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Spring 2012 Vol. 42, No. 2

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SPRING 2012 VOL. 42, NO. 2

l DEPARTMENTS

l FEATURES

3

10

NSBA Federal Relations Network

17

Profile in Leadership

President’s Message Building a Shared Vision for Student Success By Michael Hughes, ASBA President

5

Viewpoints New Strategic Plan to Guide ASBA into the Future By Dr. Timothy Ogle, ASBA Executive Director

6

ASBA News By Tracey Benson, ASBA Director of Communications

12

School District

22

Are You Ready for the Common Core State Standards?

24

Keepin’ It Real CTE programs engage, motivate students with rigor and relevance

Capitol View Redistricting: What Is It and Why Is It So Critical to Education? By Janice Palmer, ASBA Director of Governmental Relations & Public Affairs

19

Anne Greenberg, Paradise Valley Unified

By Don Harris

27

Flexibility, personalization, communication and accountability key to successful dropout prevention programs

Leadership Matters

By Don Harris

The Anatomy of Effective Board Service By Karen Beckvar, ASBA Director of Leadership Development

30

Getting to Graduation

35

ASBA Affiliate Members

Education and the Law We’re Changing the Way We Do Business: ASBA Legal and Policy Services Team Up By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services

32

Points on Policy Policy Documents, Comprehensive Reviews and Policy Advisories

Cover photo credits (clockwise from top): iStock, iStock, East Valley Institute of Technology. Biotechnology is one of the career and technical education programs offered by West-MEC. Read more about CTE beginning on page 24.

By Dr. Terry Rowles, ASBA Senior Policy Advisor

36

ASBA Calendar of Events

Spring 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 William Goodale 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 NSBA Hispanic Caucus Chair Mike DeLaO

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 Senior Policy Advisor Dr. Terry Rowles Education Policy Analyst Steve Highlen Leadership Development Specialist Dr. Sharon Hill Policy Technician Renae Watson Executive Assistant to the Executive Director and Liaison to the Board of Directors Shirley Simpson Administrative Secretary Jolene Hale Administrative Secretary Sara Nilsson Administrative Secretary Elizabeth Sanchez Receptionist Kristi Johnson 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<ÊÊnxÓÎÎÊUÊ{nä‡{™Ç‡nän£

2 ASBA Journal I Spring 2012

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… 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


O PRESIDENT’S MESSAGE By Michael Hughes, ASBA President

Building a Shared Vision for Student Success

A

SBA’s mission is squarely aimed at improving student success. We do that by providing leadership and assistance to public school governing boards so that board members have the knowledge and skills needed to lead effectively and to accomplish the goals set for student achievement. Educating all students so that each reaches his or her full potential has never been a simple task. Over the past decade, however, the work of ASBA and its member boards – just like the work of education professionals in our schools and district offices – has become considerably more complex as a result of No Child Left Behind, the expansion of charter schools and private school vouchers, eroding funding and a host of unfunded mandates. A polarized political climate nationally and, particularly, in Arizona has put additional pressures on public education. While that is our current reality, it doesn’t need to be permanent. To ensure that is the case, a collective vision and effort, and a new way of doing business are required by all those who believe public education is the cornerstone of our democracy. A clear example of this, happening right now in Arizona, is the Quality and Education and Jobs campaign, a citizens’ movement to have an initiative placed on the 2012 general election ballot that, if passed by the voters, would generate long-term revenue for our public schools. New leadership can be an essential component of profound change as well. ASBA is fortunate to have our new executive director, Dr. Tim Ogle, at the helm as we implement improvements to programs and systems to ensure that ASBA, on behalf of our members, is up to the task before us. Our new strategic plan will guide this work; the current political and educational landscape requires a new roadmap. This plan, adopted in March by the ASBA Board of Directors, is designed to move our association forward in a more relevant, responsive and dynamic fashion. We know challenges abound, but we believe opportunities eclipse them; it’s a transformative time for our 63-year-old organization.

At the heart of our new direction is an imperative to strengthen connections with our members and current partners, and to expand our connections to reach other individuals and organizations who share our vision for student success. (See Executive Director Dr. Tim Ogle’s column on page 5 for more). Rest assured that some things will remain the same – our mission and the dedication of our board and staff to fulfilling it. It is the foundation on which everything else rests. I invite and encourage you to get more involved in the opportunities for engagement that will arise. As I have said before, we’re stronger together. And 1 million Arizona children are counting on us.

…a collective vision and effort, and a new way of doing business are required by all those who believe public education is the cornerstone of our democracy.

Spring 2012 I ASBA Journal 3


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O VIEWPOINTS

By Dr. Timothy Ogle, ASBA Executive Director

New Strategic Plan to Guide ASBA into the Future

L

ast January, the board of directors of the Arizona School Boards Association embarked on a process to create a strategic plan which will guide our organization into the future. Utilizing input from every corner of our state and every type of school district – urban, suburban, rural and remote – a plan emerged; it was adopted by the board in March. We are thrilled to roll out the plan for a revitalized ASBA, knowing that it will assist and support school district governing boards statewide in their endeavors to exercise excellence in governance and leadership in ways that lead to continuous improvement of student success. Our blueprint for action, embedded in our new strategic plan, will strengthen ASBA’s policy and political inf luence, enhance our training and communication efforts, and build a more nimble organization which can respond quickly to the latest political and policy developments. And we will couple these efforts with our own imperative to deliver our foundational member services in the most timely, effective, relevant and user-friendly ways as possible. Just as importantly, these efforts will enable us to better equip governing board members with the training, information and tools needed to do the same in their own communities, all while leading and governing effectively. ASBA will optimize the delivery of services and member communications by improving its technological capabilities. We believe access to information and services that lead to effective school district governance must be seamless and “state of the art,” and we will re-engineer for effectiveness many of the ways we do business, share information and deliver services. ASBA will enhance its image and reputation as a respected, credible statewide leader by increasing understanding of the value of the association and extending its scope of inf luence. As we reinvent ourselves, an eye on member services and outreach to statewide partners is essential for ASBA to be the leader our members expect us to be. ASBA will expand its advocacy efforts by strengthening the political agenda process, develop-

ing a comprehensive advocacy outreach plan and institutionalizing the Arizona Relations Network. We have much potential in extending the reach of advocacy for public schools and the approximately 1 million Arizona children who attend them. Our united power and inf luence will prove to be far greater than any of us in isolation as we work to build a collective will and understanding across Arizona in support of local control and public education, ASBA will grow, sustain and allocate its revenue stream to support and enhance the effective work of the association, all while maintaining accountability and transparency to its membership. ASBA has served school boards and advocated for public education in Arizona since 1949 – that’s 63 years. Being responsible stewards of our membership revenue over the long and short term is a top priority for ASBA. This means being conscientious about efficiency, maintaining a healthy financial foundation for our organization, and appropriately reallocating dollars to meet our goals and best serve our members’ needs. ASBA will enhance value to its membership and relationships with strategic partners through assessing needs and identifying opportunities for more robust and effective services for the entire state. One of my mentors once said, “All of our programs are pilot programs”. What he meant was we should be constantly assessing the effectiveness of each and every program offering, and working toward continuous improvement. We embrace that philosophy, and encourage you to let us know how we’re doing – now and in the future. As you can see, each of the goals of our strategic plan has far-reaching potential. Each also captures the diverse interests of our 267 member boards on which 1,261 unique and individual community leaders serve. Ultimately, they come together to support the vision ASBA strives each day to achieve: Quality leadership and advocacy for children in public schools. Every decision we make should be traceable to a child in a classroom. Please stand with me as we move together into this new era for ASBA.

Spring 2012 I ASBA Journal 5


Safford board member to chair national Hispanic Caucus Mike DeLaO

Mike DeLaO, a member of the Safford USD governing board, has been elected chair of the National School Boards Association Hispanic Caucus for the 2012-2014 term. As such, he will serve on the board of directors of both NSBA and ASBA. In addition to his longtime service to the Safford community, DeLaO is a former president of the ASBA Board of Directors (2007) and has been a strong advocate for the ASBA and NSBA Hispanic Caucuses. Jesus Rubalcava, a member of the Gila Bend USD governing board and ASBA’s 2012 secretary, was elected treasurer of the NSBA Hispanic Caucus.

Roosevelt ESD board member elected to national urban boards group Norma Munoz

Norma Munoz, a member of the Roosevelt ESD (Phoenix) governing board, was elected to the steering committee of the National School Boards Association's Council of Urban Boards of Education (CUBE). The election was held during a meeting of CUBE at the NSBA Annual Conference in Boston. 6 ASBA Journal I Spring 2012

New ASBA “Why I Serve” videos highlight school board service in Arizona The vital role of school board members in supporting student success and strengthening communities is the subject of three short videos produced by the Arizona School Boards Association this spring. The “Why I Serve” video series provides members of the public with real-life examples of the school board’s essential role, as well as insights to the rewards and challenges experienced by those who serve. Each video is approximately three minutes long and features the story of an individual board member. Visit www.azsba.org and click on the “Why I Serve” link in the What’s New Section to hear from Frank “Chic” Maldonado, a retired chief master sergeant who has served for nearly two decades on the Benson USD board; Yuma County farmer Marvin Marlatt, who is in his fourth term on the Antelope Union board; and Traci SawyerSinkbeil, a working professional and mother of a schoolage child, who is in her first term on the Dysart USD board. The videos are also available on ASBA’s YouTube channel: www.youtube.com/azschoolboardsassoc.

Thomas to lead ASBA Policy Services Chris Thomas, ASBA’s director of legal services and general counsel, has now also assumed responsibility for the organization’s policy services department. Dr. Terry Rowles, who led the department on an interim basis, is now ASBA’s senior policy advisor. Policy Services advises ASBA member districts and numerous charter schools on policy needs and maintains adopted policy. Learn more about plans for ASBA Legal and Policy Services in “Education and the Law” (page 30).


Three school leaders mourned, service to students and communities remembered Three Arizona communities are mourning the loss of local leaders whose service to students and their communities will be missed but long remembered. Nancy Richardson, who had served on the Sierra Vista USD governing board for the past seven and a half years, passed away April 11. Ruth Roessel passed away April 14. She had served on the Red Mesa USD governing board for the past 11 years and was instrumental in the creation of Diné College, the first tribally-controlled college in the U.S. Joan Bennett, who served on the governing board of Deer Valley USD from 1993-2004 and remained a deeply involved education advocate after her elected service ended, passed away April 24.

Balsz ESD governing board receives national board leadership award The governing board of the Balsz Elementary School District (Phoenix) has been honored with a 2012 Magna Award from the American School Board Journal for the district’s successful implementation of a 200-day school year. This national award recognizes exemplary leadership by local school boards to advance student learning. Members of the board are Vic Grace, Fred Andersen, J. Will Roberts and Todd Schwarz. The award was presented Saturday, April 21, at National School Boards Association Annual Conference in Boston. Superintendent Dr. Jeff Smith was on hand to accept the award on behalf of the board.

Nogales H.S. mariachi performs at NSBA conference Mariachi Apache from Nogales High School made Arizona proud at the National School Boards Association Annual Conference in Boston in April. The group, performing under the direction of Alan Aguirre, wowed the crowd at a morning general session on April 21. Mariachi Apache, formed in 1996, is comprised of high school students that take the mariachi class as part of the district’s music Nogales High School’s Mariachi Apache curriculum. The group secured the coveted spot after Superintendent Steve Zimmerman sent in an audition CD to the selection committee, which chose the group out of approximately 300 entries. In addition to the NSBA honor, Mariachi Apache is featured in the “I Am Music” exhibit at the Musical Instrument Museum (MIM), which is located in Scottsdale. This exhibit celebrates Arizona’s centennial and is an officially recognized Legacy Project of the Arizona Historical Advisory Commission.

Spring 2012 I ASBA Journal 7


Friends of ASBA A Voice for Public Education and Local Control at the Ballot Box

Members of the board of directors of Friends of ASBA at their March 2012 meeting. Pictured from left to right are Julia Smock, Dee Navarro (chair), Michael Hughes, Suzanne Schweiger-Nitchalls, Lillian Hritz and Rae Waters.

I

n the 2011 legislative session, the Arizona Legislature passed and Gov. Jan Brewer signed into law House Bill 2002, which amended Arizona Revised Statutes section 15-511 to prohibit Arizona school districts from “spend(ing) monies for membership in an association that attempts to inf luence the outcome of an election.” As of its effective date of July 20, 2011, the bill prohibited the Arizona School Boards Association, which has approximately 230 school district governing boards as members, from expending resources on ballot initiatives or referendums. Forward thinking action by the ASBA Board of Directors, however, has enabled the perspective of public education, generally, and school board members, more specifically, to continue to be represented on ballot measures that impact public education through the Friends of ASBA, an affiliated but legally separate organization that was incorporated in June 2011.

Organization & Activities Like ASBA, the Friends of ASBA is a non-profit organization and incorporated under the laws of the State of Arizona. However, the Friends of ASBA has a separate board of directors, bylaws and incorporating documents. 8 ASBA Journal I Spring 2012

The finances of ASBA and Friends of ASBA also are separate and each must file a separate 990 annual filing (what nonprofits file with the I.R.S. in lieu of a tax return). The ASBA Board of Directors cannot direct Friends of ASBA and its board of directors. Friends of ASBA, likewise, is not bound to follow ASBA policies, procedures or its political agenda. The arrangement between affiliated, but separate, non-profit organizations of different designations is very common in the non-profit world and has been endorsed by the U.S. government, including the Internal Revenue Service and Congress. In addition, Friends of ASBA has a slightly different tax status – 501(c)(4), rather than ASBA’s 501(c)(3) – which allows it to engage in initiatives and referendums as well as candidate campaigns. In its first action in this area the board of directors of Friends of ASBA unanimously voted at its March 30 meeting to endorse and support the Quality Education and Jobs campaign. The campaign is in the process of gathering enough signatures to have an initiative placed on the November 2012 ballot. If passed, a one-cent sales tax would go into effect in 2014 that would benefit K-12 public education and higher education, as well as children’s healthcare and state infrastructure.


Friends of ASBA

ASBA

501(c)(4)

501(c)(3)

Legislative advocacy

Yes

Yes

Contributions and endorsements to ballot measure campaigns

Yes

No

Contributions and endorsements to candidate campaigns

Yes

No

Voter education efforts, such as legislative scorecards and candidate questionaires

Yes

No

Tax exempt status

Governance & Operations

Funding

Like other exempt organizations, the Friends of ASBA has an executive director who conducts the day-to-day operations and a board of directors that gives general direction and takes action on certain matters. The executive director of Friends of ASBA is Dr. Tim Ogle, who is also the executive director of ASBA. The board of directors of Friends of ASBA is substantially different than the ASBA board. The ASBA Board of Directors is a 25-member board made up of current school board members elected either by their representative county school boards or by the membership of ASBA. The Friends of ASBA board now has 10 members; all must be current or past members of Arizona school boards. Members of the Friends of ASBA Board of Directors are Dee Navarro (chair), Cliff Altfield, Curtis Arnett, Lillian Hritz, Mike Hughes, Debbie King, Marvin Marlatt, Suzanne Schweiger-Nithcalls, Julia Smock and Rae Waters. The current president and immediate past president of the ASBA Board of Directors serve on the Friends of ASBA Board of Directors, with the past president serving as the Chair.

One-time start-up funding for Friends of ASBA was provided by ASBA prior to the effective date of HB2002. This donation was consistent with both state and federal law. These donated funds maintain their 501(c)(3) character in that they can be used for issue-based campaigns, but not candidate-based campaigns. However, interest from the corpus of the donation is considered new income to Friends of ASBA and, thus, considered 501(c)(4) money that can be spent on issue-based campaigns or candidate-based campaigns. In the future, these funds will grow, enabling additional advocacy opportunities. Since HB2002 went into effect, no school district resources have gone to support the efforts of Friends of ASBA, nor will school district resources be used to support activity of Friends of ASBA in the future. At this time, Friends of ASBA does not have members of the organization.

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Spring 2012 I ASBA Journal 9


1

2 More than 700 school boards and state school boards association leaders, including 23 from Arizona, took part in the National School Boards Association’s 39th annual Federal Relations Network (FRN) Conference, held February 5-7, in Washington, D.C. FRN members attended federal education issue briefing sessions, which covered topics ranging from bullying to parental involvement to teacher and principal evaluations, and met with their Congressional representatives on Capitol Hill to urge support for appropriate federal funding for Title I and IDEA, and the reauthorization of the Elementary and Secondary Education Act. 1

Senator John McCain’s education advisor, Greg Kuhn, third from left, with board members Jesus Rubalcava (Gila Bend USD, ASBA secretary), Randy Schiller (Phoenix Union HSD, ASBA president elect), Carolyn Calderon (Palominas ESD, ASBA treasurer), Jim Love (Flowing Wells USD) and Cindy Matus Morriss (Patagonia ESD).

2

Congressman David Schweikert (CD 5) with board member Bonnie Sneed (Scottsdale USD).

3

The U.S. Capitol

4

Board members Marvin Marlatt (Antelope Union HSD), Eva Dong (Sunnyside USD), Jesus Rubalcava (Gila Bend USD) with Congressman Raul Grijalva (CD 7) and Grijalva education advisor Joseph Mais.

5

Board member Carolyn Calderon (Palominas ESD) and Congressman Paul Gosar (CD1).

6

Board members Scott Holcomb (Madison ESD) and Bill Adams (Washington ESD), Congressman Ben Quayle (CD 3) and board member Mike Hughes (Mesa USD, ASBA president).

7 Senator Jon Kyl’s education advisor, Chad Heflin (third from left), with board members Jim Love (Flowing Wells USD), Jesus Rubalcava (Gila Bend USD), Carolyn Calderon (Palominas ESD), Randy Schiller (Phoenix Union HSD) and Cindy Matus Morriss (Patagonia ESD). 8 Congressman Ed Pastor (CD 4), fourth from left, with Arizona school board members Randy Schiller (Phoenix Union HSD), Bill Adams (Washington ESD), Terrence McTier (Cartwright ESD), Rosa Cantu (Cartwright ESD), Norma Munoz (Phoenix Union HSD), Scott Holcomb (Madison ESD), Betty Thompson (Roosevelt ESD), ASBA President Mike Hughes (Mesa USD) and Laura Pastor (Phoenix Union HSD) 9 Arizona delegates strategize in advance of their meetings at the House and Senate office buildings. From left, Carolyn Calderon (Palominas ESD), Curtis Arnett (Wickenburg USD), Bonnie Naegellen Sneed (Scottsdale USD), Melanie Beikman (Tempe ESD), Bill Adams (Washginton ESD), Karen McClelland (Sedona Oak Creek USD), Marvin Marlatt (Antelope Union HSD) and Paul Roetto (Saddle Mountain USD).

3

10 After a day on “The Hill.” From left, Marvin Marlatt (Antelope Union HSD), Janice Palmer, ASBA director of governmental relations and public affairs, Randy Schiller (Phoenix Union HSD), Venessa Whitener (Higley USD), Bill Adams (Washington ESD) and Laura Pastor (Phoenix Union HSD).

3

4 10

11 Arizona school board members Paul Roetto (Saddle Mountain USD) and Curtis Arnett (Wickenburg USD) with Stephanie Hammond, advisor to Congressman Trent Franks (CD 2).

ASBA Journal I Spring 2012

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NSBA Federal Relations Network

8

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Spring 2012 I ASBA Journal 11


O CAPITOL VIEW

By Janice Palmer, Director of Governmental Relations & Public Affairs

Redistricting: What Is It and Why Is It So Critical to Education?

Y

ou may be groaning, “Not again!” But let me reassure you, this isn’t school district redistricting, but a redrawing of other boundaries that are just as critical to our state. Once every decade, following the U.S. decennial census, Arizona and other states across the nation go through redistricting to redraw legislative and congressional district lines. This is to ensure districts are of “very nearly equal population” as required by the Arizona and United States Constitutions. This does not change the number of seats for the state legislature; Arizona will continue to have 30 Senate seats and 60 House seats; however, one additional congressional district has been added because of Arizona’s population growth. Redistricting is critical to education. Both state legislators and members of Congress decide how much funding schools will receive, as well as a whole host of other issues that affect education: tax and revenue structures, education reforms, etc. In addition, who will be elected to the Arizona State Legislature and U.S. Congress in many ways is determined by how the district is designed. For instance, there are heavily Republican or Democratic districts, which mean that who will be elected is essentially decided in the primary. There are other districts that are highly competitive, meaning a Democrat or Republican could win in a general election. Such swing districts are critical as the issue of public education can become the deciding factor in who wins these races. Prior to 2000, the redistricting process was done by state legislatures. Because of the inherent partisanship (the political party that controls the majority at that moment in time) and politicization of that process (incumbents drawing lines for themselves), an initiative was put on the 2000 general election ballot to create an Independent Redistricting Commission. ASBA supported the measure, which passed with a 56 percent majority of the electorate.

The Independent Redistricting Commission is comprised of two Democrats, two Republicans and one Independent. Per the law created by passage of the initiative, the commission is required to start from scratch in developing legislative and congressional boundaries, rather than building on previous maps. The Arizona Constitution mandates that redistricting begin with a grid map and ref lect only two of the six criteria the commissioners are required to consider: equal population, and compactness and contiguousness. Commissioners must then modify the grid maps to account for the four other criteria: compliance with the U.S. Constitution and the Voting Rights Act; respect for communities of interest; incorporation of visible geographic features, including city, town and county boundaries, as well as undivided census tracts; and creation of competitive districts where there is no significant detriment to other goals. Once the commission finalizes these maps, after much public input, they are sent to the United States Department of Justice for approval. Arizona has previously violated provisions in the Voting Rights Act; thus, must get clearance from DOJ before the redistricting maps can be finalized. The new congressional and state legislative maps both have been approved. It is crucial that you educate yourself about the new legislative and congressional districts, find out what district you are in and learn who is running. You can also use ASBA’s voting record resource, which will be available in June, to see how your legislator voted on key pieces of legislation. The redistricting process provides each of us with the opportunity to get involved and make a difference in who we elect, so that the Arizona we want to see in the next decade becomes a reality.

Look for ASBA’s annual voting records in a special mid-Summer issue of the ASBA Journal.

12 ASBA Journal I Spring 2012


New Legislative Districts and Party Registration District 1 Geographic Location: All of Yavapai County; northern part of Maricopa County (New River; Anthem; Cave Creek; Carefree). PARTY REGISTRATION Republican 47.1%

Independent 32.7%

Democrat 20.29%

District 2 Geographic Location: All of Santa Cruz County; southern part Pima County (South Tucson). PARTY REGISTRATION Republican 24.5%

Independent 33.2%

Independent 32.2%

Democrat 50.1%

District 10 Geographic Location: East Tucson (Tanque Verde). PARTY REGISTRATION Republican 33.2%

Independent 35.1%

Democrat 40.4%

District 5 Geographic Location: All La Paz County; most of Mohave County.

Republican 38.9%

Democrat 23.7%

District 6 Geographic Location: Parts of Coconino (Flagstaff), Navajo, Gila (Payson) and Yavapai (Cottonwood and Camp Verde) counties. PARTY REGISTRATION Independent 33.1%

Democrat 29%

District 7 Geographic Location: Parts of Mohave, Coconino, Navajo, Apache, Gila, Graham and Pinal counties; also includes the Navajo and San Carlos reservations.

Republican 47%

Independent 32.4%

Democrat 20.6%

Republican 41.2%

Independent 33.6%

Democrat 25.3%

District 14 Geographic Location: Southeastern Arizona, including Cochise County, and eastern Pima, south Graham and Greenlee Counties. PARTY REGISTRATION Republican 39%

Independent 31.3%

Democrat 29.7%

District 15 Geographic Location: Maricopa County, North Phoenix and north Scottsdale (bounded by Scottsdale Road on the east and 67th Avenue on west, and Carefree Highway on the north and the Loop 101 on the south). PARTY REGISTRATION

Democrat 53.8%

District 8 Geographic Location: Most of Pinal County (to I-10) and part of Gila County.

Republican 42.8%

Independent 33.8%

Democrat 23.5%

District 16 Geographic Location: Maricopa County, including east Mesa, Apache Junction and Gold Canyon.

PARTY REGISTRATION Independent 33.4%

Democrat 27.9%

District 13 Geographic Location: Northern Yuma County and northwest Maricopa County (Litchfield Park).

PARTY REGISTRATION

Republican 28.5%

Independent 33.2%

PARTY REGISTRATION

Independent 36.6%

Independent 26.9%

Democrat 37%

District 12 Geographic Location: Southeastern Maricopa County (Gilbert, Queen Creek) and north Pinal County.

PARTY REGISTRATION

Republican 19.3%

Independent 29.9%

PARTY REGISTRATION

PARTY REGISTRATION

Republican 37.8%

Democrat 37%

PARTY REGISTRATION

District 4 Geographic Location: South Yuma County; west Pima County; southwest Maricopa County; southwest Pinal County.

Republican 39.7%

Independent 29.9%

District 11 Geographic Location: Northern Pima and Pinal counties (Casa Grande, Maricopa).

PARTY REGISTRATION

Republican 24.5%

PARTY REGISTRATION Republican 33.2%

Democrat 42.3%

District 3 Geographic Location: Southwest Tucson. Republican 17.7%

District 9 Geographic Location: North Tucson (Catalina Foothills).

PARTY REGISTRATION Democrat 38.1%

Republican 38.7%

Independent 37.7%

Democrat 23.6%

Spring 2012 I ASBA Journal 13


New Legislative Districts and Party Registration District 17 Geographic Location: Maricopa County, including Chandler and Sun Lakes.

District 24 Geographic Location: West central Phoenix along McDowell and Thomas Road from SR 51 Loop 101 South.

PARTY REGISTRATION Republican 39.3%

Independent 35.3%

PARTY REGISTRATION Democrat 25.4%

District 18 Geographic Location: Maricopa County, including Ahwatukee and south Tempe.

Republican 24.8%

Independent 33.7%

PARTY REGISTRATION Democrat 29.3%

District 19 Geographic Location: Maricopa County, including southwest Phoenix, Tolleson and Avondale.

Republican 45.9%

Independent 40.2%

Republican 25.8%

Republican 25.8%

Republican 40.2%

PARTY REGISTRATION

14 ASBA Journal I Spring 2012

Independent 33.1%

Democrat 29.2%

PARTY REGISTRATION Democrat 23%

District 23 Geographic Location: Northeast Maricopa county, including Fountain Hills, Rio Verde and Scottsdale (east of Scottsdale road) Republican 45.2%

Independent 30.6%

District 29 Geographic Location: West Glendale, north of I-10 and south of Northern Avenue.

PARTY REGISTRATION Independent 32.1%

Democrat 33%

PARTY REGISTRATION Democrat 28.9%

District 22 Geographic Location: Northwest Valley, including Peoria and Sun City West. Republican 44.9%

Independent 41.1%

District 28 Geographic Location: North Phoenix, including Paradise Valley.

PARTY REGISTRATION Independent 33.4%

Democrat 33%

PARTY REGISTRATION Democrat 28.8%

District 21 Geographic Location: Maricopa County, including the northwest Valley, Sun City and El Mirage. Republican 37.7%

Independent 41.1%

District 27 Geographic Location: South Maricopa County, including south Phoenix and the Gila River Indian reservation.

PARTY REGISTRATION Independent 34.4%

Democrat 22.7%

PARTY REGISTRATION Democrat 39.9%

District 20 Geographic Location: Maricopa County, including northwest Phoenix and Glendale. Republican 36.8%

Independent 31.4%

District 26 Geographic Location: East Maricopa County, including Tempe, Mesa and the Salt River reservation.

PARTY REGISTRATION Republican 19.8%

Democrat 39.1%

District 25 Geographic Location: East Maricopa County, including Mesa.

PARTY REGISTRATION Republican 36.9%

Independent 36.1%

Democrat 21.7%

Republican 21.5%

Independent 39%

Democrat 39.5%

District 30 Geographic Location: Central Phoenix, following I-17 on the east and Grand Avenue to 67th Avenue on west. PARTY REGISTRATION Republican 24%

Independent 37.4%

Democrat 38.6%


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Spring 2012 I ASBA Journal 15


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l 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.

Anne Greenberg What governing board do you serve on? Paradise Valley Unified School District

What is your advice to new board members?

What is your hometown?

Listen and learn, respect the opinions of others so that you may work effectively with diverse groups of people, and above all, enjoy. What you do is important and impactful.

How long have you been a board member?

What do you consider your greatest accomplishment as a board member?

Cleveland Heights, Ohio This is my eighth year.

What books do you have at your bedside?

“Leadership and the New Science” by Margaret Wheatley, “Gabby: A Story of Courage and Hope” by Gabrielle Giffords, Mark Kelly and Jeffrey Zaslow, and “The 50 Funniest American Writers” by Andy Borowitz. Various works of science fiction by Frank Herbert and Anne McCaffrey.

What/who inspires you?

Innovation, creativity, “a-ha” moments, unguarded laughter – and the individuals who can bring this and more out in others.

What is your motto as a board member?

Always do what’s best for our children, our future.

What is your pie-in-the-sky vision for education?

To create and fulfill an individual education plan for each student so that he or she is taught in a way that best engages him or her to achieve. This will require greater synergy and f lexibility to offerings, to how we view students – such that we focus more on ability and less on age, more on programs and projects created and less on tests – and to how we actually teach so they learn. For some students, this may mean no change in their current schooling; for others, it could mean changing the speed of their education – accelerating in some areas for those who need the challenge, slowing down for those who are too challenged to succeed. Education needs to ensure that we educate the whole child to think critically and create courageously.

I truly hope my greatest accomplishment is yet to be! But at this point, it would be working with parents, teachers, administrators, other board members and community members to ensure our voices are heard at the Legislature in regard to education and funding issues and, most specifically, lobbying for many years to expand the TAPBI program, which is now available throughout Arizona as Arizona Online Instruction (AOI). Within PVUSD, it would be helping to raise the level of conversation, cooperation and consensus among stakeholder groups to support success for the district, our students, our teachers and our staff.

What is your primary pet peeve as a board member?

Individuals who make assumptions without bothering to seek facts. A case in point: Our district has been installing solar panels at many of our sites, some over parking lots. A letter appeared in The Arizona Republic complaining we were wasting money on covered parking and the writer vowed never to vote for another override. After our superintendent called the writer to let him know that this was a no-cost program for the district due to public-private partnerships and that we would be reducing energy costs, he was very supportive of the district.

What is the primary reason you like being an ASBA member?

Opportunities to interact with governing board members from around the state to exchange ideas, understand different issues and needs in various communities, and work towards the betterment of education in Arizona

What would you like your epitaph to say?

She made a difference – and she made us laugh. Spring 2012 I ASBA Journal 17


e n i l d Dea

pa ly p to

5 1 y l is Ju

The ASBA Cactus Pin Award

For those who go above and beyond

The Arizona School Boards Association Cactus Pin Award recognizes board members for service to ASBA and the National School Boards Association, and board and community outreach activities that go above and beyond regular board duties in supporting local control and public education. Examples include • Testifying on behalf of ASBA’s official position at a committee meeting, hearing of the legislature or state agency. • Serving as a speaker, presenter, panelist or moderator at an ASBA conference, convention or workshop. • Writing an article published in the ASBA Journal. • Serving on the ASBA Board of Directors. • Serving on an ASBA committee. • Serving as a delegate at the Delegate Assembly or as the local board’s Legislative Network representative. • Serving at the NSBA level. • Community outreach efforts such as neighborhood meetings, joint district meetings, town halls, and media efforts like writing a newspaper column or doing an interview for broadcast or publication. Points are awarded for each activity. The Cactus Pin is awarded based on member application and certification.

Learn more and download a Cactus Pin award form by visiting www.azsba.org and clicking on the link in the What’s New section. Questions? Call us at 602-254-1100. Quality leadership and advocacy for children in public schools

18 ASBA Journal I Spring 2012


O LEADERSHIP MATTERS Karen Beckvar, ASBA Director of Leadership Development

The Anatomy of Effective Board Service

T

his November, over 200 school districts around the state of Arizona will be holding elections for governing board members to lead their districts. Board service can be one of the most rewarding experiences an individual will ever have - being part of providing a quality educational program to the students in the community and seeing those students be successful is extremely gratifying work. Board service can, however, be a little intimidating because it is an elected position, and it requires that board members sometimes make decisions on issues about which the community is divided. How does an individual who is contemplating board service decide whether or not he or she “has what it takes” to do the job well?

Heart First and foremost, the heart of an outstanding board member is in the right place – he or she has a passion for public education and for ensuring that every student has the opportunity to receive the best education that the district can provide. Without this passion, the hard work of board service and lack of salary can be discouraging.

Head Education problems can be complex. Common sense, critical thinking and the willingness to continue to learn are needed to evaluate recommendations so that the best possible decisions are made. Arizona has outstanding board members from all walks of life, all ages and different educational backgrounds. It is the ability to look at problems and analyze possible solutions in the light of the community’s values that matters more than any specific knowledge or expertise.

Stomach Because of the nature of the decisions boards are required to make, the board cannot please all of the people, all of the time. Board service requires individuals to have the fortitude to withstand the criticism that may follow a tough decision. Rest assured, however, that when the public and staff have seen the board publicly discuss and struggle with the issue, the final decision will be better understood.

Ears Listening skills are essential to A good effective board service. Board members must listen to the head and a community to understand all good heart sides of an issue, but also must are always remember that it is not the individual board member’s role a formidable to represent any segment of combination. the community (or staff ) or to advocate for their position at – Nelson the board table. Listen to the Mandela superintendent and staff who have been employed for their education expertise and whose role is to advise the board. Listen to fellow board members, even if their opinions may differ. Better decisions will be made when the facts and all sides of an issue have been considered.

Mouth Good board members share their ideas and advocate for students at the board table, in the community and with legislators. They are positive ambassadors for the school district wherever they go. When dealing with decisions, remember that the time to change the outcome of a vote is during the meetings before the vote is taken. A board member’s perspective, expressed thoughtfully, thoroughly and respectfully at the board table, ensures that the issues have been considered before the vote is taken.

Eyes The best board members have high expectations for student achievement and quality instruction. Every decision they make is focused on that vision. Board members are the ones who keep the district focused on the goals, because they do not have to deal with the day-to-day distractions. This is one of the key values that the board brings to the district and the community – a forward focus and drive toward continuous improvement.

Spring 2012 I ASBA Journal 19


Feet

Nose

Board members should move around, not stay glued to their board seats. Superintendents can suggest classrooms to visit and activities to attend. Information gleaned during these experiences can be used to brag about the school, students and staff in the community, and support decisions made at the board table.

Outstanding board members maintain the highest ethical standards for themselves and others. They use their nose to see if questionable actions would pass the “smell test.” Their first concern is for the district they represent, and maintaining the integrity of how the district is viewed.

Body Legs Stand up for what is right for students - even if it is not popular.

Arms and Hands Applaud the accomplishments of students and staff. Join hands with others and work together for the improvement of education for the students in the district.

Individual board members have no authority. Authority comes when acting as part of the governing body, and it is the vote of the majority that rules the day. For the body to function effectively, all board members need to be there – attending the meetings, sharing views with fellow board members and voting one’s conscience to play a role in the process. Remember: Board service can be rewarding when you bring your head, heart and all of your talents to your district to support student achievement and, in doing so, strengthening the community.

Dedication to

602.631.2600 | Get a Quote 1.888.706.4070 | En español 602.631.2302 | scfaz.com 20 ASBA Journal I Spring 2012


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Are you THE COMMON CORE ready for STATE STANDARDS? Implementation of the Common Core State Standards is now underway in Arizona. The Common Core Standards Initiative originated with the Council of Chief State School OfďŹ cers and the National Governors Association. Their mission was to develop more rigorous national standards in mathematics and English-language arts.These standards are intended to encompass the knowledge and skills that high school graduates need to succeed in college and careers; however, these standards are neither designed to tell teachers how to teach, nor are they a comprehensive curriculum. Experts state that the Common Core Standards are approximately two grade levels more difďŹ cult than current standards. The standards have been adopted by 45 states, as well as the District of Columbia

22 ASBA Journal I Spring 2012

What should

you

do as a board member?


and the U.S. Virgin Islands. Arizona adopted the Common Core Standards on June 28, 2010. This widespread adoption paves the way to clear and consistent standards of student achievement across the country. A consortium of 25 states, including Arizona, is now working to develop assessments that are aligned with the Common Core Standards. This group is called the Partnership for Assessment of Readiness for College and Careers (PARCC). Full implementation of the PARCC assessment will begin statewide in 2014-15. Some districts have already begun to prepare, finding ways to implement the Common Core Standards as soon as possible.

Benefits The more rigorous standards are intended to reduce redundancy and variation between states. This allows for more direct national comparisons, stricter accountability measures, and allows for more national collaboration to ensure student success at all levels. Instead of using memorization to achieve basic topical understandings, students will analyze and evaluate ideas with critical thinking skills. They will be asked to read and write more, while making connections between the real world and course material.

Concerns A lack of resources for implementation is a significant concern; however, it is important to note that you don’t have to start from the beginning. Use what you have (i.e. the mathematics Common Core Standards have been built on a decade of work) and invest in needed areas not covered.

What Should Board Members Do? It’s important that you as a member of a policy-making body ask the important questions to ensure that your district is on track to successfully implement the Common Core Standards.Your job is not to be the actual implementer; that’s for your district administration. However, your board provides the community with the confidence that the district is ready. You might begin by considering the following questions: Have we involved various stakeholders – teachers, school leaders, parents and civic and business leaders, for example – in what the Common Core Standards and PARCC assessment will mean to our district? How will the Common Core affect other areas of reform (i.e. teacher and principal evaluation, A-F accountability, etc.) that we are already implementing? What changes to curriculum practice should we anticipate? Can we reallocate current resources to implement the Common Core? Do we need to invest additional monies? How are we going to communicate these changes to all involved – our students, our parents, our community, our taxpayers? How do we ensure that we are equipped to bridge the achievement gap and not widen it?

The heightened rigor of the Common Core Standards could increase the achievement gap for race/ethnicity, as well as family income.

For a printable version of this “Are You Ready for the Common Core State Standards” information, visit www.azsba.org and click on the link in the What’s New section.

Spring 2012 I ASBA Journal 23


1

2

Keepin’ It Real CTE programs engage, motivate students with rigor and relevance By Don Harris

H

igh school students across Arizona are gaining realworld knowledge and employable skills through career and technical education, commonly referred to as CTE. For many students, CTE makes learning active and relevant, keeps them motivated and engaged through graduation, and prepares them for college and career. However, backers of the program say a significant impediment is keeping more students from enrolling. Educators lament that more core academic credits can’t be earned through CTE courses, despite the fact that a growing number of CTE programs include academic content in science, math, engineering and technology (STEM), economics and English. Relevance and rigor, they say, need not be either-or propositions. “Embedded credit” would enable students to meet core academic requirements and still have time for CTE programs. Curt Bertelsen, director of professional development for the Pima County Joint Technical Education District ( JTED), provides this example: “For students interested in nursing or law enforcement, they need to learn the precise technical language that they can acquire in a CTE program, not the f lowery language you get in a literature class. They need technical reading and writing.” Jaime Molera, president of the Arizona State Board of Education and a leading proponent of CTE, says he is telling his staff to urge superintendents and the Arizona Department of Education to move quickly on the issue of embedded credits. “I really believe that students can achieve these same credits by taking CTE courses,” he says. “People used to view CTE courses as a nice elective. It’s not an aside anymore. CTE is at the heart of what kids need to learn to be successful.” 24 ASBA Journal I Spring 2012

Progress is being made. The state board for vocational and technical education approved in March the process to identify career and technical education courses and programs that may satisfy minimum course study requirements for mathematics. Pam Ferguson, executive director of the Association for Career Technical Education of Arizona, a nonprofit that represents more than 1,200 CTE educators, administrators, researchers and guidance counselors, says her group agrees CTE’s role is changing. So do the many industry partners the association collaborates with to develop standards for CTE courses. “CEOs say this is what we need,” she says. Ferguson says educators who run CTE programs need to maintain close industry partnerships and stay up to speed with the latest technology and industry standards. “Our teachers are top notch,” she says. “We have pulled some of them out of industry into CTE classrooms.” In Arizona, CTE courses may be offered by school districts as well as through joint technical education districts ( JTEDs). JTEDs provide CTE programs to students in the school districts that are its members. Residents in those districts pay additional property taxes to support JTED membership. JTEDs also receive state and federal funding. Proponents say greater access and participation in CTE, wherever it is based, are good for the state’s economy and already are leading to greater success and opportunity for Arizona students. Data is on their side. According to an Arizona Department of Education survey in 2010, the graduation rate for students who completed a CTE program was 98.69 percent compared to 75 percent for all other students. In addition, 92 percent of CTE students passed

3


4

5

6

Through classroom and hands-on instruction, students in career and technical education programs like (left to right) medium heavy diesel mechanics, culinary arts, forensic science, nursing, firefighting and car mechanics gain core knowledge and career-based knowledge, preparing them for career and college. Photos courtesy of East Valley Institute of Technology (image 6), Pima County JTED (images 2, 4 and 5) and West-MEC (images 1 and 3).

... the graduation rate for students who completed a CTE program was 98.69 percent compared to 75 percent for all other students.

the AIMS test. And that’s not the only relevant statistic. In a Gates Foundation report, 81 percent of students who dropped out of high school said that “more real-world learning” would have kept them enrolled. According to a 2004 report by the National Assessment of Vocational Education, seven years after graduating from high school, CTE students had earnings that increased by about 2 percent for each additional high school CTE course they took. Molera says the reasons CTE is impactful are clear to him. “I have always believed that kids learn differently,” he says. “We try to put all of them in the same model of how we educate them. I think career and technical education gives students the opportunity to clearly understand whether it’s math or science or whatever they are interested in. They’re learning in a way that’s relevant to them that enables them to choose a career path.” Molera recalls a school district with agricultural programs for students in rural Arizona. They were learning about crop fields, including ratio changes for water and fertilizer to determine what kind of yield they could expect. “They were doing this through algebra,” Molera says. “So algebra was becoming much more relevant to them as opposed to sitting in a classroom trying to have a teacher force feed them when they didn’t really care – they didn’t see how meaningful it could be. That’s why I have always

felt that CTE can make education more relevant.” In addition to being a motivating factor that keeps students interested and in school, CTE also helps them understand what it takes to acquire skills and be successful in the business world, Molera says. “Whether culinary or aeronautics or whatever it might be, students are getting hands-on training for what it would be like to be an employee in a particular field,” he says. “For a lot of kids it’s an eye opener – that’s their passion and that’s what they want to do.” On the other hand, Molera says, “Once they got into it and realized that it’s not their cup of tea, that’s a good thing, too. It allows them to understand what they’re doing before they get too far along in the wrong career.” Molera cites West-MEC, the Western Maricopa Education Center in Glendale, as an outstanding example of a public school district that provides quality CTE programs. West-MEC programs focus on careers in such fields as automotive collision and technology, aviation technology, cosmetology, emergency medical technician, dental assistant, fire science and medium heavy diesel technology. Currently some 17,000 students from dozens of West Valley high schools are enrolled in West-MEC-supported CTE courses that are available on their high school campuses or at learning sites supported by business and industry. Greg Donovan, West-MEC superintendent, says CTE Spring 2012 I ASBA Journal 25


81 percent of students who dropped out of high school said that “more real-world learning” would have kept them enrolled. puts academic content into real-life context. “(Students are) engaged in programs that are meaningful to them, bringing relevance and relationships to the rest of their education,” Donovan says. “It all starts to make sense. Students are bombarded with information about government mandates. For example, they’re told we do this or that because it’s required by the EPA (Environmental Protection Agency). They need to understand why the government does what it does. It’s a reason to pay attention in government class. It provides some meaning, rather than somebody up there droning on.” As an example, Donovan mentions West-MEC’s medium heavy diesel technology program supported by Freightliner of Arizona in partnership with the Arizona Trucking Association. Freightliner built a building in Tolleson that

West-MEC uses for diesel technology training. It’s a two year, 970-hour instructional program on diesel repair for over-theroad trucks. By the time a student completes the course, the reasoning behind EPA requirements becomes clear. Another popular CTE program covers culinary arts with standard industry kitchens, not the ones used in homeeconomics classes of the past. “All these programs replicate and meet industry culinary arts standards,” Donovan says. “Cable TV has made the field extremely popular. Gone are the days where we’re just teaching kids how to bake cup cakes and f lip burgers. They’re learning about the hospitality industry. They may or may not work in the kitchen, but going into the hospitality industry always comes back to food.” Other West-MEC programs focus on certified nursing assistant, sports medicine and media productions. “A total of 63 different career pathways fall under our umbrella,” Donovan says. Like Molera, Ferguson, Bertelson and other CTE proponents, Donovan acknowledges that, despite the growth of programs and proven success, misperceptions about CTE linger. Chief among them: CTE is for students who aren’t planning to go to college, and CTE programs steer students away from attending college. “School board members need to help the community understand that this is a myth,” he says.

Don Harris is a Phoenix-based freelance writer and editor. He covers state education, school finance, legislative and policy issues for the ASBA Journal other statewide publications.

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26 ASBA Journal I Spring 2012


Getting to Graduation Flexibility, personalization, communication and accountability key to successful dropout prevention programs

By Don Harris

H

igh schools throughout Arizona are tackling the twin challenges of improving on-time graduation rates and reducing the number of dropouts through aggressive intervention programs that are producing positive results. A key element of intervention involves pairing struggling freshmen with an adult or older student – someone to talk to, someone who understands their problems. As a state, Arizona has made increasing the graduation rate a top priority. By 2020, Arizona will raise the high school graduation rate to 93 percent. That is among four key goals that emerged from a collective vision for education spearheaded by Governor Brewer and a statewide group of education and business leaders. This vision is being moved forward by the Arizona Ready Council. Statistics from the Arizona Department of Education show that we already are making progress towards it. Arizona graduation rates rose to 76.1 percent in 2009 from 73.4 percent in 2007. Latest figures for 2009 compared to 2007 show these improvements: Asian, 88.1 percent up from 85.5 percent; blacks, 72.6 percent up from 72.3 percent; Hispanics, 68.6 percent up from 64.7 percent; Native Americans, 62.9 percent up from 55 percent; and whites, 83.2 percent up from 81.3 percent. On the other side of the coin, data show that the overall dropout rate decreased to 2.7 percent in 2010 from 4.2 percent in 2007. Broken down by race and ethnicity, ADE reports improvements from 2008 to 2010, showing rates for

Asians decreased to 0.9 percent from 1.3 percent; for blacks, to 3 percent from 3.7 percent; Hispanics, to 3.4 percent from 4.3 percent; Native Americans, to 6.8 percent from 8.2 percent, and whites, to 1.7 percent from 2.4 percent. (Graduation rates and dropout rates do not add up to 100 percent because they do not include students who take more than four years and a summer to graduate from high school or who receive a GED.) Nationally, the dropout rate in 2009 was 8.1 percent and the completion rate was 89.8 percent, indicating that Arizona fares well in dropouts but not as well with graduations. Educators agree that while graduation and dropout rates have improved, one youngster who quits school before getting a diploma is one too many. Kerry McConnell of the Governor’s Office of Education Innovation says that despite improvements, dropping out remains a huge problem in Arizona. One of the main reasons students aren’t graduating on time is that they are spending more time reviewing pre-high school material from as far back as fifth grade, McConnell says. Taking remedial classes puts them behind schedule. “The more time they spend in high school, the more likely they are to drop out,” she says. It’s no wonder, then, that a second of Arizona’s four key goals for education is to increase the percentage of thirdgraders meeting state reading standards to 94 percent in 2020 from 73 percent in 2010. Determining why students drop out and addressing those issues early is part of the overall strategy. McConnell says Spring 2012 I ASBA Journal 27


reasons for dropping out can vary from rural to urban schools. In addition to being academically unprepared for high school, frequently cited reasons for dropping out include not being motivated or inspired to work hard, disinterest in classes, family obligations such as needing to get a job or caring for a family member, or becoming a parent. Whether reasons for dropping out or failing to graduate are academic or personal, recovery and intervention programs are being implemented with vigor in the upper grades in many districts. McConnell praises such programs and says they are directly responsible for current graduation and drop-out trends. Examples of how schools are addressing the dropout and graduation issues are evident across the state – from Douglas to Flagstaff. At Douglas Unified School District, officials have implemented an alternative day school and credit recovery program. Assistant Superintendent Bonnie Lopez explains: “Five years ago we saw graduation rates were impacted and kids were behind on credits. We had to figure out a way to accelerate their studies so they would be able to graduate on time.” A federal grant helped Douglas launch the D-Pass project, which includes an alternative school – the D-Pass Day School, and an after-school credit recovery program. Students are identified in various ways, including incoming freshmen who failed one or more portions of the 8th-grade AIMS test and seniors at risk of not graduating on-time. “It calls for a student in danger of not graduating on-time, maybe a half or full credit short, to work with teachers after school or between regular classes,” Lopez says. “They do the work, take the exams, and in many cases finish the class and get the credit, allowing them to graduate on time.” At least 100 students in the 4,100 student district go through the program each year. Math and reading are most difficult for students in this border community. Superintendent Sheila Rogers says one of the challenges is that for many students English is their second language. “Because they had to take on a different language, they have much on their plate,” she says. “This program allows them to go into the mainstream and graduate as they should, thanks to credit recovery.” Lopez says the program is highly successful. “There’s a waiting list, with only 25 seats available at a time,” she says. “As a student finishes, he or she moves on and another one steps in. We’re very strict. One absence and you lose your seat, unless you have a very good reason, like a doctor’s excuse.” The keys to the program’s success, says Rogers, are f lexibility, personalized attention and constant monitoring. “Flexibility includes offering after-school classes,” Rogers says. “Some students are mothers who have young children. We work with them to modify the schedule so we can fit 28 ASBA Journal I Spring 2012

in their classes. Monitoring is quite important to make sure that they’re doing well. They have to maintain passing grades to participate. Personalized attention is given if a student has not passed a course, like second semester geometry. We will do a personalized program for that. Whatever they need is personalized.” Rogers praises the teachers who put in extra time to make the program work. “They really care about these kids. Some teachers give up their planning period to participate. We can’t pay them as much as we used to because money is tight.” Barbara Hickman, superintendent of Flagstaff Unified School District, tells how the focus in high school is on academic and behavior intervention for at-risk freshmen. It started as Wings Academy in 2009, serving 9th-grade students with risk factors for dropping out of school, including poor attendance, low academic performance, weak achievement on standardized tests, speaking English as a second language, and disciplinary and social problems in school. Although funding for Wings has run out, Flagstaff continues its efforts to address dropout and graduation rates. “It’s a relationship issue and it’s making a difference,” Hickman says. “Wings put 9th-graders in a shorter rotation of classes, with specialized teaching in specialized classes for students struggling with academic and behavior problems. We build relationships with the classmates and their teachers, and it seems to be working.” Under the program, there is a shorter rotation of elective courses. Instead of nine-week classes, some electives were reduced to five weeks. “It exposed kids to more experiences,” Hickman says. “It kept their interest high.” The keys to success, says Hickman, are relationships and communication. The focus is on making sure the student has a positive relationship with someone at the school. Both Flagstaff high schools established so-called link crews to ease the transition into 9th grade. It pairs an older student with a freshman, who then has a buddy. “Link crews are very identifiable,” Hickman says. “Generally they are juniors and seniors. Freshmen are paired up with them to help them figure out how to get through high school. Link crew leaders are well respected, good community citizens, and freshmen are very receptive. The first day of school link crew students wear some sort of crazy item so they’re very identifiable. It works. I think freshmen are secretly a lot happier than they would be publicly. They don’t want to be uncool. It gives them a friend who is not a grownup at school.” Participation is not mandatory – about 400, roughly half, of the incoming freshmen take advantage of it. “They meet a lot of kids they might not otherwise meet,” Hickman says. “They form a lot of deep friendships.” The superintendent talks about systematic interventions. “Most high school teachers roll their eyes and gnash teeth at


the failure rate in freshman algebra,” Hickman says. “So we developed a double algebra period. Immediately after the regular algebra class, students go to an algebra lab that is taught by a second teacher. They go through the lesson in a different way with a different teaching method. If the first way doesn’t work, the second almost always does. We made enormous progress in algebra passing rates for first semester freshmen, and the same is true for English and understanding grammar.” Another aspect of the program is accountability for all stakeholders – students, teachers, parents and staff. “We want a commitment from all of them for the success of kids,” Hickman says. “We expect active participation in a student’s progress. We do grade checks on the numbers of F’s and D’s, and have conversations on what we’re doing and how to readjust. From parents, we expect them to get their kids to school on time, help with their homework, and support academic endeavors.” Almost without fail, McConnell says, programs that incorporate f lexibility, personal attention, communication and support and accountability, from the student and those adults at home and schools with responsibility for his or her success, are producing positive results. “When students are struggling, these programs give them support,” she says. “They have a relationship with an adult, a teacher, a coach or a counselor – someone the student feels they know what’s going on with them. For students who are at risk, this helps them catch up academically and makes sure they have someone to talk to. It lowers the dropout likelihood.”

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Don Harris is a Phoenix-based freelance writer and editor. He covers state education, school finance, legislative and policy issues for the ASBA Journal other statewide publications.

Spring 2012 I ASBA Journal 29


O EDUCATION AND THE LAW

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

We’re Changing the Way We Do Business: ASBA Legal and Policy Services Team Up

O

f all the services that ASBA provides, perhaps no other service has received as much support and accolades over the years as ASBA’s Policy Services. This is evidenced by the near-universal use of the subscription-based program. The reasons more than 95 percent of school districts in Arizona use utilize ASBA Policy Services are obvious: It is an essential and highly specialized product delivered by experts who follow the latest in our laws, regulations and school practices; it saves time and money; and it’s delivered in an easy-to-use format. It is hard to imagine a superintendent or school district governing board doing by themselves all which ASBA Policy Services does for them. ASBA, under the direction of new Executive Director Dr. Tim Ogle, has made structural changes in how Policy Services will be operated. ASBA Legal Services has been combined with Policy Services to create the department of Legal and Policy Services. This will provide for a more seamless operation in the assistance we are able to give to our districts. I have been named director of this unified department, and will also continue my ASBA general counsel responsibilities. Policy Services is fortunate to have an outstanding continuing staff with a wealth of experiences in policy and school operations: Dr. Terry Rowles, senior policy analyst; Steve Highlen, policy analyst; and Renae Watson, our invaluable policy technician. A third policy analyst will be joining our team soon. This well-qualified staff will continue to be the main contacts for your policy-related questions. If there are legal concerns, I will be there to assist them. As good as Policy Services has been, we are committed to continuous improvement. There are a number of specific goals that we have to make Policy Services more effective.

30 ASBA Journal I Spring 2012

Among these are: s R ededicating ourselves to the creed of “making that which is complicated, simple” – or at least as simple as it can be. We will never lose sight of the fact that our goal is to make policies accessible, working documents for governing boards and the education professionals charged with running our schools. The policies will be direct, with a focus on an economy of words and easy-to-understand verbiage. s Listening to you. We will be holding a number of focus groups to get input from many of the consumers of our policies to find out how we are doing and how we can get better. And, as always, we would love to hear your suggestions on our service. Learning from each other and spotting trends among our 220-plus subscribers will make us all better and stronger. There definitely is strength in numbers and there rarely is anything new under the sun. s C ontinue to be innovative with technology. Dr. Donn Williams, who retired in 2009 and who was most responsible for making ASBA Policy Services what it is today, was always on the cutting edge in utilizing technology to make our products as useful as possible. As we move forward we will be following his lead with even greater purpose, as ASBA pursues a strategic commitment to optimize the delivery of all our services and member communications by enhancing our technological capabilities in as userfriendly a way as possible. s M aintaining a strict adherence to compliancedriven model policies. Our job is to take the laws that direct public education and digest and summarize them so that our members are compliant with those laws. We may also suggest best practices in implementing these mandates. However, we will not usurp the local control that we aggressively advocate for at the Capitol by including best practice language


in policies in ways that may prevent you from fully exercising local control at your board table and in your schools.

districts on a daily basis. The collaboration will result in policies that are better vetted for potential legal liability issues.

s Bringing more “eyes” to the process of creating model policies. Our staff does a terrific job in researching and drafting model policies for you to make your own. Moving forward, we will be seeking input from some of the best legal minds in Arizona school law to make them better. Our association’s organizational connection with the Arizona Council of School Attorneys (ASBA sponsors ACOSA) provides a natural opportunity for working more collaboratively with the same attorneys that are representing your

s Timeliness. We will make sure that you have policy advisories and model policies well in advance of when those laws are effective so that you are fully compliant with the law. ASBA Policy Services has a proud history of accomplishment. But we always can be better – and we are committed to that continuous improvement. You can help; please let us know how we are doing in serving your needs. And thank you for your past and future support!

It’s Time! New laws and rules mean your policy manual may be out of date. Update your policies. Call ASBA at 602-254-1100 for details.

Spring 2012 I ASBA Journal 31


O POINTS ON POLICY

By Dr. Terry Rowles, ASBA Senior Policy Advisor

Policy Documents, Comprehensive Reviews and Policy Advisories

T

on specific needs or requirements. Exhibits are not adopted by the governing board but are available for review as they are included in the manual following each related policy and regulation.

Policies, Regulations and Exhibits Policies are described as follows in the introduction to the governing board policy manual: “Policies are broad enough to indicate a course of action to be taken by the administration yet narrow enough to give the administration clear guidance.” Policies additionally include the operational and governance procedures utilized by the governing board. The role of the administration is to execute policy in meeting daily obligations and in solving, mitigating or eliminating potential problems. This often requires that the administration develops specific directions in the form of regulations in order to implement policies. Regulations are not adopted by the governing board, as they are administrative documents which give directions pertaining to how, by whom, where and when certain actions are to be taken in order to accomplish the intent of the board’s policies. As long as the administration operates within the guidelines of policies adopted by the board, it may issue regulations without prior board approval unless board action is required by law or an administrative agency or unless the board has specifically directed that certain types of regulations be given board approval. The board, of course, is to be kept informed of all district regulations issued by the administration, and all are subject to board review. Exhibits are less formal than other documents, most often consisting of forms or procedures developed by the district or local schools to accomplish a specific task. These are considered volatile as they may change often depending

Comprehensive Policy Manual Review Once polices, regulations and exhibits are in place, the district may modify, combine, or delete documents as needed. The manual may also be modified by the governing board following a comprehensive policy review. There are two approaches to conducting the manual review: a “complete” review or a “distilled” or abbreviated review. Typically, an ASBA Policy Services analyst and the superintendent participate in the review. The complete review covers all documents in the manual, typically takes one-and-one-half to two days, and is a more common choice by superintendents who have not previously been through the review process, have recently moved to a different district or are new to the superintendent position in Arizona. The distilled review usually takes less than one day and covers only those documents the analyst has identified as either being new ones that might be selected for addition to the manual or documents that contain substantive changes of one or more provisions. This abbreviated review is more often the choice of experienced superintendents who have previously been through the process or have been in their positions for a lengthy period of time and are familiar with the manual. The comprehensive review may be conducted at the school district office or at the ASBA office in Phoenix. The cost for a policy services analyst to conduct the review at the school district is $500 plus mileage and per diem expenses. If the review is conducted at ASBA, the cost is $500 and the district pays its expenses. So, the overall cost is nearly identical, depending on the number of travelers. During the review, the participants will see a WorkShare Delta Views redline comparison which projects both the district manual and the preliminary draft manual. The superintendent selects the language and documents to be included for the governing board to review in a digital

he governing board’s knowledge and expertise grows as it confronts the ever-present necessity to study and adopt policies which will best serve the needs of students and the district. The adoption of policies is, of course, an on-going process. In order to ensure that policies are up-to-date, it’s important for districts to schedule a comprehensive policy review every four to five years and to access the policy advisories whenever a new series has been released. Policy advisories and a current calendar of recommended actions are available at all times.

32 ASBA Journal I Spring 2012


electronic format. Notes are entered on the item summary. Following the review, these files are sent electronically, usually within one week, for the superintendent to forward to the governing board: s )TEMSUMMARY s .OTESOFEXPLANATION s 3UMMARYLETTER s 'OVERNINGBOARDDRAFT These files summarize the actions taken, explain abbreviations and notes, and give directions on the tasks to be undertaken in order to achieve an efficient and effective process for consideration of the policy documents. Once the governing board has completed two readings and adopted the governing board manual, all deletions, additions and language changes as determined by the board should be forwarded to ASBA Policy Services for production of the manual and placement for online access.

Reviewing and Adopting Policy Advisories The process for the governing board’s consideration of policy advisories is similar in that two readings precede consideration and adoption of the documents. The governing

YOU BRING THE

board, not ASBA, determines the additions, changes and deletions, which will be included in both the hard copy and online versions. Once adopted, the governing board policies belong to the district, not to ASBA. Document models provided by ASBA Policy Services are templates that districts may add, delete or modify as needed or as recommended by district legal counsel. If any documents vary significantly, or substantively, from those already in place, then the ASBA copyright symbol is removed. A highlighted abbreviation of the district name is inserted in place of this symbol to inform the superintendent and governing board that the document is not an ASBA document model. As always, questions and comments directed to ASBA Policy Services regarding policy-oriented situations are welcomed. Usually, such contacts are initiated by the superintendent or by an individual governing board member. When there is a need to obtain legal advice, which is not given by ASBA Policy Services personnel, the district should contact legal counsel.

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ASBAIT Biometric Screening New Wellness Benefit for Employees *RRG+HDOWKLV*RRG%XVLQHVV By Alison Benkoski ASBAIT has always considered the health of your employees to be our highest priority. We know that success is based upon many things, not the least of which is a healthy, vital and productive workforce. We are constantly searching for new advantages in order to maintain a healthy workforce, cut costs, increase productivity and improve the quality of our schools. To complement our on-going efforts to promote and support health and wellness, ASBAIT will provide a unique healthcare opportunity for schools and their employees. Studies show that 80% of medical expenses are accrued by 10%-15% of the employee population and these same employees are responsible for 70% of lost productivity. As reported by the Centers for Disease Control, seven out of ten American lives are claimed each year by chronic diseases. Focusing on preventive medicine is one way ASBAIT plans to offset the growing cost of healthcare. Effective July 1, 2012, biometric screenings are included in the existing ASBAIT health plan, at no additional cost to covered employees. The key to effective disease management is early detection followed by professional medical intervention. Prevention of disease improves health, vitality, productivity and lowers costs over time. Early detection and prevention benefits not only individual employee lives, but their schools as well. Annual medical costs can be reduced by proactive intervention at the beginning stage of the disease process, proper management of medical problems and by adherence to lifestyle guidelines. Since symptoms of active diseases (lack of concentration, fatigue, etc.) are known to contribute to high accident rates, the probability of accident occurrence must also be evaluated. Such diseases could include, but not be limited to: diabetes, depression, sleep apnea, problem drinking, and hypothyroidism. By reducing the frequency of accidents, future workers’ compensation and general liability costs can be contained.

The ASBAIT program, through collection of biometric data and medical history, will apply scientific methodology to detect health risk at the earliest possible stage, and utilize the data to support, encourage and connect at-risk individuals to the right healthcare services at the right time. The program’s medical team will immediately intervene within 48 hours through outbound calls to engage high-risk individuals with a personalized course of action to mitigate risk and improve personal health. Rapid and professional outreach creates a sense of trust and credibility, a strategy successful in creating health improvement, positive results and personal change.

ASBAIT’sBiometricScreeningProgram KeyFeatures Comprehensive ʹĂϯϯƉĂŶĞůďŝŽŵĞƚƌŝĐďůŽŽĚƉƌŽĨŝůĞ ƉůƵƐĂďůŽŽĚƉƌĞƐƐƵƌĞƌĞĂĚŝŶŐ Convenient ʹ ĐŽŵƉůĞƚĞĚ ŽŶͲƐŝƚĞ Ăƚ ĞĂĐŚ ƐĐŚŽŽů ʹ ƚĂŬĞƐũƵƐƚϭϬŵŝŶƵƚĞƐ Informative ʹ  Ă ĐŽŵƉƌĞŚĞŶƐŝǀĞ ƉĞƌƐŽŶĂů ƌĞƐƵůƚƐ ƌĞƉŽƌƚƐĞŶƚƚŽĞĂĐŚŝŶĚŝǀŝĚƵĂů͛ƐŚŽŵĞ Instructive ʹ ƉƌŝǀĂƚĞ͕ ƉĞƌƐŽŶĂůŝnjĞĚ ŽŶĞͲŽŶͲŽŶĞ ,ĞĂůƚŚŽĂĐŚŝŶŐĐŽƵƌƐĞƐĂƌĞĂǀĂŝůĂďůĞĂƚŶŽĐŽƐƚ Confidential ʹ ŶŽ ŝŶĚŝǀŝĚƵĂů ƌĞƐƵůƚƐ ĂƌĞ ƐŚĂƌĞĚ ǁŝƚŚ ƚŚĞĞŵƉůŽLJĞƌ Free Ͳ ƚŽ Ăůů ĞŵƉůŽLJĞĞƐ ŽŶ ƚŚĞ ŚĞĂůƚŚ ƉůĂŶ͕ ƉĂŝĚ Ăƚ ϭϬϬй͕ǁŝƚŚŶŽĚĞĚƵĐƚŝďůĞ͕ĐŽͲƉĂLJŽƌĚĞƉůĞƚŝŽŶŽĨ ƚŚĞƉƌĞǀĞŶƚŝǀĞďĞŶĞĨŝƚ

Avoidable large claims can be measurably reduced, and in many cases, the cost trend of the employers’ entire health plan is reversed. ASBAIT will provide this screening free of charge, since it will prove to be a useful tool to offset future direct and indirect healthcare costs.

Alison Benkoski is a Regional Manager for Interactive Health Solutions, Inc.

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34 ASBA Journal I Spring 2012


ASBA Affiliate Members APS Solutions for Business Energy efficiency project rebates Jennifer Rivera 2001 N. Third St., Ste. 106 Phoenix, AZ 85004 602-385-0900 www.aps.com/businessrebates Accelerated Construction Technologies Catherine Walley 22425 N. 16th St. Phoenix, AZ 85024 602-272-2000 www.act-az.com Administrative Enterprises Inc. Leanne Appledorn 5810 W. Beverly Lane Glendale, AZ 85306 602-789-1170 Adolfson & Peterson Construction General contractor Tamara Caraway 5002 S. Ash Ave. Tempe, AZ 85282 480-345-8700 www.a-p.com Ameresco (formerly APS Energy Services) Energy conservation, renewable solutions 60 E. Rio Salado Pkwy., Ste. 1001 Tempe, AZ 85281 480-499-9200 www.ameresco.com

ASBAIT (Arizona School Boards Association Insurance Trust) Wayne Carpenter 5810 W. Beverly Lane Glendale, AZ 85306 602-789-1170 www.asbait.org Assessment Technology Inc. Jody Jepson Electronic learning assessment resources 6700 E.Speedway Blvd. Tucson, AZ 85710 877-442-5453 www.ati-online.com Auto Safety House School bus sales and service Rudy Garcia 2630 W. Buckeye Rd. Phoenix, AZ 85009 602-269-9721 www.autosafetyhouse.com 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 BoardBook Tim Curtis P.O. Box 400 Austin, TX 78767 888-587-2665 www.boardbook.org

American Building Maintenance Co. Wade Moffet 2632 W. Medtronic Way Tempe, AZ 85281 480-968-8300

CCS Presentation Systems Julia Solomon 17350 N. Hartford Drive Scottsdale, AZ 85255 480-348-0100 www.ccsprojects.com

American Fidelity Assurance Donna Sciulara 3505 E. Flamingo Rd., #6 Las Vegas, NV 89121 800-616-3576

Calderon Law Offices Legal services Ernest Calderon 2020 N. Central Ave., Ste. 1110 Phoenix, AZ 85004 602-265-0004

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

Centennial Contractors Enterprises Lisa Bentley 1616 E. Indian School Rd., #200 Phoenix, AZ 85016 623-764-0397 www.cce-inc.com Chartwells School Dining School lunch management Joel Mee 11634 W. Monroe St. Avondale, AZ 85323 602-350-4876 www.eatlearnlive.com

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

Climatec Joellen Stingley 2851 W. Kathleen Road Phoenix, AZ 85053 602-674-1292 www.climatec.com 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 D.L.Withers Construction Dan Withers 3220 E. Harbour Drive Phoenix, AZ 85034 602-438-9500 www.dlwithers.com DLR Group Karen Heck 6225 N. 24th St., Ste. 250 Phoenix, AZ 85016 602-381-8580 www.dlrgroup.com Dairy Council of Arizona Patricia Johnson 2008 S. Hardy Drive Tempe, AZ 85282 480-966-8074 www.dcaz.org David Hunt Architecture Brian Robichaux 1747 E. Morten Ave,. Ste. 306 Phoenix AZ 85020 602-595-8200 www.davidhuntarchitecture.com DeConcini McDonald Yetwin & Lacy John C. Richardson 2525 E. Broadway, Ste. 200 Tucson, AZ 85716 520-322-5000 www.deconcinimcdonald.com eBOARDsolutions Web-based board governance software Mark Willis, Diane Sandifer 5120 Sugarloaf Parkway Lawrenceville, GA 30043 800-226-1856 www.eboardsolutions.com Edupoint Educational Systems Joseph Kirkman 1955 S.Val Vista Dr., #210 Mesa, AZ 85204 480-833-2900 www.edupoint.com

EMC2 Group Architects Architects, planners Ron Essley 1635 N. Greenfield Rd., Ste. 144 Mesa, AZ 85205 480-830-3838 www.emc2architects.com

Hardison Downey Construction Kevin Vandermolen 6150 N. 16th St. Phoenix AZ 85016 602-722-8857 www.hardisondowney.com

Fennemore Craig, P.C. Deanna Rader 3003 N Central Ave., #2600 Phoenix, AZ 85012 602-916-5000 www.fclaw.com First Financial Group of 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 GHD Inc. Architecture, civil engineering Terry Worcester 1501 S.Yale St., Ste. 101 Flagstaff, AZ 86001 928-774-7179 www.ghd.com G.V. Enterprises Project managers, procurement consulting Gordon Vasfaret 9102 W. Marshall Ave. Glendale, AZ 85305 623-872-1852 www.gventerprises.com Gust Rosenfeld Robert Haws 201 E.Washington, Ste. 800 Phoenix, AZ 85004 602-257-7976 H2 Group Jeff Cook 17470 N. Pacesetter Way Scottsdale AZ 85255 480-743-7520 HACI Service Scott Wright 2108 W. Shangri-La Rd. Phoenix AZ 85029 602-944-1555 HDA Architects LLC Pete Barker 459 N. Gilbert Rd., Ste. C-200 Gilbert, AZ 85234 480-539-8800

Heinfeld, Meech & Co. Gary Heinfeld 10120 N. Oracle Rd., #100 Tucson, AZ 85704 520-742-2611 Hufford, Horstman, Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 www.h2m2law.com Hughes-Calihan Konica Minolta Dan Schmidt 4730 North 16th St. Phoenix, AZ 85016 602-244-9944 www.hc-km.com Immediaedu Daniel Leis 8321 E . Gelding Dr., Ste. 100 Scottsdale AZ 85260 480-483-3399 www.immediaedu.com Kennedy Partners LLC Allison Suriano 2222 W. Pinnacle Peak Rd., Ste. 330 Phoenix, AZ 85027 623-374-2478 www.kennedyprtnrs.com Lewis & Roca LLP Mary Ellen Simonson 40 N. Central Ave. Phoenix, AZ 85004 602-262-5317 www.lrlaw.com M.L. Riddle Painting Inc. Mike Riddle 5922 N. Black Canyon Hwy. Phoenix, AZ 85017 602-277-3461 Mangum Wall Stoops & Warden A. Dean Pickett P.O. Box 10 Flagstaff, AZ 86002 928-779-6951 www.flagstaffattorneys.com Maricopa County Community College Dr. Rufus Glasper 2411 W. 14th St. Tempe AZ 85281

Spring 2012 I ASBA Journal 35


Miller, LaSota & Peters Jack LaSota 722 E. Osborn Road #100 Phoenix, AZ 85014 602-248-2900 Mohave Educational Services Co-op Tom Peeler 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 The O’Malley Group 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 The Orcutt/Winslow Partnership Paul Winslow 3003 N. Central Ave., 16th Fl. Phoenix, AZ 85012 602-257-1764 www.owp.com Piper Jaffray & Co. William C. Davis 2525 E. Camelback Rd., Ste. 925 Phoenix, AZ 85016 602-808-5428 www.piperjaffray.com PracticeMax Inc. Medicaid billing for special education services 9382 E. Bahia Dr., Ste. B202 Scottsdale, AZ 85260 480-421-9700 www.practicemax.com

Professional Group Public Consulting, Inc. Caroline Brackley P.O. Box 30850 Mesa, AZ 85275 480-699-4458 www.pgpc.org

SRP Rebecca West PAB 336 P.O. Box 52025 Phoenix, AZ 85072 602-236-3578 www.srpnet.com

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

Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 6771 E. Outlook Dr. Tucson, AZ 85756 520-545-1044 www.pueblo-mechanical.com

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

Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 3002 S. Priest Dr. Tempe, AZ 85282 602-288-5020 www.sunlandasphalt.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 P.O. Box 3778 Gilbert, AZ 85299 480-963-3416 www.regionalaz.com Rodel Charitable Foundation Carol Peck 6720 N. Scottsdale Rd., Suite 380 Scottsdale, AZ 85253 480-367-2920 www.rodelfoundationaz.org SAPA Fabricated Products Aluminum ramps, stairways, all REDD Team products Janet Wray 1617 N. Washington St. Magnolia, AR 71753 800-643-1514 www.sapafabricatedproducts.com SCF Arizona Workers’ compensation insurance Tod Dennis 3030 N.Third St. Phoenix, AZ 85012 602-631-2000 www.scfaz.com

ASBA Calendar of Events

SPS + Architects Herb Schneider 8681 E.Via De Negocio Scottsdale, AZ 85258-3330 480-991-0800 Smartschoolsplus, Inc. Phased retirement services Sandra McClelland P.O. Box 11618 Tempe, AZ 85284 480-839-8747 www.smartschoolsplus.com Sodexo Katrina Lewis 1842 W. Windermere Drive Phoenix, AZ 85048 480-577-3503 Stantec Annette Zacherson 8211 S. 48th St. Phoenix AZ 85044 602-707-4778 www.stantec.com Stone & Youngberg Financial services Bryan Lundberg 2555 E. Camelback Rd., Ste. 280 Phoenix, AZ 85016 602-794-4000 www.syllc.com Strategic Technology Communications Deborah Long 13828 N. 41st. Place Phoenix AZ 85032 480-281-6400

TCPN – The Cooperative Purchasing Network Mike Chouteau 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 333 E. Osborn Rd., #300 Phoenix, AZ 85012 602-222-2110 www.the-trust.org Udall Shumway & Lyons PLC Denise Lowell-Britt 30 W. First St. Mesa, AZ 85201 480-461-5300 Valic (formerly AIG Retirement) Group retirement plans, individual financial services Sandra Jackson 11201 N.Tatum Blvd., Ste. 100 Phoenix, AZ 85028 602-674-2614 www.valic.com Valley Schools Mgmt. Group Patrick Dittman P.O. Box 41760 Phoenix AZ 85024 623-594-4370 www.vsit.org Wedbush Morgan Securities (PHS&G) Financial advisor, underwriter, investment banker Larry Given, Jim Stricklin 2999 N. 44th St., Ste. 100 Phoenix, AZ 85018 602-952-6800 www.wedbush.com

Thunderbird Mountain Facilities performance services David Johnson P.O. Box 10130 Glendale, AZ 85318 Worldbyme.com 623-825-1730 Kevin Daily www.thunderbirdmountain.com 1518 W. Fort Lowell Rd. Tucson AZ 85705 Traaen & Associates, LLC 520-262-1726 Human resources management, www.worldbyme.com training and organizational development Teri J. Traaen, Ed.D., DPA 4831 E. Calle Tuberia Phoenix, AZ 85018 602-510-3989 www.traaenandassociates.com Troxell Communications Audio-visual equipment Bob Berry 4830 S. 38th St. Phoenix, AZ 85040 480-495-4745 www.trox.com

May 2012 28 Memorial Day – ASBA office closed June 2012 29 NSBA Pacific Region Summer Meeting 29 ASBA Board of Directors Meeting, Scottsdale 30 ASBA Delegate Assembly, Scottsdale July 2012 4 Independence Day – ASBA office closed 26-28 ASBA Summer Leadership Institute, Flagstaff

36 ASBA Journal I Spring 2012


Spring 2012 I ASBA Journal 37


PRSRT STD US POSTAGE PAID PHOENIX AZ PERMIT NO 4605

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QUALITY LEADERSHIP AND ADVOCACY FOR CHILDREN IN PUBLIC SCHOOLS.

Registration is now open ARIZONA SCHOOL BOARDS ASSOCIATION

2012 ASBA Delegate Assembly Saturday, June 30 | Fairmont Scottsdale Be sure your board’s voice is heard when delegates from across the state gather to debate and vote on the proposals that establish the beliefs of the association and the action items that will drive ASBA’s legislative and legal advocacy. Online registration is now open for this year’s ASBA Delegate Assembly. Official delegates must register for the conference AND complete the official delegate form. Visit www.azsba.org to register and download the delegate form.


ASBA Journal