ&#x192;Ă&#x160;Ă&#x2022;ÂŤ`>Ă&#x152;iĂ&#x160;LĂ&#x17E;Ă&#x160;- Ă&#x160;,Ă&#x160;Ă&#x192;Ă&#x152;>vv â&#x20AC;&#x201C; Lunch with at least one of your regional legislators

30 ASBA Journal I Fall 2012


With new federal the positions deemed critical by the As you can see, K-12 education association’s Political Agenda. To that has over $600 million in suspended and state legislators, end, our county meetings focused formulas. Thus, even with the and budget ending on advocacy tips and many of those more positive outlook on Arizona’s who attended signed up to be a part economy, legislative action will be balances, there is no of our dynamic advocacy efforts. This required to restore funding and make better time for ASBA is only a taste of what you can expect K-12 education whole. from our advocacy efforts. With new federal and state to reinvigorate our Beginning this February, the legislators, and budget ending Arizona Relations Network (ARN) balances, there is no better time for advocacy efforts will return (see sidebar on page 30). ASBA to reinvigorate our advocacy We currently are seeking veteran efforts. Advocacy comes in many ARN advocates to serve as legislative shapes and forms, whether at the district captains. These individuals will be the central local governing board level, the state level or the federal contact persons and will mobilize other governing board level. One thing is common: If you’re a governing board members in their legislative district to rally around support, member, you are an advocate. opposition, and/or issue awareness items. It’s important that We know it can be challenging to figure out how to all those interested know about this opportunity. get started in this role. With the addition of Geoff Esposito We look forward to working alongside you during what as ASBA’s governmental relations analyst, an aggressive is sure to be an exciting, opportunity-filled, successful 2013 grassroots advocacy plan has been created to ensure that legislative session. you and ASBA are as effective as possible in lobbying

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O EDUCATION AND THE LAW

By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services

Strength in Numbers: Minimizing Your District’s Legal Liability

I

t is a truism of ranchers everywhere that the safest place for cattle to be is in the middle of the herd – away from the dangers of predators or from getting lost. Well, there’s a lesson to be learned by Arizona school districts from this analogy. While we believe, and fight for, local control and creative solutions to problems that are not one-size-fitsall, when it comes to issues of legal liability the safest place for a district to be is closest to other Arizona school districts. There are many reasons for this. Let me explain. First, while it is not always the case, it is much more likely that the policy or procedure that everyone is using has been legally vetted and tested over time. While school law is a constantly evolving area of the law – where even existing statute can take on new understanding and meaning

32 ASBA Journal I Fall 2012

– certain unwavering principles are at play. These principles are embodied in ASBA model policies, which almost all Arizona school districts subscribe to receive. Districts then adopt these model policies as their own. The models are based on Arizona and federal statute, regulation, court cases and Attorney General opinions. The policies also ref lect the collective wisdom of school attorneys throughout the state (more on that later), who work with their client school districts and ASBA to come up with the best, most legally defensible policies that they can. Second, it is much easier for a plaintiff, regulatory agency or member of the media to pick on a district whose policy deviates from the norm. In my role at ASBA, I often get calls from the Arizona Department of Education


or Attorney General’s Office or the media about the interpretation or meaning of a district policy. If the policy is consistent with the model, I can clearly explain what the policy covers and what it attempts to do and say to the inquiring person that the policy is grounded in sound legal principles and analysis. We might have a discussion about whether their interpretation is different. But it is a much different conversation if the policy in question deviates from the ASBA model, with the level of scrutiny increased from the agency or member of the media. So, is your district adhering close to ASBA model policies? There’s an easy way to find out. Look at your policies and find the ASBA copyright symbol on them. A district policy that has the ASBA copyright symbol is a policy that closely resembles ASBA’s model. (If the policy does not contain ASBA’s copyright, it does not mean that the policy is not compliant with the law – just that it is different than ASBA’s model.) Another way that districts can stay close to the herd is to hire an attorney that is a member of the Arizona Council of School Attorneys (ACOSA). ACOSA is an affiliate member of the National School Boards Association Council of School Attorneys (NSBA COSA) and consists of a group of about 80 lawyers ...when it who specialize in school comes to issues law and have at least one Arizona school district of legal liability as a client. ACOSA the safest place members stay connected with each other in a for a district to myriad of ways. There be is closest to are quarterly meetings of the group. There is an other Arizona invaluable listserv that ACOSA members use to school districts. alert members to issues, and get and give feedback

on current legal issues. ACOSA members use the listserv to alert other ACOSA members to issues that may soon affect other members’ clients (such as a mass public records request). ACOSA members also utilize the immense resources of the NSBA COSA database and receive legal publications from NSBA COSA to stay up on current trends in school law. ACOSA members also give freely of their time: ACOSA attorneys are the primary presenters at the ASBA Law Conference and Spring Legal Seminars, and they are quick to assist a colleague with a question or dilemma one of the members may have. Another thing that ACOSA members have is loyalty. ACOSA attorneys practice in the area of school law because they believe in public education. To a person, they are problem-solvers that want to empower educational leaders with the kind of advice that helps those leaders better educate the students in their districts. ACOSA members engage in preventative law – they are in the business of trying to keep you out of trouble to begin with (but are also there if trouble finds you anyway). Finally, ACOSA members – like all good lawyers – are there in service to their clients. They are not there to put up roadblocks to prevent educational leaders from doing the difficult tasks that they have to do; they are there to help those leaders find a legal way to accomplish them. What does this all mean to you? It means that if you hire an ACOSA attorney you are getting a person that has particularized expertise in the kind of legal issues facing Arizona school districts. You can also be assured that you are getting someone who has the resources to do the legal research to get the best answer for you, to limit your legal liability. How do you know if your attorney is a member of ACOSA? Ask! Adhering to ASBA model policies and using an ACOSA attorney may give you the best chance to keep you from straying far from the herd – and, in doing so, keeping those precious financial resources in the classroom helping students where they belong.

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Fall 2012 I ASBA Journal 35


ASBA Affiliate Members ABM Janitorial Services Wade Moffet 2632 W. Medtronic Way Tempe, AZ 85281 480-968-8300

Àˆâœ˜>ÊޓʏœœÀà Floyd Shelton 11058 E. Onyx Ct. Scottsdale, AZ 85259 480-361-5494

Accelerated Construction Technologies Catherine Walley 22425 N. 16th St. Phoenix, AZ 85024 602-272-2000 www.act-az.com

ASBAIT (Arizona School Boards Association Insurance Trust) Wayne Carpenter 5810 W. Beverly Lane Glendale, AZ 85306 602-789-1170 www.asbait.org

Adolfson & Peterson Construction General contractor Tamara Caraway 5002 S. Ash Ave. Tempe, AZ 85282 480-345-8700 www.a-p.com

Assessment Technology Inc. Jody Jepson Electronic learning assessment resources 6700 E. Speedway Blvd. Tucson, AZ 85710 877-442-5453 www.ati-online.com

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The Bagnall Company Employee benefit consulting Mark W. Bagnall 1345 E. Chandler Blvd., Bldg. 1, Ste. 103 Phoenix, AZ 85048 480-893-6510 www.thebagnallcompany.com

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Arcadis Infrastructre, environment, buildings Richard Carr, Jr. 950 W. Elliot Road #220 Tempe, AZ 85284 480-394-0335 www.arcadis-us.com Arizona Correctional Industries Bill Branson 3701 W. Cambridge Ave. Phoenix, AZ 85009 602-272-7600 www.azcorrections.gov

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36 ASBA Journal I Fall 2012

Core Construction Jessica Steadman 3036 E. Greenway Road Phoenix, AZ 85032 602-494-0800 www.coreconstruct.com D2 Data Driven Software Education software Matt Winebright 900 Jackson St., Ste. 380 Dallas, TX 75202 972-490-4044 www.d2sc.com Dairy Council of Arizona Patricia Johnson 2008 S. Hardy Drive Tempe, AZ 85282 480-966-8074 www.dcaz.org

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Edupoint Educational Systems Richard Lessard 1955 S.Val Vista Dr., #200 Mesa, AZ 85204 480-833-2900 www.edupoint.com  ÓÊÀœÕ«ÊÀV…ˆÌiVÌà Architects, planners Barbara Schuck 1635 N. Greenfield Rd., Ste. 144 Mesa, AZ 85205 480-830-3838 www.emc2architects.com ˆÀÃÌʈ˜>˜Vˆ>ÊÀœÕ«ÊœvÊ America Benefit Plan Administration, Independent Insurance and Investment Services Mike O’Malley 2201 San Pedro Dr. NE, Bldg. 1, Ste. 2101 Albuquerque, NM 87110 800-365-3860 www.ffga.com ÕÌÕÀiÃÊi>Ì…VœÀi Sheila Breen 136 William St. Springfield, MA 01105 602-920-4622 °6°Ê ˜ÌiÀ«ÀˆÃià Project managers, procurement consulting Gordon Vasfaret 9102 W. Marshall Ave. Glendale, AZ 85305 623-872-1852 www.gventerprises.com ÕÃÌÊ,œÃi˜vi` Robert Haws One East Washington St., Ste. 1600 Phoenix, AZ 85004 602-257-7422 ÓÊÀœÕ« Jeff Cook 17470 N. Pacesetter Way Scottsdale AZ 85255 480-743-7520  Ê-iÀۈVi Scott Wright 2108 W. Shangri-La Rd. Phoenix AZ 85029 602-944-1555 >À`ˆÃœ˜Ê œÜ˜iÞÊ Construction Kevin Vandermolen 6150 N. 16th St. Ste. A Phoenix AZ 85016 602-722-8857 www.hardisondowney.com

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Pete Barker 459 N. Gilbert Rd., Ste. C-200 Gilbert, AZ 85234 480-539-8800 iˆ˜vi`]ÊiiV…ÊEÊ œ° Gary Heinfeld 10120 N. Oracle Rd., #100 Tucson, AZ 85704 520-742-2611 ÕvvœÀ`]ÊœÀÃ̓>˜]Ê Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 www.h2m2law.com Immediaedu Daniel Leis 8321 E. Gelding Dr., Ste. 100 Scottsdale AZ 85260 480-483-3399 www.immediaedu.com Kennedy Partners LLC Cary Ballou 5415 E. High St., Ste 410 Phoenix, AZ 85054 480-515-3765 www.kennedyprtnrs.com Konica Minolta Business Solutions, USA Jay Douglas 4415 E. Cotton Center Blvd. Phoenix, AZ 85040 602-531-2910 www.hc-km.com Kraus-Anderson Construction Company Steve Bellew 16419 N. 91st St., Ste. 100 Scottdale, AZ 85260 480-538-3120 www.krausanderson.com LaSota & Peters Jack LaSota 722 East Osborn, Ste. 100 Phoenix, AZ 85014 602-248-2900 Lewis & Roca LLP Mary Ellen Simonson 40 N. Central Ave. Phoenix, AZ 85004 602-262-5317 www.lrlaw.com


Arizona School Boards Association appreciates the support for public education shown by its organizational affiliate members.

Mangum Wall Stoops & Warden Kellie Peterson P.O. Box 10 Flagstaff, AZ 86002 928-779-6951 www.flagstaffattorneys.com

The Orcutt/Winslow Partnership Paul Winslow 3003 N. Central Ave., 16th Fl. Phoenix, AZ 85012 602-257-1764 www.owp.com

Rodel Charitable Foundation Carol Peck 6720 N. Scottsdale Rd., Suite 380 Scottsdale, AZ 85253 480-367-2920 www.rodelfoundationaz.org

Summit Food Service Dave Brewer 2703 Broadbent Pkwy. NE, Ste. F Albuquerque, N.M. 87107 505-341-0508 www.summitfoodservice.com

Maricopa County Community College Dr. Rufus Glasper 2411 W. 14th St. Tempe AZ 85281

Piper Jaffray & Co. William C. Davis 2525 E. Camelback Rd., Ste. 925 Phoenix, AZ 85016 602-808-5428 www.piperjaffray.com

SCF Arizona Workers’ compensation insurance Tod Dennis 3030 N.Third St. Phoenix, AZ 85012 602-631-2000 www.scfaz.com

Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 775 W. Elwood St. Phoenix, AZ 85041 602-323-2800 www.sunlandasphalt.com

PracticeMax Inc. Medicaid billing for special education services Chuck Engelmann 9382 E. Bahia Dr., Ste. B202 Scottsdale, AZ 85260 480-421-9700 www.practicemax.com

SDB Lisa Bentley 14700 N. Frank Lloyd Wright #157 Scottsdale, AZ 85260 480-298-9596

iÀˆÌ>ˆ˜Êi>Ì… Leanne Appledorn 18444 N. 25th Ave. Ste., 410 Phoenix, AZ 85023 602-789-1170 Midstate Energy Ron Stalica 1850 E. Riverview Dr. Phoenix, AZ 85034 602-452-8700 www.midstate-energy.com Miller, LaSota & Peters Jack LaSota 722 E. Osborn Road #100 Phoenix, AZ 85014 602-248-2900 M.L. Riddle Painting Inc. Mike Riddle 5922 N. Black Canyon Hwy. Phoenix, AZ 85017 602-277-3461 Mohave Educational Services Co-op Deborah Sandoval 625 E. Beale St. Kingman, AZ 86401 928-753-6945 www.mesc.org NTD Architecture Scott Beck 2800 N. 44th St., Ste. 500 Phoenix, AZ 85008 602-956-8844 www.ntd.com /…iÊ"½>iÞÊÀœÕ« Facilities, project, construction management Tim O’Malley, Sharon O’Malley 80 W. State Ave., Ste. 300 Phoenix, AZ 85021 602-906-1905 www.omalleyafl.com

*ÀœviÃȜ˜>ÊÀœÕ«Ê*ÕLˆVÊ Consulting, Inc. Caroline Brackley P.O. Box 30850 Mesa, AZ 85275 480-699-4458 www.pgpc.org Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 6771 E. Outlook Dr. Tucson, AZ 85756 520-545-1044 www.pueblo-mechanical.com RBC Capital Markets John Snider 2398 E. Camelback Rd., Ste. 700 Phoenix, AZ 85016 602-381-5361 www.rbccm.com Regional Pavement Maintenance Steve Leone 2435 S. 6th Ave. Phoenix, AZ 85003 480-963-3416 www.regionalaz.com

Smartschoolsplus, Inc. Phased retirement services Sandra McClelland P.O. Box 11618 Tempe, AZ 85284 480-839-8747 www.smartschoolsplus.com Sodexo Shane Jacobs 9330 E. Onza Ave. Mesa, AZ 85212 480-313-8804 SPS + Architects Herb Schneider 8681 E.Via De Negocio Scottsdale, AZ 85258-3330 480-991-0800 Stantec Annette Zacherson 8211 S. 48th St. Phoenix AZ 85044 602-707-4778 www.stantec.com Strategic Technology Communications Deborah Long 13828 N. 41st. Place Phoenix AZ 85032 480-281-6400 Stone & Youngberg Financial services Bryan Lundberg 2555 E. Camelback Rd., Ste. 280 Phoenix, AZ 85016 602-794-4000 www.syllc.com

TCPN – The Cooperative Purchasing Network Gary Wells 2100 N. Central Ave. #220 Phoenix, AZ 85004 602-405-9402 www.tcpn.org Technology Coordinators Utilities and building renewal projects Ed Schaffer 2116 W. Del Campo Circle Mesa, AZ 85202 888-474-5509 www.tc-az.com

The Trust Jane Schemers 333 E. Osborn Road #300 Phoenix, AZ 85012 602-222-2110 www.the-trust.org Udall Shumway & Lyons PLC Denise Lowell-Britt 1138 N. Alma School Rd. #101 Mesa, AZ 85201 480-461-5300 6>ˆVÊ­vœÀ“iÀÞÊÊ Retirement) Group retirement plans, individual financial services Sandra Jackson 11201 N.Tatum Blvd., Ste. 100 Phoenix, AZ 85028 602-674-2614 www.valic.com 6>iÞÊ-V…œœÃÊ}“Ì°ÊÀœÕ« Patrick Dittman P.O. Box 41760 Phoenix AZ 85024 623-594-4370 www.vsit.org Wedbush Morgan Securities ­*-E® Financial advisor, underwriter, investment banker Jim Stricklin 3200 W. Camelback Rd, Ste. 290 Phoenix, AZ 85018 602-952-6800 www.wedbush.com

Thunderbird Mountain Facilities Facilities performance services David Johnson P.O. Box 10130 Glendale, AZ 85318 623-825-1730 www.thunderbirdmountain.com Wholesale Floors LLC Dan McShane Traaen & Associates, LLC 8855 N. Black Canyon Hwy. Human resources management, Phoenix, AZ 85021 training and organizational 602-741-4552 development Teri J. Traaen, Ed.D., DPA Worldbyme.com 4831 E. Calle Tuberia Kevin Daily Phoenix, AZ 85018 1518 W. Fort Lowell Rd. 602-510-3989 Tucson AZ 85705 www.traaenandassociates.com 520-262-1726 www.worldbyme.com Trane Dave Palty 850 W. Southern Ave. Tempe, AZ 85282 602-258-9600 www.trane.com

Fall 2012 I ASBA Journal 37


PRSRT STD US POSTAGE PAID PHOENIX AZ PERMIT NO 4605

Arizona School Boards Association 2100 North Central Avenue Suite 200 Phoenix, Arizona 85004

$6.00 24947 © S&L Printing 2012

QUALITY LEADERSHIP AND ADVOCACY FOR CHILDREN IN PUBLIC SCHOOLS

Board Operations and Leadership Training

B.O.L.T.S. 2013 Strengthen the tools in your governance toolbox SAVE THE DATE Jan. 17 – Tucson Jan. 25 – Flagstaff Feb. 1 – Phoenix Featuring separate breakout sessions for board secretaries

Registration open Dec. 1, 2012, at www.azsba.org

Profile for Arizona School Boards Association

Fall 2012 ASBA Journal  

The quarterly member magazine of the Arizona School Boards Association

Fall 2012 ASBA Journal  

The quarterly member magazine of the Arizona School Boards Association

Profile for asba
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