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JournaL Arizona School Boards Association

winter 2009 vol. 39, no. 1


ASBA News By Tracey Benson, ASBA Journal Editor


ASBA Calendar of Events


President’s Message Where Are We Going? The Leadership Gap in Education By Robert Rice, ASBA President


Leadership Development The Vision Thing: How Governing Board Members Can Set the Proper Direction for the School District By John Gordon, ASBA Director of Leadership Development


Capitol View It’s Still the Budget… By Janice Palmer, ASBA Director of Governmental Relations


Lessons from Research Eggs or Eggheads: Which Does the U.S. Economy Really Need? By Michael T. Martin, ASBA Research Analyst


Education and the Law Ethics and Leadership: Exploring the Board Member Code of Ethics By Chris Thomas, ASBA Director of Legal Services


Viewpoints Essential Elements of Leadership By Panfilo H. Contreras, ASBA Executive Director


Defining the Art of Leadership


The Growing Urgency for Shared Decision Making Why Seeking Blind Support for Important Decisions Is No Longer Working By William “Corky” O’Callaghan


51st Annual Conference Highlights Celebrating Excellence in 2008


Awards Section: Celebrating Excellence in 2008 20 ASBA Board Excellence and Achievement Awards 22 ASBA Academy of Boardsmanship Awards 24 ASA Superintendent Awards 26 ASBA Golden Bell Awards Winter 2009 I ASBA Journal 1

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ARIZONA SCHOOL BOARDS ASSOCIATION  OFFICERS President Robert Rice President Elect Debbie King Secretary Dee Navarro Treasurer Deb Scott Immediate Past President Suzanne Schweiger-Nitchals

 COUNTY DIRECTORS, CAUCUS PRESIDENT Apache Arnold Goodluck Cochise Debra Scott Coconino Martie Payne Gila Bob Cassa Graham Dr. Richard Lines Greenlee Mike Wearne La Paz Rudy Parker Maricopa Kevin Clayborn Maricopa David Evans Mohave William Goodale Navajo Raymond Laughter Pima Jim Coulter Pima Elaine Hall Pinal Irene Patino Santa Cruz Harry Clapeck Yavapai Karen McClelland Yuma Maureen Irr Hispanic/Native American Indian Caucus David Esquivel

 STAFF Executive Director Panfilo H. Contreras Director of Administrative Services Ellen White Director of Policy Services Dr. Donn Williams Director of Legal Services Chris Thomas Director of Governmental Relations Janice Palmer Director of Leadership Development John Gordon Communications/Journal Editor Tracey Benson Senior Education Policy Analyst Jim Deaton Education Policy Analyst Terry Rowles Governmental Relations Analyst Beth Sauer Research Analyst Michael T. Martin Leadership Development Specialist Karen Beckvar Policy Technician Renae Watson Administrative Secretary Jolene Hale Administrative Secretary Shirley Simpson Administrative Secretary Colleen Mee Administrative Secretary Elizabeth Sanchez Receptionist Ayana Gaines 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. Š 2008 by the Arizona School Boards Association. To be considered for publication, articles should be provided in electronic format in MS Word. The author's name, position title and complete contact information should also appear at the end of the article. Articles submitted to the Journal become property of ASBA. ADDRESS ALL CORRESPONDENCE TO: ASBA Journal Editor 2100 N. Central Ave., Suite 200 Phoenix, AZ 85004 Phone: 602-254-1100; 1-800-238-4701; Web site: Annual subscription rate $24. Production and Design by S&L Printing & Mailing 1428 W. San Pedro * Gilbert, AZ 85233 * 480-497-8081

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By Tracey Benson, ASBA Journal Editor

Delegates elect ASBA officers for 2009 Delegates from districts statewide elected officers for 2009 at the ASBA annual membership meeting, held on Dec. 11 in conjunction with the ASBA - ASA Annual Conference. This year’s officers are, back row from left, President Elect Debbie King (Vail USD), President Bob Rice (Chandler USD), Secretary Dee Navarro (Prescott USD), and, front row from left, Immediate Past President Suzanne Schweiger-Nitchalls (Creighton ESD) and Treasurer Deb Scott (Sierra Vista USD).

Legislative Workshop focuses on critical, timely issues The ASBA – ASA – AASBO Legislative Workshop, which was held Dec. 10 in Phoenix, drew more than 350 school board members, superintendents and school business officials interested in getting critical and timely information on issues ranging from the future of the AIMS test to new school construction and building renewal. Legislative and legal updates and an economic forecast also were provided, as were sessions on the state retirement system, teacher certification, school finance reform, and partnering with utility companies to achieve energy savings.

New Member Orientation draws more than 250 New governing board members were offered an indepth look at school governance, including roles, and legal and ethical responsibilities of the office at the ASBA New Board Member Orientation, held Dec. 10 in Phoenix. An overview of Arizona school finance and budgeting, and information on the many support services and training opportunities offered by ASBA also were presented. More than 250 board members and superintendents attended the day-long on event. Mary Mills (left), a newly elected governing board member from Concho ESD, was among more than 250 new board members and superintendents to attend the day-long ASBA New Board Member Orientation on Dec. 10.

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Member survey results to inform ASBA programs, operations Results from the 2008 ASBA Membership Survey are being used to plan programs and enhance services to ASBA members. A total of 259 school board members responded to the survey last November, with the majority completing the online version. Respondents represented all 15 Arizona counties, and served on boards for all types and sizes of districts. Charter school board members also responded. Half of the responses were from members with less than five years of board service, another third with 5-10 years and 17 percent with more than 10 years. Sixtyfive percent said they plan to run again. Among the findings: • 96 percent agreed that ASBA helped increase their knowledge and effectiveness as a board member. • 96 percent agreed that ASBA offers useful training. • 91 percent agreed that ASBA staff is knowledgeable about education issues. • 89 percent agreed that ASBA staff is helpful and responsive. Respondents also indicated that they would like additional training and information in the areas of school finance and superintendent evaluations.

Antelope, Fountain Hills students win Jack Peterson Scholarships Peter Anderelli (left), a senior at Fountain Hills High School (Fountain Hills USD), and Tiffiny Woodruff (right), a senior at Antelope Union High School (Antelope UHSD), each were awarded a Jack Peterson Scholarship at the ASBA-ASA Annual Conference. The scholarships are awarded annually to high school seniors who plan to pursue college degrees in teaching.

Tucson student photographers sweep photo contest black-and-white category Students from Tucson’s Amphitheater and Flowing Wells districts took all three places in the black-and-white category of ASBA’s annual Jack Peterson Student Photography Contest. First place went to Flowing Wells High School junior Hailey Raymond for Lonely Stroll, second went to Amphitheater High School senior Roberto Antonio Gallegos for Horses of Peace, and third went to Amphi senior Sadie Hardy for Rose Canyon Lake. Winners in the color category were, first place, Blythe McBroom Sweeney, a 7th-grader at Grand Canyon School (Grand Canyon USD) for South Rim Snow Day, second place, Meredith Fischer, a junior at Pinnacle High School (Paradise Valley USD) for Autumn Approaches, and, third place, Dan Keatts, a senior at Ironwood High School (Peoria USD) for Rocky Stream. The contest is open to all K-12 students from the more than 240 Arizona school districts and charter schools represented by ASBA’s member boards. Photos are judged in two categories: color and black-and-white. This year, 127 entries were received.This was the 10th year for the contest, which was begun in 1999 to celebrate the service of former ASBA executive director Jack Peterson, who is an amateur photographer.

Black-and-White Winners

Color Winners

Blythe McBroom Sweeney, South Rim Snow Day, First Place

Hailey Raymond, Lonely Stroll, First Place

Sadie Hardy, Rose Canyon Lake, Third Place Roberto Antonio Gallegos, Horses of Peace, Second Place

Meredith Fischer, Autumn Approaches, Second Place

Dan Keatts, Rocky Stream, Third Place

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Defining the Art of Leadership We asked school leaders around the state this question: How is the art of leadership best demonstrated when it comes to public education? Here is what a few of them said: “By keeping your focus on who matters most – our students. Never forget that everything you do impacts the life of a child.” – Debbie King, ASBA President Elect and Vail USD board member “The art of leadership in public education is best demonstrated when each member of the educational community, in whatever leadership capacity they hold, understands that their actions are essential in chiseling the beliefs and values of the district.With these beliefs and values in place, decisions that are truly in the best interest of students are much more likely.” - Vicki Balentine, Ph.D., superintendent, Amphitheater USD “The art of school leadership is best demonstrated through commitment to a shared vision for our schools and the resolve to develop the resources to fulfill that vision.” - Frank Davidson, superintendent, Casa Grande ESD “The art of leadership in public education is seen when those entrusted with decision-making authority choose to promote the success of every child. True leaders are passionate and make decisions based on their vast personal experience, realistically assessing academic, financial and social consequences.” - Deb Scott, ASBA treasurer and Sierra Vista USD board member “Warren Bennis and Burt Nanus answer the question in the book Leaders, when they write,‘Effective leaders focus their actions on doing the right thing.’ Many school board members try to do things right. Just take a few minutes and contemplate this short sentence and see how all of us can demonstrate leadership when it comes to public education.” – David Esquivel, president of the ASBA Hispanic – Native American Indian Caucus and Clifton USD board member

ASBA CALENDAR OF EVENTS FEBRUARY 2009 16 President’s Day ASBA Office Closed MARCH 2009 7 ASBA Spring Legal Seminar Tucson 13 ASBA Spring Legal Seminar Flagstaff 20 ASBA Executive Committee Meeting 21 ASBA Board of Directors Meeting 6 ASBA Journal I Winter 2009

27-29 Celebrating Opportunities for All Students Austin,Texas APRIL 2009 4-7 NSBA Annual Conference San Diego, California MAY 2009 1 ASBA Legislative Committee Meeting 25 Memorial Day ASBA Office Closed


By Robert Rice, ASBA President

Where Are We Going? The Leadership Gap in Education he Wilson family was excited about their vacation as they jumped into the car.“Are we all ready to go to the beach?” asked Dad as he started the engine.“Can’t we hike in the mountains?” Mom asked.“I want to go to the city,” pleaded Sis. “You promised we could canoe on the lake,” complained the son. Defining student achievement feels a lot like the Wilson family’s vacation planning. Parents, students, teachers, administrators, business leaders, legislators and school board members each have their own definition of student achievement. In formulating our definitions, we struggle to both identify the subject areas in which we desire achievement and to determine the level of proficiency required in each. Federal legislators, through the No Child Left Behind (NCLB) act, have declared that competence in math, reading and writing are the primary goals. The Arizona State Board of Education requires proficiency in reading, writing, math, science, social studies and art. The state mandated Arizona Instrument to Measure Standards (AIMS) only requires proficiency in reading, writing, math and science. The Arizona Legislature also adds various mandates, such as skin cancer education. Finally, each individual school district then defines graduation requirements based on this mixture of federal, state and local directives. With so many different ideas and directions, it’s easy to understand how teachers struggle to meet these varied


and often conflicting requirements. High stakes tests in only a few subjects cause the other “required” subjects to be minimized. It has been said that “if you don’t know where you’re going, any road will take you there.” I believe one of the biggest obstacles in improving our education system is the lack of a clear direction and agreement of what we want our students to achieve. To a large extent our political leaders have failed to focus on outcomes. Too much time has been spent at state levels imposing teaching methods and programs. Schools have received mandates on how to teach English to non-English speaking students and what percentage of the school budget should be spent in the classroom, for example. Legislators and school board members must resist the temptation to micromanage education methods. If we are to provide real leadership, we should instead provide comprehensive achievement outcomes and hold administrators accountable to meet those outcomes Establishing a consistent set of student achievement outcomes requires leaders who listen, compromise and ultimately put the interest of all children ahead of their own ideologies. When this is done, incredible progress can be made in reaching these goals. I say that because I have seen it first hand. I have seen leaders in organizations, public and private, focus their people and resources on a common purpose and achieve astonishing results. But these successes begin with strong leadership that

concentrates on results and allows the operational experts and practitioners the flexibility to achieve them. Not only do we struggle with what we want our children to learn, we also wrestle with defining the level of proficiency we want them to demonstrate. Some insist that we need high standards. After all, they argue, higher expectations yield higher results. This is true, but it becomes a problem when we try to standardize expectations for all students and fail to recognize their varied capabilities. Do we raise the bar to challenge the brightest students and accept the higher failure rate of lower capability students? Others maintain we should set a lower minimum standard that allows students with average capabilities to be successful. Our real goal should be to expect each child to achieve his or her full potential. We should now no longer be satisfied with just a single standard, which leaves some children underchallenged and others over-challenged. We must design our education system to fully develop the individual. Developing individual expectations is not easy. Ten years ago it was not possible. Today, however, technology provides the capability to begin to define and implement an individual achievement plan for each student. As leaders in public education, our ultimate goal, above all, should be to fulfill the promise of every child. This will not be easy and may, in fact, be impossible, but we owe it to our children to try.  Winter 2009 I ASBA Journal 7

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By John Gordon, ASBA Director of Leadership Development

The Vision Thing: How Governing Board Members Can Set the Proper Direction for the School District


s we, the members of ASBA’s Leadership Development team, travel to school districts to complete training or assist with the search for a new executive, we frequently ask governing boards,“What is the district’s vision?” Typically, after a long pause, one member of the board says,“You mean that statement that is in our policy manual? Oh, that’s not up to date, because the previous leader(s) created it many years ago.” A famous philosopher once stated, “An unaimed arrow always finds its mark.” How can the hired leaders of a district manage on a daily basis without an operational plan that begins with the shared vision of the governing board? One of the initial actions of the new leadership team (newly elected governing board members or/and new superintendent) must be to review, renew or create a shared vision. The “vision” is the district’s destination. It is a picture of where the district wants to be in three, five or even

Once the vision is created, it is important to communicate it persistently.

10 years. The idea is to imagine what the desired future of the district will be and how all the constituents will be performing. Even though the vision describes the future, it is expressed in the present tense. In other words, the vision represents a shared expression of the future desired by the elected members of the district. Creating a vision is an essential step toward the unity of purpose needed for all governing board endeavors. A good vision statement: • Is a result of the integrated thinking of the governing board and management team rather than a collection of individual visions - in other words, a shared vision. • Will invite and inspire people to want to be an integral part of the district. • Includes all of the stakeholders, including students, in its development and can be identified by those stakeholders as reflecting their interests. • Creates a positive tension in the district as it presents challenges and “probletunities” (problems wrapped in opportunities) to overcome. One of the best vision statements I have ever reviewed is from the Illinois Mathematical and Science Academy (IMSA). It has what leading management consultant Tom Peters calls a “wow factor.” IMSA’s vision statement says: “Igniting and nurturing creative, ethical scientific minds that

advance the human condition.” IMSA follows up with a mission statement, strategic plans and operational goals that drive the academy to continued success. You can view IMSA’s entire plan at Once the vision is created, it is important to communicate it persistently. As Peter Senge, the MIT management professor who developed the concept of organizational learning, states,“It is not what the vision says; it is what the vision does.” For public schools, this means the vision should be visible on the district website, on school websites, in the governing board room, even on placemats where stakeholders gather. It is advised that the vision be reviewed at the beginning of any governing board or management team meeting. The management of a school district, whether it is large or small, urban or rural, has as one of its primary responsibilities to set the direction of the district for the future and to move the district into that future. The most effective way to set the future direction is to develop a shared vision of what the district will be in the future, compare it to where the district is at present, and then create an operating plan to “bridge the gap.” The time to begin is now. Set a board workshop to review the current vision statement or to create a new vision. If you need assistance, contact ASBA, Leadership Development at  Winter 2009 I ASBA Journal 9

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By Janice Palmer, ASBA Director of Governmental Relations

It’s Still the Budget … hen then-Governor Bill Clinton was running for President in 1992, his campaign team had a simple, yet focused message and strategy about what the voters cared about: “It’s the economy, stupid.”That strategy paid off and, in 1996, when then-President Clinton was running for re-election the campaign strategy had a similar ring to it: “It’s still the economy, stupid.” In today’s economic climate, every person is focused on finances - school board members, teachers, parents, members of the community. They are concerned about how they will ensure the bills are paid, and what those choices will mean to their individual and collective futures. The state of Arizona is in that same category.With a combined fiscal year 2009 (FY09) and 2010 (FY10) budget shortfall now estimated to be $3.5 billion, Arizona will determine who it is as a state and what its future will be based on the steps it takes now to ensure that the bills are paid.Voters know whether it is their personal budgets or a state budget, decisions made about how money is spent demonstrate what you value and where your priorities are. For ASBA and millions of Arizonans, public education is the top priority. It is the single most critical driver for future generations’ success. It also provides to nearly every community in Arizona the jobs and stability necessary to weather these hard


times. Of course, budget concerns are not new to public education in Arizona; this year, as former President Bill Clinton might say, “It’s still the budget.” But concerns are heightened based on the size of the deficit and the drastic early options floated by the House and Senate appropriations chairs to address it. To its credit, the Legislature has spent its first weeks in session keenly focused on the budget. It officially convened on Jan. 12, with both houses suspending standing committee meetings to focus on the budget through various briefings. House members have dropped the fewest number of bills since 2003. Newlyappointed Governor Jan Brewer has also stated that the budget is her main focus and believes all options - budget cuts and revenue enhancements should be on the table. Governor Brewer has also stated her support for full-day kindergarten and indicated that she will approach the budget from a fiscally-conservative point of view. The focus is clear. Now, it is about solving the budget shortfall without compromising the priorities of our citizens or doing long-term harm to our state’s future. On Jan. 31, both the House and Senate passed bills along party lines to solve the FY09 deficit. They were signed into law that same day by Governor Brewer. Unfortunately, these are significant cuts that school districts

For ASBA and millions of Arizonans, public education is the top priority. It is the single most critical driver for future generations’ success. must make in only five months. These cuts can’t, and shouldn’t, be sustained into FY10, as they do not reflect the value so many Arizonans place on public education. In fact, the Joint Legislative Budget Committee (JLBC) on behalf of House and Senate Appropriation Chairmen have proposed $900 million in cuts without looking at revenue enhancements or borrowing, which ASBA will aggressively demand be on the table. The FY09 budget fix included $133.2 million in cuts to K-12 education, which must be taken by June 30, specifically no override of the Constitutional Aggregate Expenditure Limit, which equates to a $98 million cut to the base support level for all Winter 2009 I ASBA Journal 11

 CAPITOL VIEW districts with more than 600 students (directing cuts from administrative areas rather than classroom instruction whenever possible); a $21 million cut to soft capital for all districts with more than 600 students (with a provision allowing districts to spend any remaining soft capital monies for any purpose); a $13 million cut to the Building Renewal Grant; a $7 million cut to the Early Childhood Development Fund; a $2.99 million cut to the Early Graduation Scholarship Fund; a $4 million cut to charters; and a $9.58 million cut to the Arizona Department of Education. For FY10, JLBC in mid-January presented the appropriation chairmens’ FY10 budget options. They included the following extensive reductions in funding for K-12 education: 1) Only apply the 2 percent inflation factor for transportation, rather than across the board ($8 million v. $110 million);

15) Eliminate the homeowner's rebate for school districts' Career Ladder, desegregation, and TRCL budgets ($48.3 million); 16) Roll back FY07 gifted education increase ($2 million cut); 17) Eliminate early graduation scholarship program ($4.68 million cut); 18) Eliminate vocational education extended year program ($600,000 cut); 19) Reduce ADE lump sum funding by 15 percent ($11.4 million); 20) Reduce ADE personnel spending by 10 percent ($1.19 million);

2) No funding for excess utilities;

21) Roll over $330.9 million (currently the rollover is $600 million, so it would rollover June's payment, but not the current half of May);

3) Continue the FY09 JTED state aid cap;

22) Transfer SFB interest earning funds ($1.38 million);

4) 10 percent lump sum reduction in basic state aid ($220 million);

23) Appropriate an additional $29 million for debt service;

5) Enforce the Constitutional Aggregate Expenditure Limit reduction by reducing FY10 State Aid ($98 million); 6) Eliminate full-day kindergarten Group B weight ($218.3 million); 7) Eliminate early kindergarten for those who turn five on or after Sept. 1 ($11.2 million cut); 8) Suspend soft capital ($218.9 million); 9) Reduce state aid for school districts with more than 9.5 percent administrative costs as determined by the Arizona Auditor General ($39.5 million cut); 10) Phase out Career Ladder over 8 years ($5.27 million cut in FY10); 11) Phase out Teacher Experience Index funding over 8 years ($7.3 million cut in FY10); 12) Roll back FY08 math and science initiative ($2.5 million cut); 13) Fund TAPBI enrollment growth at 85 percent ($1.59 million cut); 14) Hard-cap desegregation funding ($797,900 cut); 12 ASBA Journal I Winter 2009

24) Continue new school construction moratorium; 25) Continue moratorium on all-day kindergarten capital construction; 26) Continue funding for the Building Renewal Grant Fund at $20 million (formula requires $228 million); and 27) Include an estimated $400 million in federal assistance. Advocacy and You Our newly-created advocacy efforts have been met with great enthusiasm. We urge you to use the “Advocacy Handbook” that was created by Beth Sauer, ASBA’s Governmental Relations Analyst, to proactively contact your legislators. We also encourage you to sign up for local advocacy trainings at your district to create an effective advocacy effort in your local community. Finally, we ask you to take on the commitment to be part of ASBA’s Action and Response Team (AART). Our success in advocating for public schools and the children we serve is a collaborative effort, and we’re excited to be working toward our mutual goals with a growing number of you. We will either be successful with all of us working together, or experience a defeat that could take decades to overcome. Our children don’t deserve it, and our state can’t afford it. 

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The Growing Urgency for Shared Decision Making Why Seeking Blind Support for Important Decisions Is No Longer Working

By William “Corky” O’Callaghan magine for a minute that someone approaches you and says, “I’ve just made a decision that will change your life in a significant way and, even though I didn’t consult with you before I made this decision, I expect you to go along with it because you elected me to decide what is best for you.” If this scenario resonates with you, it should because it is how we’ve been taught that governance works. Elected officials are supposed to make decisions, and everyone else is supposed to support them. However, things are changing.


Changing Expectations Even the most ardent and loyal supporters of America’s civic institutions are beginning to ask serious questions about decisions that are being made for them. This shift in attitude and expectations is impacting all levels of governance – including boards of education. Today, asking citizens to blindly support important decisions that personally affect them is a recipe for disaster. It 14 ASBA Journal I Winter 2009

is not only rude, arrogant and insulting, but it breeds distrust and often fails to generate the support that is needed. However, when the people impacted by important decisions are involved in making those decisions, the picture changes dramatically. For me, a major “aha!” moment about the power of shared decision making occurred while working with a school system in Ohio. The “Aha!” Moment Following several failed attempts to pass tax increases, educational leaders in the West Holmes School District had become gun-shy about asking for additional taxes of any kind for their schools. In the meantime, however, student enrollment was increasing and the school system had run out of classroom space. As a result, elementary class sizes had ballooned to 30 students and course offerings in the middle school and high school were being eliminated. Rather than focusing on a solution to this growing problem which, would quickly bring up the tax question, the continued on page 38

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Annual conference provided ample oppor “Courageous C Arizona School Boards Association Arizona School Administrators

51st Annual Conference Highlights

More than 500 school board members and for the 51st ASBA-ASA Annual Conferenc conference theme of “Courageous Conversa coverage begins on page 20.) 1


1. 2008 ASBA President Suzanne Schweiger-Nitchalls and 2. 2009 ASBA President Bob Rice each addressed attendees at the annual awards dinner, 3. at the end of which the gavel was passed. 4. School leaders from Cochise County reconnected at the conference. Pictured from left are Deb Scott, ASBA treasurer and Sierra Vista USD board member, Mike Barber, Fort Huachuca Accommodation Schools board member, and Trudy Berry, Cochise County schools superintendent. 5. Superintendents Dr. Greg Wyman (left), Apache Junction USD, and Dr. Henry Schmitt, Humboldt USD, found time for a chat. 6. Mike Riddle of M.L. Riddle Painting talks with an attendee in the exhibitor display area. More than 100 vendors took part in the conference. 7. Amphitheater board member Dr. Ken Barrabee and superintendent Dr. Vicki Balentine enjoy Thursday morning’s keynote address by Murray Banks.



8. Murray Banks shared important messages about educational leadership while keeping the audience well entertained during his keynote address. 9. Keynote speaker Glenn Singleton capped of the conference with his eye-opening message about race and student achievement at Friday’s closing general session. 11

10. The annual Golden Bell luncheon drew a full house to celebrate academic excellence in public school programs across the state. 11. Meri Gale Graham (left) and Patti Beltram from Peoria USD accept their Golden Bell award in the district-wide curriculum delivery and accountability category. 12. Issac Huerta, a member of the South Mountain High School Jazz Ensemble, played a trumpet solo of the national anthem at the opening session. 13. Members of Tempe Union’s Marcos de Niza High School JROTC program, under the command of Sgt. 1st Class Peter McBroom (left), prepare to present the colors and kick-off the opening session. 14. Matt Ridgely (left) and Manford Blaine, members of the North High School a capella choir, performed at the annual awards dinner, 15. as did classmate Milena Andebrhan. 16. Arizona Teacher of the Year Sarah Baird, a math coach in the Kyrene Elementary district, addressed attendees at the ASBA Annual Conference on Dec. 11 during the first general session, at which time she also was presented with an ASBA Golden Bell Award.

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rtunities for Conversations,” learning and networking

school superintendents representing public schools throughout Arizona gathered at the Arizona Grand Resort in Phoenix from Dec. 10-12 e. In addition to attending numerous educational sessions addressing issues critical to public school leadership, many focusing on the ations,” attendees celebrated the people and programs in Arizona’s public schools that exemplified excellence in education in 2008. (Awards










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ach year at its annual conference, the Arizona School Boards Association celebrates the excellence and commitment of local governing boards and school district leadership, and recognizes exceptional educational programs statewide. In this issue, we take a look at the people and programs that received awards for their contributions to public education in 2008.


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ASBA ROBEY LIFETIME ACHIEVEMENT AWARD asbaBARBARA barbara robey lifetime achievement award Jeretta Douglas, a member of the Flowing Wells Unified School District governing board for the past 22 years, is the winner of the 2008 ASBA Barbara Robey Lifetime Achievement Award. The award pays tribute to a member of the Arizona education community who has made an outstanding contribution to public education and ASBA’s mission through servant leadership over an extended period of time. Douglas is described by her fellow board members as “an educator,” “a pillar of the community” and “a consummate school board leader,” who has brought unity and consensus to a diverse group of board members, administrators, teachers and support staff. She is credited with always keeping “what is good for the district and what is good for the students” as her main focus.Those who nominated her for this award say her greatest strength is her ability to lead in a calm and caring manner. Douglas has been an extremely visible board member throughout her years of service. She attends and actively supports a myriad of K-12 events, including graduation, sporting events, drama production, band, orchestra and choral performances, and academic recognition awards. She also has strong ties with the broader community, listening with patience and warmth to the

concerns of those not associated with the schools. In the work of the board, Douglas consistently focuses on the core values of the district, and encourages staff and administration to effectively meet the needs of students and to consistently strive for educational excellence. In addition, she is a leader and mentor to her fellow board members, sharing her years of expertise and wisdom in a very Jeretta Douglas unassuming manner. Her commitment to board service has extended beyond her local community to the state and national level through her involvement with both ASBA and NSBA. In addition to this award, she has earned the ASBA Master of Boardsmanship Third Cluster Award for her commitment to pursuing training and education in school governance.

LOU EXCELLENCE louELLA ellaKLEINZ kleinzAWARD awardOF of excellence The Glendale Union High School District is the winner of the 2008 ASBA Lou Ella Kleinz Award of Excellence. The award recognizes the Arizona school board that demonstrated the most outstanding education leadership for the year. The award is named in honor of former ASBA Executive Director Lou Ella Kleinz, was served the association from 1971 to 1991. Members of the GUHSD board honored are Vicki Johnson, president; Donna Stout, clerk; Steve Burke; Kevin Clayborn; and Kathy Jacka. Working together, the Glendale Union board has set high expectations for increasing academic achievement, and has reached many of them in the current school year. Seven of the district’s nine high schools are excelling; two are highly performing. Currently 71 percent of students participate in 20 ASBA Journal I Winter 2009

Left to right, Vicki Johnson, Kevin Clayborn, Kathy Jacka and Donna Stout (not pictured, Steve Burke)

extracurricular activities. All schools achieved AYP.The drop out rate is just 1.7 percent. The board has also taken action to ensure that the physical well-being and lifestyle of students is a top priority; community service and good citizenship are integral part of the education system; students are exposed to and provided opportunities to develop an appreciation for the arts; the district culture recognizes the importance of parent involvement; collaboration with social agencies, community groups and other governing boards is ongoing and

productive; and good communication within the district and with the community is a priority. Strong leadership by the governing board has led to unprecedented success in recent years. This includes the passage of bonds and overrides, test scores improving at rates greater than cohort districts and the state as a whole, students excelling academically, national recognition for a reading intervention program, state and regional titles in athletics, and recognition by US News and World Report as a district boasting some of America’s best high schools.

ALL-ARIZONA AWARD all-arizonaSCHOOL schoolBOARD board award Winners of the 2008 All-Arizona School Board Award are Eva Carillo Dong, Sunnyside USD; Frank “Chic” Maldonado, Benson USD; Martie Payne, Palominas ESD; Rae J. Waters, Kyrene ESD; and Martha Yardley-Jones, Antelope UHSD.The award is ASBA’s highest for individual board members. It is bestowed on five Arizona school board members who exemplify best practices in boardsmanship, understand their roles and follow through on their responsibilities. Candidates for the award are nominated by their fellow school board members and winners are selected by a panel of their peers from across the state. The honor is awarded for proven records of active service on their governing board, their leadership at local, state and federal levels, their demonstrated concern for their district’s children, their rapport with fellow board members, and their commitment to boardsmanship training and support of ASBA and its activities.

Back row (left to right), Martha Yardley-Jones, Frank “Chic” Maldonado, Rae J. Waters; front row, Eva Carillo Dong (left) and Martie Payne

ASBA ROLL asbaHONOR honor rollAWARD award The Honor Roll Award recognizes retiring board members who were nominated by their boards for outstanding service. The recipients have either retired since the last annual conference or are planning to do so after serving at least two consecutive terms on their boards.The 2008 recipients of the Honor Roll Award are Kelli Aja, Buckeye ESD; Allan Blacksheep Jr., Ganado USD; Alice Catallini, Catalina Foothills USD; Noland Clay, Whiteriver USD; Sandra M. Davis, Tolleson UHSD; Don Engler, Payson USD; Sylvia Etsitty, Ganado ESD; Billie Foltz, Alhambra ESD; Sarah Hall, Osborn ESD; Cindi Hobbs, Mesa USD; Tom Hollenbach, Casa Grande ESD; Jerry Kerr, Buckeye UHSD Bonnie Klahr, Continental ESD; Sharon L. Kracht, Balsz ESD; Martin F. McGee, Sahuarita USD; Elaine G. Morrison, Gilbert USD; Mary Y. Navarro, Globe USD; Monte Nevitt, Queen Creek USD; Andrew Sandoval, Isaac ESD; Craig Seymore, Queen Creek USD; Bob Simbric, Camp Verde USD; Laurie Sullivan,

Colorado River UHSD; Woody Tsosie, Sanders USD; Julia Vasquez,Topock ESD; Robbie Woodhouse,Antelope UHSD; and Rich Zawtocki, Kyrene ESD. Winter 2009 I ASBA Journal 21

ASBAAcademy of Boardsmanship Awards


he Board Academy is a continuing-education program designed to equip board members with the knowledge and techniques necessary to develop policies and practices to support the district’s instructional leadership role. Curriculum areas include Board Member Orientation; Board Operations; Planning and Goal Development; Board’s Role in Curriculum and Instruction; Fiscal Management and Resource Allocation; Communications and Interpersonal Relations Skills; Board and Superintendent Relations; Board Policy, School Law and Ethics; and Personal Skills and Effective Leadership. ASBA recognizes governing board members for their commitment to training and continuing education.

TOTAL total BOARD boardAWARD award The Total Board Award is granted to a governing board when at least a quorum of members has attained the level of Certificate of Boardsmanship, which requires 36 continuing education units (CEUs).The remaining members must also have earned their Certificates of Orientation. For their dedication to leadership training by each board member in 2008 ASBA recognized five governing boards: Clifton Unified School District

Osborn Elementary School District

Robert Gomez, President David Esquivel, Clerk Alice Castaneda, Member

Marilyn Rollins, President Kelly Parker, Clerk Dean Wolcott, Member Maxine Radtke, Member Sarah Hall, Member

Back row (left to right), Sarah Hall, Kelly Parker and Superintendent Dr. Wilma Basnett; front row, Maxine Radtke (left) and Marilyn Rollins

David Esquivel

Willcox Unified School District

Fort Thomas Unified School District

Lucille Seney, President Carl Hestand, Clerk Mike Moss, Member David Collins, Member Jan Kortsen, Member

Robert Olivar Sr., President Chris Duncan, Member Karen Titla, Member Norman Sanders, Member Terry Rambler, Member Back row (left to right), Robert Olivar, Sr., Norman Sanders and Superintendent Dr. Leon Ben; front row, Karen Titla

Left to right, Carl Hestand, Lucille Seney and Superintendent Richard Rundhaug

Maricopa Unified School District (not pictured) Shannon Amos, President; Jim Chaston,Vice President; Shannon Johns, Member;Tim White, Member;Tracy Davis, Member 22 ASBA Journal I Winter 2009

MASTER WITHwith CLUSTERS masterOFofBOARDSMANSHIP boardsmanship clustersAWARDS awards The Cluster Pin Awards recognize a select group of board members who, after attaining the level of Master of Boardsmanship, continued to develop their skills with additional hours of training. The following board members were recognized in 2008 for receiving their respective levels of boardsmanship training:

First Cluster Second Cluster

120 – 159 CEUs

Connie Johnson, Sierra Vista USD

Delores Brown, Mobile ESD

Diane Junion, Safford USD

Margaret Burkholder,Vail USD

Julia M. Mathis, Chinle USD

Paula L. Caldwell, Pinon USD

Jane Philips, Clarkdale-Jerome ESD

Diane Douglas, Peoria USD

David Reede, San Carlos USD

Sally Doyle,Yuma UHSD

Nancy Richardson, Sierra Vista USD

Carl Dye, Concho ESD

Ruth Roessel, Red Mesa USD

Doris Flax,West-MEC

Don Rothery, Sierra Vista USD

160 - 219 CEUs

James A. Love, Flowing Wells USD

Foster Drummond, Sonoita ESD

Mary Melchionne,Yuma UHSD

David Esquivel, Clifton USD

Robert Olivar Sr., Fort Thomas USD

Theresa Galvan,Window Rock USD

Don Rothery, Sierra Vista USD

Norma Greene, Cartwright ESD

Debra Scott, Sierra Vista USD

Viki Holmes, Payson USD

Marie Tomchee, Red Mesa USD

Ernest Hubbell, Sanders USD

Woody Tsosie, Sanders USD

Maureen Irr,Yuma ESD

Third Cluster

220 - 329 CEUs

Dee Navarro, Prescott USD

Karen Beckvar, Scottsdale USD

Albert “Bud” Parenteau,Williams USD

Susan Clancy, Cave Creek USD

Bob Rice, Chandler USD

Billie Foltz, Alhambra ESD Anne Gibson,Vail USD Debbie King,Vail USD Dodie Montoya,Winslow USD Ramona Nalwood, Pinon USD

Fourth Cluster

330 - 399 CEUs

Fifth Cluster

400 CEUs or more

Fred Ferreira, San Carlos USD Elaine Hall, Sahuarita USD Suzanne Schweiger-Nitchals, Creighton ESD Charles Wahler, Grand Canyon USD

Clare Bonelli, Patagonia UHSD (452 CEUs) Martie Payne, Palominas ESD (400 CEUs) Evelyn Shapiro, Isaac ESD (434.5 CEUs) Rae J.Waters, Kyrene ESD (413 CEUs)

Winter 2009 I ASBA Journal 23

SCHOOL DISTRICTSuperintendents T

he Arizona School Administrators, Superintendents Division, presents its top award, the All-Arizona Superintendents Award, to individuals in small, medium and large districts at the ASBA-ASA Annual Conference.ASA also names Arizona’s representative for the American Association of School Administrators National Superintendent of the Year program.

Left to right, Dr. Wilma Basnett, Dr. Virginia McElyea, Dr. Vicki Balentine and Dr. Robert F. Dooley

SUPERINTENDENT superintendent OF of THE the YEAR year Dr.Virginia McElyea Deer Valley Unified School District Dr. McElyea, Deer Valley’s superintendent since 2003, is a leader for change, a community builder and a collaborative leader. Among the areas she has focused on during the last three years are implementing a three-year Special Education Inclusion Model, among the first in Arizona; implementing an effective English language learners model; implementing a $26 million technology acquisition and classroom instruction integration plan; launching Project 2021, a district and schoolbased plan for the future needs of education incorporating 13 recommendations into action plans; and implementing and 24 ASBA Journal I Winter 2009

integrating McREL professional development training at the classroom, school and district levels. Dr. McElyea believes in holding high expectations for all students and providing a system of education in which additional resources, human and financial, are available for intervention whenever an individual student fails to master essential learnings. When asked to describe her most rewarding experience as a superintendent, Dr. McElyea stated, “Engaging staff members and the entire community in envisioning the educational future of our children and in developing a strategic plan outlining our goals for realizing this future.”

ALL-ARIZONA all-arizonaLARGE largeDISTRICT district Dr.Vicki Balentine Amphitheater Unified School District During the course of her eight-year tenure as superintendent, Dr. Balentine has enabled the “Pride of Amphi” to shine bright in the district and across the state of Arizona as a result of her quality leadership and dedication to what’s right for students. Her work on behalf of the district has been enhanced by her leadership as president of the Arizona State Board of Education. Those who nominated Dr. Balentine for this award describe her dedication to the education process and her ability to keep students at the forefront of her decisionmaking. Her local community involvement has resulted in considerable financial support from the voters of the district with the successful passages of recent budget override and bond elections to support the fiscal framework of the district.

Dr. Balentine’s academic leadership skills are well demonstrated by the successes of the district’s test scores over the years. Programs such as “Amphi Reads,” which targets training and instruction, have been important to that success. So has the Master Teacher Mentor program, which also emphasizes the importance of a well-prepared instructional staff. Board/superintendent relations at Amphitheater are strong as a result of a quality communication model.The flow of information is ongoing and enables the board/administrative team to be successful and serve students well. A three-year-cycle “Improvement Plan for Administration” forms the backbone that allows the central office and building-level leadership to move the learning process forward in a positive direction.

ALL-ARIZONA DISTRICT all-arizonaMEDIUM medium district Dr. Wilma Basnett Osborn Elementary School District Dr. Basnett is in her 21st year as superintendent with Osborn. That length of service in itself is a strong statement about her abilities and leadership skills. Those who nominated her for this award laud her commitment to the community and dedication to learning for all the students in her district. Her inspirational leadership by example is often cited in these supporting documents as well. So, too, are Dr. Basnett’s communication skills.The use of a collaborative team approach to board/superintendent relationships has served her and the district well. They have

also endeared Dr. Basnett to the community at large and the numerous organizations with which she regularly interacts. Curriculum and instruction form the core of her academic leadership approach. The use of “trimester benchmarks” to track student progress on the state standards has allowed the Osborn district to forge forward in the academic improvement arena. Data analysis training has resulted in a skilled instructional staff able to interpret student data. A unique program known as “Basnett Bucks” allows students to earn credit toward book fair purchases and other programs supporting the reading process across the district.

ALL-ARIZONA DISTRICT all-arizonaSMALL small district Dr. Robert F. Dooley Ajo Unified School District Dr. Dooley is in his seventh year of service to Ajo, during which time he has had the unique distinction of being renewed by three different boards - a real testament to his leadership skills and ability to work with a full range of board members. He is firmly entrenched in the community and is involved in many civic and service-oriented organizations including Rotary, the Ajo Chamber of Commerce and the Sonoran Desert Alliance. Dr. Dooley’s greatest strengths are his leadership skills in academic and fiscal issues, and he has led from the front on both of these critical matters. He has raised the bar for

academic achievement in Ajo USD from the low point of an underperforming rating to enabling students to grow and prosper in their academic setting. His priorities of staff training and academic involvement serve as a model for other small/rural districts. These tasks could not have been accomplished without sound fiscal management and leadership, which have enabled the academic process to prosper and improve. Without the benefit of a maintenance and operations budget override and in an environment of declining enrollment Dr. Dooley has been able to maintain the fiscal resources necessary for the district to move forward with its primary mission of academic achievement. Winter 2009 I ASBA Journal 25

Educational Programs



or 27 years,ASBA has put the spotlight on those districts that have a proven record in achieving excellence through their academic programs by awarding ASBA Golden Bell Awards to the educators and administrators who create and implement them. Programs selected to receive the prestigious Golden Bell must be student-oriented, have a significant effect on student achievement, demonstrate evidence of teacher creativity and demonstrate district leadership.They also must have been in operation for at least two years. Awards are presented in seven categories: Pre-K-3; K-6; 4-6; K-8; 6-8; 9-12; and District-wide. (This year no entries were received in the 6-8 category.) The winners of the 2008 Golden Bell Awards follow. Program summaries were written by applicants as part of the entry process.



Equine Facilitated Cognitive Therapy Program Mike Covert, Horseshoe Trails Elementary School, Cave Creek USD

The Motor Lab: Learning Readiness Susan Centers and Cindy Hodgeson, Tanque Verde Elementary,Tanque Verde USD

Cave Creek USD’s Horseshoe Trails Elementary School has been collaborating with Arizona Equine Rescue Organization since 2004 to create and implement an Equine Facilitated Cognitive Therapy Program. The Mike Covert program is based upon the Six Pillars of Character:Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship. Students are selected for this program based on recommendations from their primary teachers.The focus of this program is to help those that often do not qualify for additional services, such as special education, but stand in need of something extra that the regular curriculum cannot provide. These students often exhibit inappropriate behaviors in the classroom, ranging from being disruptive to overwhelmed with regular social interactions. Horses have the magnificent ability to calm the overactive student and to give strength to that shy, quiet student. By focusing each lesson on one of the Pillars of Character, it allows those students real-life experiences that reinforce what good character means. 26 ASBA Journal I Winter 2009

The Motor Lab program was designed to provide all K-3 students an opportunity to improve their reflex integration, eye-tracking and sensory systems to allow for neurological development to promote learning readiness. All students attend the lab weekly for 2025 minutes.The aim of the activities is to stimulate the child’s reflex, tactile, proprioceptive, vestibular, visual and auditory systems. Included in the lab is a Bal-A-Vis-X station where students balance on a board and perform patterns and rhythms with beanbags and balls individually and with a partner. Crossing the midline, listening/focusing and tracking, which are skills needed to be successful in reading, writing and attention, are accomplished through various stations. Children with immature sensory and motor systems continue to build poor skills on faulty backgrounds.The goal of the lab is to promote the overall body integration and build a solid foundation. Students learn “control” and become more aware of their environment, which in turn helps them control themselves and accomplish tasks. Susan Centers (left) and Cindy Hodgeson

KkTOto6TH GRADE 6th grade FIRST PLACE Bridging Cultures Through Language Cristina Marchica Ladas and Roger Hill, Desert Willow Elementary, Cave Creek USD

Preparing students for the 21st-century global economy begins in preschool at Desert Willow Elementary. Preschoolers begin a full Spanish immersion program at age three. Later, when kindergarteners arrive at the “Bridging Cultures Through Language Program” at the doorstep, they can decide between two strands of continued early foreign language programming. One strand is the Spanish Partial Immersion Program that spans K-5 with students learning in Spanish for 50 percent of their day (science and math) and English for the other 50 percent (language arts and social studies).The other strand offers Spanish as a foreign language to the non-immersion students in grades K-3 two to three times per week for 30-minute classes. Both foreign language models are grounded in years of research that support early second language learning and its benefits. As children approach their adolescent years, acquiring second language becomes much more challenging and intimidating.This program is the antidote. Left to right, Cristina Marchica Ladas, Roger Hill and Kathy Glidden


Terry Tinney (left) and Anne Wheaton

Brain-based Programs – Mesa Verde Style Anne Wheaton and Terry Tinney, Mesa Verde Elementary School, Amphitheater Unified School District

Terry Tinney, a second-grade teacher, and Anne Wheaton, a PE teacher, have combined their efforts to bring brain-based programs to Mesa Verde Elementary.They understand that a child’s brain must be integrated for optimal learning to occur. They have incorporated Bal-A-Vis-X (BALVX) and Brain Gym to their educational programs. These programs require full-body coordination and focused attention. Both programs increase neurological development, allowing children to be fully integrated and receptive to learning. These brain-based programs are incorporated into the daily curriculum of Terry’s primary classroom. Her students create an “Owner’s Manual” based on their individual dominance profiles. In these manuals,

the students record specific learning strategies best suited for their unique learning styles. In the physical education classes, Anne has her students created their own BAVX and Brain Gym routines. Anne facilitates the before- and after-school BAVX program. In this program, Terry and Anne work first through fifth-grade students and their parents. They have hosted Brain Gym and BAVX trainings. These programs are now being implemented in many other classrooms at Mesa Verde.

KkTOto8TH GRADE 8th grade FIRST PLACE Professional Learning Communities: “Power Hour” Damon Twist, Excelencia Elementary School, Creighton ESD

Three years ago, Left to right, Brenda Barrios, Damon Twist faced with low and Mary Sleasman morale and low achievement scores on campus, Excelencia was at a crossroads. Having spent a year gathering data and preparing, the leadership team introduced the Professional Learning Community model. Now, three years later, there is an abundance of evidence of a dramatic change in the culture and student achievement. School climate has improved significantly. Data from Arizona’s Teacher’s Working Conditions Survey in 2007 demonstrated Excelencia’s degree of teacher satisfaction significantly above the state average in all five domain categories. A more positive climate and a sense of success led to less staff turnover as a result of Professional Learning Communities. The leadership team hired 22 new staff members the year before implementing the model, 11 the following year and only three the next. “Power Hour,” a systematic intervention model, resulted in a greater than 10 percent increase school-wide in the number of students at grade level in math in a single year. RUNNER-UP Multi-Cultural Awareness Week Lindsay StollarSlover, Gavilan Peak School, Deer Valley USD

Lindsay Stollar-Slover (left) and Dr. Mai-Long Wong

Gavilan Peak prepares students to enter the 21stcentury workforce Winter 2009 I ASBA Journal 27

by teaching them to appreciate the countries of the world through an award-winning Multi-Cultural Awareness Week. Students learn directly from local emissaries from around the world about the culture, folklore and values of their native lands. Each year we focus on a different geographical area and invite guests to share from personal experience.We have had African drummers, Scottish cabal throwers and Asian painters, who share the beauty of their cultures with our students. In preparation for MCAW, students research countries, learning about artifacts, games and stories of the countries they study. Middle school students share their information with students in kindergarten through sixth grade in the Quarters for Caring Fair. They design a business booth around the theme of a specific country they have studied. Younger students act as their fair-goers, and bring quarters to buy the services and wares at the booths. Through the fair, our school raises over $1,500 each year to donate to our sister school in India. The activities of the Multi-Cultural Awareness Week prepare our students to build bridges of respect, collaboration and appreciation for success in a global society.

4TH GRADE 4thTOto6TH6th grade FIRST PLACE B.O.O.K. (Boosting Our Outstanding Kids!) Nancy Reiner and Carrie Meyer, Sevilla West School,Alhambra ESD

The teachers and staff of Sevilla West are Carrie Meyers (left) and Nancy Reiner dedicated to increasing students’ literacy skills, working through small groups and whole group instruction models; however, it is a challenge for a teacher with 30 students to sit and read a book with one student at a time. In efforts to increase students’ reaching achievement, the B.O.O.K. program was established. It was designed to give selected students increased opportunities to read books on a one-to-one basis with an adult on campus. The B.O.O.K. buddies include the clerical staff, our school nurse, custodians, cafeteria staff, school psychologist, counselor, administration, instructional assistants, librarian, and collaborative peer teachers. The buddies are asked to meet three to four times per week and read for 10-15 minute sessions. This allows the selected students to receive 30-60 minutes of one-to-one reading each week. Sevilla West’s reading achievement results on the AIMS have steadily risen over the past two years partly due to the B.O.O. K. program. 28 ASBA Journal I Winter 2009

9TH GRADEgrade 9thTOto12TH 12th FIRST PLACE Senior Exit Project Calvin Baker, Vail USD

The Vail School District implemented the Senior Exit Project with the graduating class of 2004. After review of increased Back row (left to right), Eva Peters, college Shelly Vroegh, Ginnie Genovese; front anticipated attendance rates, the row (left to right), Tricia Pena, Rena Wittwer and Jen Sanchez district required the project of all graduating seniors in 2005 and all subsequent classes.The project provides students with an opportunity to use skills needed in any profession and addresses a culmination of many different language arts standards. It is composed of three segments: 20-25+ practicum hours including job shadowing of a professional in a chosen career, a 7-12 page research paper on an issue related to the career field of study, and a presentation regarding the practicum and paper, including a portfolio to a panel of judges made up of teachers, board members and community members. Students can shadow professionals in any field and gain firsthand knowledge of what the career entails from day to day. The rates of students anticipating college attendance now exceeds that of the state graduation rate, and student testimonials show the appreciation of students who have gained not only the knowledge to succeed in college and careers, but also begun to build a network of professionals to help them in a competitive world beyond high school. RUNNER-UP (TIE) On-Campus Banking – Mesa High Wells Fargo Sally Powers, Career and Technical Education Department, Mesa USD

A teacher’s dream to have a full-service Left to right, Steven Villalobos, Marlo banking branch on Lario, Sally Powers, Linda Highland campus to assist and Jim Souder students in the development of personal finance and employable skills is now a reality. Working with the Career and Technical Education Department of Mesa Public Schools, L. Ann Knox, chairperson of the Computer/Business Department at Mesa High School, approached several banking institutions to implement her vision early in 2006. With the start of the 2008-09 school year, the Mesa High Wells Fargo OnCampus Store began its third year of operation.

RUNNER-UP (TIE) Superintendent’s Student Advisory Council Kenna Hough, Deer Valley Unified School District

The Student Advisory Council, initially Left to right, Kenna Hough, Karyssa formed in 2003 by Sterne, Benjamin Sanchez and Dr. Dr. Virginia McElyea, Virginia McElyea superintendent of the Deer Valley USD, is now in its sixth year of existence. Beginning as a group of 10th to 12th graders, the council has evolved so that the 30-member team consists of students in grades 8-12.The goal of the Student Advisory Council is to develop leadership skills by creating a district-wide service learning project designed to educate all schools, students, parents and community members about a topic/issue and empower them to participate in a project that will enhance the quality of life in their community. Past projects include a partnership with John C. Lincoln Deer Valley in implementing a Teddy Bear Clinic/Health Fair and two Student Summits. The summits, on underage drinking and substance abuse, have resulted in 19,000 DVUSD students being educated about these important topics. Continuing the goals to educate and empower, the council is currently designing the 2008-09 service learning project, “Everyone Looks Good in Green,” focused on sustainability.

hours of CATNIP coursework, teachers earn a digital camera for classroom use; 30 hours earns a ceiling mounted projector; 45 hours earns an interactive whiteboard. Approximately 25 percent of teachers have enrolled in additional smorgasbord CATNIP coursework earning document cameras or response pad for students. In times of declining federal funds, tight state budgets and increasing needs for high-quality, engaging instruction, over 125 CATNIP classes have been offered in 13 trimesters (fall, winter, summer) since the inception of this initiative. RUNNER-UP Total Career and Technical Education Program Patti Beltram, Peoria USD

Career and Technical Education (CTE) works! CTE reduces dropout rates, increases student Patti Beltram (left) and Meri Gale earning potential, helps Graham students achieve through relevancy and implementation of the Total CTE Program. Multiple recent national studies found that the CTE reduces dropout rates. A national research center says CTE concentration is more helpful in student retention. Plus, CTE concentrators are more likely to graduate from high school and are likely to go on to college in higher numbers than their non-CTE peers.

DISTRICTWIDE districtwide FIRST PLACE CATS, MICE and CATNIP in Madison! Dr. Pam Santesteban, Madison ESD

CATS (Computer Assisted Teaching Strategies) with MICE (Madison Integrating Computer Education) Kim Thomas (left) and Chris Thomas and CATNIP (Classroom Application of Technology – New Incentive Program) in the Madison School District have resulted in more than 70 percent of teachers voluntarily completing 45+ hours of specific training earning technology tools for classrooms to enhance student achievement within the first three years of this program. Supporting a district goal to integrate 21st-century teaching and learning skills, teachers enroll in the first five training hours (“The Care and Feeding of Your Laptop”) upon employment.With completion of 15 Winter 2009 I ASBA Journal 29

30 ASBA Journal I Winter 2009


By Michael T. Martin, ASBA Research Analyst

Eggs or Eggheads: Which Does the U.S. Economy Really Need? any in the business community are critical of education for not providing students with an education that makes them a highly skilled workforce suitable for employment by corporations. They call for national standards and national tests to correct this. But step back and think about it rationally for just a moment. Believing that public schools should focus on providing workers for industrial corporations is very much to believe that children are nothing more than commodities to be developed for harvesting. It views children much as chicken eggs, to be taken from parents and standardized for commercial consumption. And that is not the slightest exaggeration of what is occurring to public schools. William Greider, a nationally renowned reporter and PBS documentarian, wrote a 2003 book titled The Soul of Capitalism. A Financial Times review of the book noted, “Greider knows his economics and his markets. He is not an anti-capitalist. This makes his book persuasive.” Near the end of this book Greider writes: “What, for instance, is the narrative of children in our society? … At present, it seems, children are put on an assembly line, quite early in their lives, and ‘managed’ toward economic goals of production and income. Their performance will be ‘tested’ regularly along the way as the measurable ‘output’ of the education system.”


Greider suggests a different narrative is possible: “A broader understanding of education’s purpose exists: nurturing children so they will feel at home in the world; equipping them to experience the fullness of their own lives, the joys of doing honest work. That perspective has been marginalized by the business model and will not be restored easily. A new narrative might start from the premise that commodifying children’s lives is not good for them and, in the long run, not for society.” The inescapable reality is that this corporate “commodification” of children requires the elimination of locally elected governing boards. In the recent debate over President Obama’s choice for Secretary of Education, the so-called “reformers” were identified as Michael Bloomberg, Joel Klein, Paul Vallas and Michelle Rhee. None has any record of improving public education and perhaps their only noteworthy characteristic is that they displaced locally elected governing boards, the new definition of “reform” in the modern political realm. In 2005, a book titled Besieged was published by the Brookings Institute with the jacket proclaiming “School boards are fighting for their survival.” Simply put, the ability of parents to decide through locally elected leadership what is best for their children

A “reform” of public education that eliminates locally elected governing boards and commodifies children very likely does not reflect the best interests of children. is being pushed aside by those who view children as eggs to be harvested. A “reform” of public education that eliminates locally elected governing boards and commodifies children very likely does not reflect the best interests of children. Louis Gerstner, the former CEO of R.J. Reynolds Nabisco back when it promoted Joe Camel to poison children with tobacco, wrote a Wall Street Journal essay (Dec. 1, 2008) subtitled “Let’s abolish local school districts and finally adopt national standards.” Gerstner is co-founder and chairman emeritus of the organization ACHIEVE.The organization’s homepage ( states: Winter 2009 I ASBA Journal 31

“Created in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization …. In 2006, Achieve was named by Education Week as one of the most influential education groups in the nation.” Corporate leaders fraudulently complain of the need for greater Science, Technology, Engineering and Mathematics (STEM) graduates. Fortune magazine recently published an article on the vast number of engineers being graduated in China compared to the United States. Subsequent investigation found they were counting Chinese graduates of two-year technician programs as “engineers” and that the U.S. graduates far more fouryear engineers per capita than China. Yet corporate leaders still continue to quote the Fortune statistics regardless of the facts. The reality is that American schools actually produce more STEM graduates than U.S. industry can absorb, and a large percentage of them end up working in other fields. But U.S. workers are competing with less competent foreign workers with lower wages. U.S. industry offers these foreign workers the chance at U.S. citizenship if they will come to America.The chance to become U.S. citizens by working at lower salaries is something industry cannot offer to American graduates. America’s economic power exists because we haven’t produced commodified students. American schools have long been blamed for the rebellious youth of the past half century. Instead of docile industrial workers, public schools have produced creative and challenging citizens who have produced highly skilled workforces in newly invented industrial realms. American public schools prepare students to enter a world of future 32 ASBA Journal I Winter 2008

endeavors rather than prepare highly skilled workers for a past world. It is precisely this facility of public schools to produce creative and rebellious workers that has empowered the U.S. economy. Perhaps the classic example is Steve Wozniak, whose rebellious misbehavior in high school included mis-wiring other students’ science

That American schools do not produce standardized, commodified children for harvesting by industrial corporations represents the strength and magic of American public schools. projects and producing fake class schedules that misdirected students. In his spare time while working as a technician out of high school at electronics giant Hewlett-Packard, he built the microcomputer motherboard that helped launch the microcomputer revolution in America. H-P was not interested in it, so he and Steve Jobs created the Apple computer company. Apple’s revolutionary Macintosh computer was developed by a small rebellious group of creative young technicians rather than by Apple’s corporate endeavors. In a 1984 Byte magazine interview Jeff Raskin, the father of the Macintosh, said: "And nobody, especially Steve Jobs, believed that we could do anything useful. Maybe a few clever ideas may come out of this group but certainly

not a product. They were not going to get a product out of Raskin.Tribble and Howard... people who play music." The corporate lament that American schools do not produce a “highly skilled workforce” ignores that American schools produce students who graduate with generic skills that allow them to adapt rapidly to economic changes. In each of the massive industrial developments of the past quarter century, from cell phones, to lasers, to the internet, to microcomputers, to medical technology, it was creative, rebellious young people who not only staffed these complex emerging industries, but in many cases also led their development. American public schools did not produce a “highly skilled workforce” for this modern transformation because the skills that were needed were not yet known. Instead, American public schools produced highly creative and rebellious workers who developed and implemented the necessary skills. That American schools do not produce standardized, commodified children for harvesting by industrial corporations represents the strength and magic of American public schools.Anyone who seriously looks at the economic development of the United States in the latter half of the 20th century has to marvel at the widespread innovation and development that occurred, employing entirely new realms of knowledge created largely by young people just completing their public schooling. With the ever more rapid increase in technological development worldwide, attempts to focus public schools on creating a “highly skilled workforce” will essentially focus schools on teaching obsolete skills to rebellious students who will rightly thwart them. In essence, American schools have been successful by producing students who are eggheads rather than eggs. 


By Chris Thomas, ASBA Director of Legal Services

Ethics and Leadership: Exploring the Board Member Code of Ethics re great leaders born or made? That seems to be the existential question of leadership. Will a “born leader” always naturally grow up to become a great leader? Can individuals who find themselves in leadership positions, through choice or circumstance, become great leaders even if they lack the “leadership gene?” Volumes of books – business, historical, philosophical – have been devoted to this question. For what it’s worth, I think great leaders are both born and made. As a history buff, I can even see it in our own U.S. presidents. There are “naturals,” those born with the leadership gene – think Bill Clinton or Ronald Reagan – and there are also those that because of circumstance became great leaders – think Harry Truman or Thomas Jefferson. Each of these four individuals surely had both some aspect of the leadership gene and whatever natural leadership qualities they possessed developed by circumstance. At ASBA we think that leaders that are either born or made can be made better through training – developing a focus on student achievement, understanding their role in school governance and the laws they must follow, and being effective advocates for their communities. All of these training concepts have at their core an understanding of our “Code of Ethics for Arizona School Board Members,” which is based on the code developed by the National


School Boards Association and has been adopted by ASBA and all Arizona school districts that belong to our model policy services. These ethical rules are the foundation of good school board leadership. As we begin a year during which “The Art of Leadership” will be our association’s focus, it is worthwhile to ponder each of these rules more closely. As a member of my local Board of Education I will strive to improve public education, and to that end I will: Attend all regularly scheduled Board meetings insofar as possible, and become informed concerning the issues to be considered at those meetings; It’s hard to be an effective board member if you do not attend meetings. Meetings, as they say, are what we do. In fact, the only time a board member has any authority is at a duly called, official meeting. In addition, it’s also hard to be an effective participant – and thus an effective representative of your community – if you come to meetings unprepared, having not read your board materials. Effective board members have a good understanding of the objectives of the meeting. Recognize that a board member should endeavor to make policy decisions only after full discussion at publicly held Board meetings;

You are part of the collective entity known as the board. The board should get information, and fully deliberate, discuss and consider its policy decisions prior to making its decisions. Come to the meeting with an open mind, ready to participate, debate and discuss, but most importantly… come with open ears about what you will hear from the administration and other board members, and vote only after hearing and considering everyone’s point of view and input. Render all decisions based on the available facts and my independent judgment, and refuse to surrender that judgment to individuals or special interest groups; As a member of the board, you are there as a representative of the community; it is important that you always keep this in mind. However, always remember that you are there to represent ALL OF THE COMMUNITY, not just those that have your ear. The community consists not only of your neighbors, your child’s teacher and your friends, but also includes many people you have never met: other parents, school employees and taxpayers. Most importantly it includes students; but not just some students – ALL STUDENTS. You must strive to do what is the best interest of all the students in the district and ask yourself, each and every time when making a decision, whether you are doing that. Winter 2008 I ASBA Journal 33

Encourage the free expression of opinion by all Board members, and seek systematic communications between the Board and students, staff and all elements of the community; Again, boards exist because we want community representation in the governance and operation of schools. If boards are not effectively communicating with their patrons, they are not serving this critical role, and they may as well not exist. As a board member you should insist on a comprehensive communications strategy with your community. This is not just keeping an open ear when you go to a football game or the grocery store. It is adopting a policy for dealing with complaints. It is having regular newsletters that go to the community explaining what is happening in the schools. It is having significant time set aside at your meetings to hear from community members (in a call to the public). There should be no surprises in the community when the board makes a big decision: when adopting a budget – especially one that cuts significant programs – it should be done after conducting community forums and a number of school board meetings. Always remember that communication with your community should flow both ways – from the community to the board and from the board to the community -- and you should endeavor to facilitate that through your policies. Work with other Board members to establish effective Board policies and to delegate authority for the administration of the schools to the Superintendent; It is said often by our Leadership Development team that school boards don’t run the schools but that they ensure that the schools are well run. Boards set policy and provide oversight functions, but they neither possess the ability nor the proper perspective to 34 ASBA Journal I Winter 2008

operate the schools. They hire a superintendent to do this and they are wise to evaluate the superintendent on his/her ability to achieve the policy objectives of the board. In addition, individual board members should be mindful that the policy-making authority is one held by the board collectively and is not the purview of a single board member. Board presidents should especially remember this. Superintendents will often come to board presidents for advice on a policy direction; that is appropriate when it is informal and based on an earlier direction of the entire board. When it does not meet that criteria, the board president needs to ask the superintendent to bring that issue to the entire board for the appropriate review. Communicate to other board members and the Superintendent expression of public reaction to Board policies and school programs; As the janitor in 1985 movie “The Breakfast Club” said, “You are the eyes and ears of your school, my friend.” You are uniquely qualified to bring forth congratulations and concerns, compliments and complaints. School administrators are often not as closely tied to the community as you are, and they must rely on you in ascertaining whether the school is connecting and being successful with the community. It is critically important not just that you listen, but that you also effectively communicate with your superintendent – and in the right way – what you hear. Inform oneself about current educational issues by individual study and through participation in programs providing needed information, such as those sponsored by my state and national school boards association; This is not just a plug for our conferences, but a challenge to you to

be as informed as you can be about the issues that you face; ASBA conferences are simply a suggested way to do that. Education can be very complex, and it seems to be getting more complex by the year. You need to stay up on the latest changes. No one expects board members to be educational experts the way administrators and teachers are – but you should be experts about school governance, your policy-making role and, in a general sense, what is happening on a macro level in education. Support the employment of those persons best qualified to serve as school staff, and insist on a regular and impartial evaluation of school staff; Getting and keeping a qualified school staff is essential for a school district to be successful. Board members have a great role in this by setting policies that make the school district a good place to work – by providing the best pay possible and establishing collaborative models that enable the best decision making and a positive work environment. Boards should insist that the administration have a rigorous and effective evaluation of school personnel and the boards themselves should conduct regular, effective and collaborative evaluations of their superintendents (the only employee that boards evaluate directly). Moreover, boards should evaluate their own performance in an honest and critical way so that they are also striving for improvement. Avoid being placed in a position of conflict of interest, and refrain from using my Board position for personal or partisan gain; School board members must be selfless. They must make decisions that are in the best interests of the community, not in their own best interests. Furthermore, they should

strive to be beyond reproach on conflicts of interests, avoiding even the appearance of impropriety. When board members get into trouble (or a strong allegation of wrong-doing is made), that trickles down to the students in the district. If the community thinks that board members are acting improperly, they are less apt to support the schools, and that support is critical to student success.

reputation and lives of many individuals lay in the balance. More than that, the law will come down hard on any board member that breaks confidences on a matter that the law says must be made confidential. Board members are volunteers. They receive no pay. They commit a substantial amount of their time. On top of all of those sacrifices, why would you want to risk your own personal finances and reputation by breaking the law on confidentiality?

Take no private action that will compromise the Board or administration, and respect the confidentiality of information that is privileged under applicable law;

Remember ALWAYS that my first and greatest concern MUST be the educational welfare of the students attending the public schools.

See the above explanation; but in addition, remember that board members – by law – must maintain as private confidential information they receive, whether it be about a student or employee matter or anything else. The

Students are why we have teachers, administrators and, yes, school board members. Without them, we don’t exist. So while the policy decisions that school boards make may affect school employees, parents, taxpayers and other

stakeholders, it is the students that must be at the forefront of any decision. Moreover, boards should be mindful that their conduct and how they represent their schools in the public has repercussions to the educational welfare of their students. If the school board is in the paper because of infighting and questionable behavior, what do you think the chances are that the school district’s budget override is going to pass? How are students and parents going to feel if they read their school’s name in the paper – and it is for something negative that an individual school board member did? It is all interrelated. Not all school board members that are ethical are great leaders. But I do believe that all great school board leaders are ethical. Following your “Code of Conduct” is a great way to get there. 

Winter 2008 I ASBA Journal 35

36 ASBA Journal I Winter 2009


By Panfilo H. Contreras, ASBA Executive Director

Essential Elements of Leadership


SBA President Bob Rice has established “The Art of Leadership” as the theme this year for the work of this organization’s board of directors and staff. Our programs, conferences and workshops in the year ahead all will reflect this theme. And what a timely one it is for the issues of today. Leadership will be important and very necessary to resolve questions coming to you in this very difficult budget year. But what does leadership look like? To me, there are three essential elements to leadership: time, teamwork and behavior of school board members. Time is the first element of good leadership in my view. One should allow the time to do the job of governance properly. Sometimes the time needed to prepare for meetings and activities may be inconvenient and may even seem impossible, but it is necessary to be prepared to do the job right. Being timely is another important element. Nothing communicates indifference or even

opposition more than constantly being late to meetings and activities. Missing them is worse yet. Teamwork is an even more important aspect of leadership. When observing board meetings, it is easy to see when board members are working as a team – or not. It is at these meetings and during these interactions that the community gains or loses its confidence in the governance decisions being made. Lack of compromise in discussion, motions and decisions are the first obvious clues of discord on the board. While not easy to correct, it is the first place to focus in trying to bring individual leadership to play. Each person on the board must commit to changing and acting on that commitment. Acceptance of the majority decision of the board is another important piece to teamwork. While every vote does not need to be a unanimous one, acceptance of the final decision by all board members is important. A basic concept of our

democracy is majority rule. It is the ethical obligation of each board member to support the decisions of the board, regardless of each individual’s personal position on the issue. As indicated above, individual behavior is a telling clue to whether leadership is inculcated in how the governing board operates. It is easy to know that it is not when a person is quick to complain to anyone who will listen about decisions of their board or how they don't get along. Again, each individual must accept the leadership role in stopping this type of behavior. Exhibiting leadership means respecting differences of opinion. Each of these critical elements requires outward leadership. Internal acceptance of responsibility to be on time, participate as a team member and behave respectfully demonstrates a commitment to being a leader. The job of a governing board member is difficult; developing internal leadership provides the means to get things done. 

Winter 2009 I ASBA Journal 37


continued from page 14

school administration and board of education initiated an informal conversation with teachers to determine how increasing class sizes and decreasing course offerings were impacting their students. For the next 12 months, this conversation spread to include non-teaching staff, parents, key neighborhood and community leaders, and other school district residents. One of the major challenges facing school leaders was keeping the conversation focused on clarifying the problem and resisting the temptation to jump ahead to a discussion of possible solutions. However, they persevered and, by the time the discussion shifted to solutions, the growing sense of urgency that something needed to be done about the district’s overcrowding problem had reached a fever pitch. To make a long story short, the community – highly energized by knowing and owning what was at stake – asked the board of education to place a large, $10 million bond issue on the ballot to fix the problem - and then passed it by a wide margin. An Emerging Strategy Today, the legacy of the West Holmes success story lives on. Faced with increasing pressure to improve and fund student achievement, more and more educational leaders are successfully utilizing key principles of the shared decision making process to build support for what they need. The linchpin. In discussing challenges and opportunities, we often focus on symptoms rather than root causes. For example, we talk about the need for more money for our schools, but fail to take it a step further and discuss how the lack of money will impact students. The linchpin of shared decision making is identifying what is at stake and then drilling down until the impact is clear and compelling. Going slow to go fast. Shared decision making takes time to work. Rushing into it doesn’t provide the time needed for people to digest information, wrestle with the various tradeoffs involved and then build consensus regarding courses of action. The West Holmes story, for example, encompassed a year. While it doesn’t always take this much time to build support for an important decision, having a few meetings with a handful of people doesn’t usually get the job done. Resisting the temptation. When facing an important decision, we often spend too little time focusing on the impact of what is at stake and too much time focusing on what to do about it. At West Holmes, educational leaders resisted the temptation to advance their community conversation to a discussion of solutions to their overcrowding problem before the impact of the overcrowding was clearly understood and school district 38 ASBA Journal I Winter 2009

residents reached the conclusion that there was a compelling need to fix the problem. Community ownership. People are willing to reach consensus and assume ownership when they feel they’ve been an active part of the decision making process. This occurred in the West Holmes School District when residents spent a year wrestling with their school system’s overcrowding problem and then asked their board of education to place a bond issue on the ballot to build additional classroom space. The grapevine effect. The engine that creates community ownership is the grapevine effect. Again, as was demonstrated at West Holmes, consensus over what to do about the district’s overcrowding problem was only reached after hundreds of school district residents spent a year discussing the impact it was having on the students within their school system. These discussions included one-on-one meetings with 100 neighborhood and community leaders, 40 coffee discussions in residents’ homes, a meeting with 250 school parents and a district-wide state of the schools meeting which attracted 400 people in the middle of a snow storm. Courageous leadership. When push comes to shove, many educational leaders don’t trust the public any more than many school district residents trust them. At West Holmes, educational leaders had the courage to step out of their comfort zones, take a leap of faith and trust in the wisdom of their community. And the community responded in a very positive way by overwhelmingly passing a major bond issue. Ready to Do Something A growing number of Americans are deeply concerned today about the direction they feel our country is headed. What’s more, they are tired of sitting on the sidelines being ignored while they helplessly watch people they don’t trust make important decisions for them. Instead, they are looking for ways to get involved and make a difference. This heightened desire “to do something” is now providing educational leaders with a golden opportunity to unleash the positive power of shared decision making to address important challenges facing their school districts.  About the writer: William “Corky” O’Callaghan is a public engagement consultant for school districts in Ohio and Arizona. He is the author of several books and articles that provide educational leaders with practical ways to utilize the power of shared decision making.

Winter 2009 I ASBA Journal 39

g n i r p S A B S A

Legal r a n i m e S


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40 ASBA Journal I Winter 2009

ASBA Affiliate Members AIG Retirement Group retirement plans, individual financial services Ann Zlamal 11201 N.Tatum Blvd., Ste. 100 Phoenix, AZ 85028 602-674-2614 Administrative Enterprises Inc. 5810 W. Beverly Ln. Glendale, AZ 85306 602-789-1170 Adolfson & Peterson Construction General contractor Sue Sylvester 5002 S. Ash Ave. Tempe, AZ 85282 480-345-8700 The Alliance Tricia Costich 4041 N. Central Ave., Ste. 1200 Phoenix, AZ 85012 602-222-2110 Alvarez & Gilbert PLLC Legal services 14500 N. Northsight Blvd., Ste. 216 Scottsdale, AZ 85260 602-263-0203 American Building Maintenance Co. Wade Moffet 2632 W. Medtronic Way Tempe, AZ 85281 480-968-8300 American Fidelity Assurance Donna Sciulara 3075 E. Flamingo Rd., #110-A Las Vegas, NV 89121 800-616-3576

Aramark Education Mark Waterbury 3421 Danbury Ln. Plano,TX 75074 972-408-6799 Arizona Correctional Industries Bill Branson 3701 W. Cambridge Ave. Phoenix, AZ 85009 602-272-7600 Arizona School Alliance for Workers Compensation Workers compensation Tricia Costich 4041 N. Central Ave., Ste. 1200 Phoenix, AZ 85012 602-222-2110 Arizona School Boards Association Insurance Trust Leanne Appeldorn 5810 W. Beverly Lane Glendale, AZ 85306 602-789-1170 Arizona School Health Insurance Jane Schemers 5225 N. Central Ave., #104 Phoenix, AZ 85012 602-200-2411 Auto Safety House School bus sales and service Rudy Garcia 2630 W. Buckeye Rd. Phoenix, AZ 85009 602-269-9721

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

The Bagnall Company Employee benefit consulting Mark W. Bagnall 1345 E. Chandler Blvd., Bldg. 1, Ste. 103 Phoenix, AZ 85048 480-893-6510 Benefit Intelligence Charles Carlson, Mark Imbrogno 4862 E. Baseline Rd., Ste. 101 Mesa, AZ 85206 480-892-4207 BoardBook Tim Curtis P.O. Box 400 Austin,TX 78767 888-587-2665 CCS Presentation Systems Julia Solomon 17350 N. Hartford Dr. Scottsdale, AZ 85255 480-348-0100 CN Resource LLC Rich Crandall 1930 N. Arboleda, #101 Mesa, AZ 85213 480-835-7072 Calderon Law Offices Legal services Ernest Calderon 2020 N. Central Ave., Ste. 1110 Phoenix, AZ 85004 602-265-0004 Centennial Contractors Enterprises Lisa Bentley 1616 E. Indian School Rd., #200 Phoenix, AZ 85016 623-764-0397

Chartwells School Dining School lunch management Joel Mee 826 Plymouth Blvd. Los Angeles, CA 90005 323-213-0121 Claridge Products & Equipment Melissa Bracy 28473 N. 108th Way Scottsdale, AZ 85262 480-419-9434 Compass Insurance (Schaefer-Smith-Ankeney Insurance) Craig Ankeney 2002 E. Osborn Rd. Phoenix, AZ 85016 602-977-3604 Core Construction Jessica Steadman 3036 E. Greenway Rd. Phoenix, AZ 85032 602-494-0800 Dairy Council of Arizona Patricia Johnson 2008 S. Hardy Dr. Tempe, AZ 85282 480-966-8074 D.L.Withers Construction Dan Withers 3220 E. Harbour Dr. Phoenix, AZ 85034 602-438-9500 DLR Group Lynnette Morrison 6225 N. 24th St., Ste. 250 Phoenix, AZ 85016 602-381-8580

DeConcini McDonald Yetwin & Lacy John C. Richardson 2525 E. Broadway, Ste. 200 Tucson, AZ 85716 520-322-5000 Durrant Architects Frank Slingerland 2980 N. Campbell Ave., Ste. 130 Tucson, AZ 85719 520-318-4250 eBOARDsolutions Web-based board governance software Mark Willis, Pablo Pittaluga 5120 Sugarloaf Parkway Lawrenceville, GA 30043 770-822-3626 Edupoint Educational Systems Joseph Kirkman 1955 S.Val Vista Drive #210 Mesa, AZ 85204 480-833-2900 EMC2 Group Architects Architects, planners Ron Essley 1635 N. Greenfield Rd., Ste. 144 Mesa, AZ 85205 480-830-3838 G.V. Enterprises Project managers, procurement consulting Gordon Vasfaret 9102 W. Marshall Ave. Glendale, AZ 85305 623-872-1852

Winter 2009 I ASBA Journal 41

42 ASBA Journal I Winter 2009

Gust Rosenfeld Robert Haws 201 E.Washington, Ste. 800 Phoenix, AZ 85004 602-257-7976 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 Homeland Educational Connections Financial consultants Monty Harris 194 N. Main St. Snowflake, AZ 85927 928-536-5437 Hufford, Horstman, Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 Hughes-Calihan Konica Minolta Dan Schmidt 4730 North 16th Street Phoenix, AZ 85016 602-244-9944 Kitchell CEM Program, project and construction management Karen Heck 1661 E. Camelback Rd., Ste. 375 Phoenix, AZ 85016 602-266-1970 Lewis & Roca LLP Mary Ellen Simonson 40 N. Central Ave. Phoenix, AZ 85004 602-262-5317 M.L. Riddle Painting Inc. Mike Riddle 2901 W. Fairmount Ave. Phoenix, AZ 85017 602-277-3461 Mangum Wall Stoops & Warden A. Dean Pickett P.O. Box 10 Flagstaff, AZ 86002 928-779-6951 Modular Technology, Inc. Catherine Walley 22425 N. 16th St. Phoenix, AZ 85024 602-272-2000

Mohave Educational Services Co-op Tom Peeler 625 E. Beale St. Kingman, AZ 86401 928-753-6945 N.L. Booth & Son General contractor Robert Booth 8128 E. Florentine Ste. B Prescott Valley, AZ 86314 928-772-0077 NTD Architecture Scott Beck 2800 N. 44th St., Ste. 500 Phoenix, AZ 85008 602-956-8844 Network Infrastructure Corp. Sommer Decker 1131 W.Warner Road, Ste. 111 Tempe, AZ 85284 480-850-5050 Norcon Industries, Inc. Architectural specialties Tim Norris 5412 E. Calle Cerrito Guadalupe, AZ 85283 480-839-2324 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 The Orcutt/Winslow Partnership Paul Winslow 3003 N. Central Ave., 16th Fl. Phoenix, AZ 85012 602-257-1764 Pinnacle One Ed Boot 1620 W. Fountainhead Pkwy., Ste. 202 Tempe, AZ 85282 480-394-0335 Piper Jaffray & Co. William C. Davis 2525 E. Camelback Road, Ste. 925 Phoenix, AZ 85016 602-808-5428 Prepared Response, Inc. Paul Ballew 600 University St., #1525 Seattle,WA 98101 800-705-1856

Professional Group Public Consulting, Inc. Caroline Brackley 212 W. Superstition Blvd., #103B Apache Junction, AZ 85220 480-797-6873 Project & Construction Services Construction management, estimating, scheduling John Kennedy 7975 N. Hayden Road, Ste. C-340 Scottsdale, AZ 85258 480-634-1262 Public Sector Personnel Consultants Human resources consulting Matthew Weatherly 1215 W. Rio Salado Parkway, Ste. 109 Tempe, AZ 85281 480-947-6164 Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 2775 E. Ganley, Ste. 103 Tucson, AZ 85706 520-545-1044 Quarles & Brady Streich Lang Caroline Letiecq Renaissance One, Two N. Central Ave. Phoenix, AZ 85004 602-229-5377 RBC Capital Markets John Snider 2398 E. Camelback Road, Ste. 700 Phoenix, AZ 85016 602-381-5361 Regional Pavement Maintenance Steve Leone P.O. Box 3778 Gilbert, AZ 85229 480-963-3416 Rodel Charitable Foundation Carol Peck 6720 N. Scottsdale Road, Suite 380 Scottsdale, AZ 85253 480-367-2920 SCF of Arizona Workers' compensation insurance Tod Dennis 3030 N.Third St. #110 Phoenix, AZ 85012 602-631-2000

SRP Rebecca West PAB 336 P.O. Box 52025 Phoenix, AZ 85072 602-236-3578 SAPA Fabricated Products Aluminum ramps, stairways, all REDD Team products Janet Wray 1617 N.Washington St. Magnolia, AR 71753 800-643-1514 Schneider Shay Pian & Pittinger Architects LLP Herb Schneider 8681 E.Via De Negocio Scottsdale, AZ 85258-3330 480-991-0800 Shade ‘N Net Sun and UV protection structures Joe Reda 5711 W.Washington Phoenix, AZ 85043 602-484-7911 Smartschoolsplus, Inc. Phased retirement services Sandra McClelland P.O. Box 11618 Tempe, AZ 85284 480-839-8747 Stone & Youngberg Financial services Bryan Lundberg 2555 E. Camelback Rd., Ste. 280 Phoenix, AZ 85016 602-794-4000 Summit Food Service Dave Brewer 2703 Broadbent Pkwy. NE, Ste. F Albuquerque, N.M. 87107 505-341-0508 Sundt Construction Construction Edward Mullins 2620 S. 55th St. Tempe, AZ 85282 480-309-2347 Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 3002 S. Priest Drive Tempe, AZ 85282 602-288-5020 TCPN – The Cooperative Purchasing Network Mike Chouteau 2100 N. Central Ave. #220 Phoenix, AZ 85004 602-405-9402

Technology Coordinators Utilities and building renewal projects Ed Schaffer 2116 W. Del Campo Circle Mesa, AZ 85202 888-474-5509 Thunderbird Mountain Facilities performance services David Johnson P.O. Box 10130 Glendale, AZ 85318 623-825-1730 Traaen & Associates, LLC Human resources management, training and organizational development Teri J.Traaen, Ed.D., DPA 4831 E. Calle Tuberia Phoenix, AZ 85018 602-510-3989 Troxell Communications Audio-visual equipment Bob Berry 4830 S. 38th St. Phoenix, AZ 85040 480-495-4745 Turner Construction Construction management services Scott Ellison 637 S. 48th St., 1st Floor Tempe, AZ 85281 480-557-4700 U.S. Army Access for Education Thedius Burden 11122 W. Olive Dr. Avondale, AZ 85392 623-234-4904 Vanir Construction Management Inc. Robert Wyllie 1501 W. Fountainhead Pkwy. #393 Tempe,AZ 85282 480-921-0333 Veriti Consulting Cathy Elliott 8111 E.Thomas Road, Ste. 120 Scottsdale, AZ 85251 602-229-1281 Wedbush Morgan Securities (PHS&G) Financial advisor, underwriter, investment banker Erika Miller, Jim Stricklin 2999 N. 44th St., Ste. 100 Phoenix, AZ 85018 602-952-6800

Winter 2009 I ASBA Journal 43

44 ASBA Journal I Winter 2009

Winter 2009 I ASBA Journal 45

JACK 2008 student STUDENT photography PHOTOGRAPHY winners WINNERS jack PETERSON peterson 2008

Quality leadership and advocacy for children in public schools. PRSRT STD US POSTAGE


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ASBA Journal - Winter 2009  

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