ASBA Journal - Winter 2011

Winter 2011 Vol. 41, No. 1

a zi ng P m A os

sib

i l i ti e s

Annual Awards Issue

Celebrating Excellence in People and Programs in Arizona’s Public Schools

Winter 2011 Vol. 41, No. 1

l Departments 5

President’s Message Pushing Beyond Challenges Yields Amazing Possibilities

By Dee Navarro, ASBA President

8

ASBA News

By Juliet Martin, ASBA Journal Editor

12 Capitol View

A Tale of Two Governments on Education: Arizona and the United States

By Janice Palmer, ASBA Director of Governmental Relations 14 Leadership Matters Even Great Players Need a Good Coach

By Karen Beckvar, Leadership Development Specialist 34 Points on Policy

What Do You Mean I’m A Role Model?

By Jim Deaton, ASBA Director of Policy Services 36 Education and the Law I’ll Take School Law Potpourri for $1,000, Alex …

By Chris Thomas, ASBA Director of Legal Services 38 Lessons from Research

Reading Gains in Florida and Arizona

By Michael T. Martin, ASBA Research Analyst 41 Viewpoints

Imagining Amazing Possibilities, Striving Toward Excellence

By Panfilo H. Contreras, ASBA Executive Director

l features 7 Profile in Leadership Jim Love 11 Profile in Leadership Maxine Radtke 16

SBA•ASA 53rd Annual Conference A Highlights

18 Annual Awards Section

18 All-Arizona School Board Awards

19

21 The Honor Roll Award

21

arbara Robey Lifetime Achievement B Award

22

Total Board Awards

23

aster of Boardsmanship with Cluster M Awards

26

Superintendent Awards

29

Golden Bell Awards

24

Jack Peterson Photography Contest Awards

Lou Ella Kleinz Award of Excellence

43 ASBA Affiliate Members Winter 2011 I ASBA Journal 1

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Arizona School Boards Association l Officers

President Dee Navarro President Elect Michael Hughes Treasurer Mark Warren Secretary Randy Schiller Immediate Past President Debbie King

l County Directors, Caucus Presidents

Apache Rose Martinez Cochise Carolyn Calderon Coconino Sandra Kidman Gila Frankie Dalmolin Graham Roberta Lopez Greenlee Mike Wearne La Paz Rudy Parker Maricopa Jesus Rubalcava Maricopa Scott Holcomb 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 Katrina Talkalai Black Caucus David Evans

l Staff

Executive Director Panfilo H. Contreras Director of Administrative Services Ellen White Director of Policy Services Jim Deaton Director of Legal Services Chris Thomas Director of Governmental Relations Janice Palmer Director of Leadership Development John Gordon Communications/Journal Editor Juliet Martin Education Policy Analyst Dr. Terry Rowles Education Policy Analyst Steve Highlen 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 Kristi Johnson Publication Policy: Articles printed herein may be divergent in point of view and controversial in nature. The materials published in each issue represent the ideas or beliefs of those who write them, and not necessarily the views or policies of the Arizona School Boards Association. © 2011 by the Arizona School Boards Association.

Address all correspondence to: ASBA Journal Editor 2100 N. Central Ave., Suite 200 Phoenix, AZ 85004 Phone: 602-254-1100; 1-800-238-4701 editor@azsba.org; Web site: www.azsba.org Annual subscription rate $24 Production and Design by S&L Printing & Mailing 1428 W. San Pedro • Gilbert, AZ 85233 • 480-497-8081

Winter 2011 I ASBA Journal 3

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l PresidenT’S Message

By Dee Navarro, ASBA President

Pushing Beyond Challenges Yields Amazing Possibilities “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” – Albert Einstein

T

he great innovations of our world have come from people who refused to be limited by what, at the time, was believed to be possible. Imagine what the masses thought when talk of replacing the horse and buggy with an engine-driven vessel was being pondered. Or a flying machine to transport people from one destination to another was in the planning stages. Who, just 50 years ago, would have thought that you could talk to someone across the world on a small device that fits in your pocket?

Those innovative visionaries imagined amazing possibilities that they didn’t allow to be hampered by the “can’ts” and “don’ts” and “won’t works” that no doubt were hurled at them by more people than not. They imagined beyond what most people could see and found ways to make their dreams a reality.

Often in education, we fall into the trap of focusing on what we don’t have instead of looking toward making the most of what we DO have. With decreased budgets, it’s easy to say, “We can’t do this or that without money.” It’s easy to let “disabilities” – whatever they may be – hamper us. It’s easy to let the negative things get in the way of thinking outside the box. Or, as is the case today, we fail to think outside the budget.

As I approached the beginning of my year as ASBA president, I considered what theme I would like to define for ASBA in 2011. It was a friend of mine in a casual conversation who suggested the idea of “Amazing Possibilities,” and it just hit me that that is exactly what we have ahead of us. Yes, we’re facing tough issues in education at a time when our country is struggling more than it has in decades. But it’s during times of crisis and hardship that innovation leads the way and amazing possibilities are realized.

While I realize that the challenges facing public education aren’t going away anytime soon, I’m a “glass half full” person.

I don’t see the half that is empty; I’m too busy enjoying the half that I have. Shouldn’t we, who have the ability to shape the school experiences of more than a million Arizona children, lead the way in envisioning the future we want for

More than ever we must reach out to our communities, our school families, business leaders, voters, and local, state and federal elected officials. We are going to have to collaborate in ways we haven’t before. our students? They are empty vessels with amazing potential, and it’s our job to fill them. We can either let the challenges paralyze us into doing the same old same old, or we can set aside the impediments and push ourselves beyond what is comfortable to imagine the amazing possibilities we have yet to even consider.

What if we, as board members, refuse to be limited by what we currently are faced with and approach everything we do as an amazing possibility to do more, do better, reach beyond what we know? What if we see in each child a genius and let go of the expectation that they must “climb a tree” to be successful?

As president this year, I want ASBA to provide school district leaders with more tools than ever to stretch our thinking, sharpen our knowledge and enhance our governance skills so that we may do more for students. And I encourage all of you to challenge yourselves and your districts to put aside impediments and push yourselves to accept not only what is known, but to think in new ways and truly innovate.

As George Bernard Shaw said, “You see things; and you say ‘Why?’ But I dream things that never were; and I say ‘Why not?’” I hope that you will share your thoughts with me and the ASBA staff throughout the year, so that we can envision amazing possibilities and make them a reality. And I encourage you to share your successes with me and with ASBA staff so that we all may learn from your innovations. n Winter 2011 I ASBA Journal 5

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l profile in leadership

Jim Love Governing Board

Advice to New Board Members

Flowing Wells Unified School District

First and foremost, don’t come with a personal agenda. Get all the training from ASBA that you can, then put it to use!

Hometown Tucson

A Board Member For 10 years

Books at My Bedside True Compass: A Memoir by Edward M. Kennedy and Shutter Island by Dennis Lehane

Inspiration Watching a child who not only does not know they can dream, but finds someone in our schools who shows them they can have a dream. I will work day and night to help these people have what they need to help our children, all our children. A Flowing Wells Graduate said it best: “They showed me I am somebody and I can be and do whatever I want. I used to think I wasn’t worth anything.” That is why I do what I do.

Motto as a Board Member There is a general quote that I heard as a kid that has always stayed with me: “A man who tries to do something and fails is infinitely better than a man who does nothing and succeeds.”

Pie-in-the-Sky Vision for Education For teachers to be paid what they are worth and to have a dropout rate of less than 1% for every school. The state and federal governments would fund all the money they promised.

Greatest Accomplishment as a Board Member There are a couple things: 1) Pushing to get a dropout prevention program restarted; 2) Organizing political debates about education between potential and the current District 8 Congressional candidates.

Pet Peeve as a Board Member Hearing someone say that there are going to be so many failures and there is nothing we can do to stop it, that’s just the way it is.

Reason I Like Being an ASBA Member Receiving ongoing training and being with all the other school board members. I really like the opportunity to work on the legislative issues.

My Epitaph When my son was a teenager, I was a leader in his Boy Scout Troop. I was picked one year to be the adult leader to receive the training for the Order of The Arrow. The training starts just before dark one evening and ends the same time the next evening with a feast. You are required to spend the night sleeping in the woods alone – others close by and someone watching over you. With minimal food, you work all day in silence. You do this work cheerfully and expect nothing in return. From this, I learned a lot about myself and others. When I should be remembered, I would like: Jim was a man who loved others, really cared for the children and expected nothing in return.

Winter 2011 I ASBA Journal 7

ASBA NEWS

By Juliet Martin, ASBA Journal Editor

New Officers Elected at Annual Meeting

Delegates representing ASBA member districts from across Arizona elected 2011 officers at the annual membership meeting that took place during the 2010 ASBA•ASA Annual Conference. Taking office are (from left to right): Randy Schiller (Phoenix UHSD), secretary; Mark Warren (Cave Creek USD), treasurer; Debbie King (Vail USD), immediate past president; Dee Navarro (Prescott USD), president; and Michael Hughes (Mesa USD), president-elect.

2010 ASBA President Debbie King passes the gavel to 2011 ASBA President Dee Navarro.

Bylaw Changes ASBA delegates at the annual membership meeting voted on behalf of their boards to approve an addition and two changes to the ASBA bylaws. The first item added the word “core” to beliefs, making it read “core beliefs,” in two areas: Article III Policies of the Association and Article VI Meetings and Voting, Section 3 Annual Delegate Assembly. In Article VIII Amendment of Bylaws, it added Core Beliefs in addition to Bylaws.

The second change reversed the order of the secretary and treasurer in Article VII Duties of Officers Section 1 Officers and Terms of Office. The third change in Article V Officers and Board of Directors and Executive Committee, Section 2 Board of Directors, added the President of the Black Caucus to the Board of Directors.

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Thanks to 7 Outgoing Board Members Seven board members completed their service to the ASBA board of directors in 2010. Going off the executive committee are Robert Rice, immediate past president; Deb Scott, secretary; and Lamar Johnson, treasurer. Also finishing their terms are Coconino County Director Chuck Wahler; Gila County Director Bob Cassa; and Maricopa County Co-Director Kevin Clayborn.

David Esquivel, president of the Hispanic/Native American Indian Caucus for the last two years, is also leaving the board.

Front: Bob Cassa, Deb Scott, Robert Rice Back: David Esquivel, Chuck Wahler, Kevin Clayborn

County Directors of the Year Named Two exceptional ASBA County Directors were named County Director of the Year at the January board of directors meeting.Yavapai County Director Karen McClelland and Santa Cruz County Director Harry Clapeck both received the association’s top honor for County Directors. McClelland, a board member on the Sedona Oak Creek Unified School District in Sedona, and Clapeck, who serves on the Santa Cruz Valley Unified School District governing board in Rio Rico, were given the award in recognition of their dedication to working with school board members across their counties to increase participation in trainings, facilitate advocacy and enhance communication.

Carolyn Calderon Named Advocate of the Year Carolyn Calderon, Cochise County Director and a Palominas Elementary School District board member, was named ASBA’s 2010 Advocate of the Year for her dedication to making advocacy for children her top priority. Calderon received the award at the recent ASBA-ASA-AASBO Legislative Workshop in December. As part of her advocacy activities this year, Calderon hosted a countywide advocacy training for board members, administrators, teachers and parents. In addition, she played an integral role in the success of Proposition 100 and the defeat of Proposition 302 through community forums and literature distribution. Calderon maintains relationships with her legislators and congressmen and actively engages them in issues affecting Palominas students and ASBA.

ASBA Calendar of Ev e n t s February 2011 21

Presidents’ Day ASBA Office Closed

March 2011 4

ASBA Spring Legal Seminar Tucson

11

ASBA Spring Legal Seminar Flagstaff

19

ASBA Board of Directors Meeting ASBA Offices

April 2011 9-11 NSBA Annual Conference

San Francisco 29-30 Celebrating Opportunities Conference

Santa Fe, N.M. May 2011

ASBA President Dee Navarro presented Karen McClelland (top) and Harry Clapeck with the ASBA County Director of the Year Award.

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ASBA Legislative Committee Meeting ASBA Offices

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Memorial Day ASBA Office Closed Winter 2011 I ASBA Journal 9

ASBA NEWS

Caucuses Focus on Underserved Arizona Students

ASBA’s Black Caucus, which was added to the ASBA bylaws at the annual membership meeting, met officially for the first time at the ASBA•ASA Annual Conference and voted David Evans (Chandler USD) as the president for 2011.The Hispanic Native American Indian Caucus also met at the annual conference and named Katrina Talkalai (San Carlos USD) president. Both groups are made up of board members who have an interest in improving education for black, Hispanic and American Indian student populations, and who wish to share ideas and seek opportunities to enhance learning for these students.

Two Future Teachers Win Scholarships Two outstanding high school seniors received ASBA Jack Peterson Scholarships to help them attend college and pursue their dreams of becoming teachers. Retired ASBA executive director Jack Peterson awarded the recipients at the 2010 ASBA•ASA Annual Conference in December.

Liane Pinon, a senior at Glendale High School in the Glendale UHSD, received a $2,000 Scholarship. Pinon maintains a 3.8 GPA and is in the top 15 percent of her senior class. She volunteers at the Veterans Affairs hospital and is a member of the school’s writing center, where she is a certified tutor.

“I believe since life has given me many chances, it’s an obligation to return my time to help those in need,” Pinon stated in her scholarship application.

“Therefore, becoming a teacher would give me a sense of accomplishment that I have helped others to accomplish their dream career.”

Priscilla Alcala, a senior at Antelope Union High School in Wellton, was awarded a $1,200 Scholarship. Alcala has served in leadership roles at her high school and church, and she maintains a 3.76 GPA. Her ambition to be a teacher has been inspired by her younger sister, who has cerebral palsy.

“Every single experience in life can be used to make a person strong, which I believe has helped me mold my persona,” Alcala wrote in her application.

“Life has determined me to be a teacher to help kids who need that extra care, because children at a young age learn from whom they admire. Days pass by and society changes, but children still need consideration.”

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l profile in leadership

Maxine Radtke

Governing Board

Advice to New Board Members

Osborn Elementary School District

Being a new school board member can be overwhelming because there is so much to learn and understand. However, if you focus on children and learning, everything else will fall into place.

Hometown Born in Milwaukee, Wisconsin; Arizona resident since 1973

A Board Member For 20 Years

Books at My Bedside Anyway by Kent Keith; The Confession by John Grisham

Inspiration My two children inspire me. Both are the product of public education from kindergarten through graduate school.

Public education provided the basic skills, knowledge, challenges and experiences that prepared them to function in a global society. Opportunities abound for them. It is a joy to watch their choices and success as they strive to make the world a better place. I want this kind of education for all children.

Motto as a Board Member

Greatest Accomplishment as a Board Member Being part, although a very small part, of a district and community team that has created a rigorous and enriching “Osborn education” for all children in its schools. In addition to quality education in every classroom, special programs such as dual language, ballet, high school algebra/ geometry, International Baccalaureate and robotics are available.

Pet Peeve as a Board Member Board members who seek power to achieve a specific agenda rather than seeking to serve the community as a servant leader.

Reason I Like Being an ASBA Member

Pie-in-the-Sky Vision for Education

I love the learning opportunities. Conferences and training sessions are practical and help me make better decisions. The wisdom and experience of ASBA staff and members is an excellent resource for problem solving local district issues.

Decisions about school programs are based on what is good for children and learning, NOT cost.

My Epitaph

Student achievement is always the number one priority.

She served children well.

Winter 2011 I ASBA Journal 11

l Capitol View

By Janice Palmer, ASBA Director of Governmental Relations

A Tale of Two Governments on Education: Arizona and the United States The 50th Legislative 1st Regular Session is in full swing. At the same time, the 112th Congress 1st Regular Session has been sworn in. While Arizona and Washington, D.C. are hundreds of miles apart, each legislative and executive body is grappling with similar issues and has become increasingly interdependent. This is especially true as it relates to K-12 education funding and reforms.

FUNDING In Arizona, the Governor and Legislature face an estimated $530 million shortfall in Fiscal Year 2011. While this shortfall is a positive sign as it is $300 million less than anticipated, the positive news is tempered. First, more than $1 billion in annually suspended funding formulas that are still in statute – over half of which directly impact public schools – are not included in this shortfall. Second, 49 percent of Arizonawide mortgages are underwater. Last, while job growth is beginning, Arizona has shed 265,000 jobs since 2007, with an unemployment rate of 9.4 percent. Under the Governor’s draft FY11 budget, K-12 education is kept whole by a combination of state general fund cuts, with a similar amount of federal Education Jobs Fund monies appropriated.

Usually, Arizona’s economic situation and budget is fairly autonomous with the federal government. However, with the national recession and Arizona’s unique experience with this recession (being one of the first states affected and one of the last to exit), Arizona’s budget has been profoundly impacted by the federal government’s actions.

The federal stimulus dollars provided through the American Reinvestment and Recovery Act were integral to mitigating education cuts, both in actual dollars and with the required

… with the national recession and Arizona’s unique experience with this recession (being one of the first states affected and one of the last to exit), Arizona’s budget has been profoundly impacted by the federal government’s actions.

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Maintenance of Effort (MOE) at the Fiscal Year 2006 levels; however, these monies and MOE requirements extinguish as of FY11, this current fiscal year. To try and avoid the cliff, Congress and President Obama signed into law the Education Jobs Fund monies that are able to be used in Fiscal Years 2011 and 2012. Arizona’s portion is $202 million. These monies have already flowed to school districts and charter schools; however, there were no non-supplant or MOE stipulations on these monies as in the previous stimulus dollars. The national unemployment rate of 9.1 percent is fairly reflective of the strife the nation and states are facing, with Arizona’s rate slightly elevated.

Heading into Fiscal Year 2012, Arizona is looking at an estimated $975 million budget shortfall. Governor Brewer has unveiled her draft FY12 budget, which includes the use of the remaining $101 million EduJobs monies and minimal cuts to K-12 education. At the same time, President Obama addressed Congress in his annual State of the Union speech and articulated the need for a freeze in domestic spending, including education at the Fiscal Year 2006 levels. He also alluded to the fact that there may be changes to how education is funded from formula-based to competitive grants. The President’s budget will be released in early February, when we will have greater detail as to what is being proposed.

REFORMS A profound change occurred in the relationship between the federal government and states with the dire economic situation facing the nation and states, along with the election of a new President and Congress. The federal government provided unprecedented monies to states through the federal stimulus and subsequent Education Jobs Funding, while also eliciting significant policy changes through the requirement

of each state’s Governor to sign off on four assurances to receive the funding. Since the vast majority of stimulus dollars were dedicated to education, the four assurances centered on education reforms. At the same time, another set of monies was established for a competitive grant process to encourage more profound changes, also known as Race to the Top. While we now know the answer to the eternal question of what came first, the chicken or the egg (it’s the chicken!), the debate is still very much alive on the K-12 education front. Arizona has always been on the cutting edge of education reforms and began some of the reforms encouraged under the federal Race to the Top competition, yet there is no question the competition spurred expedited action and put on the table other items yet to be discussed.

In Arizona, Governor Brewer reconstituted the P-20 Council and established four task forces centered on the four assurances required to accept federal stimulus dollars. ASBA was represented on three of the four task forces. While great work was completed through these efforts, Arizona was not successful in garnering a Race to the Top grant, missing by only 10 points.

This work has not gone to waste, with the Governor and P-20 Coordinating Council reiterating Arizona’s commitment to our Education Reform plan and prioritizing what can be done immediately and into the next four years.

Mentioned also in President Obama’s State of the Union

speech was the need for the reauthorization of the Elementary and Secondary Education Act (ESEA). In addition, he spoke about Race to the Top being an incubator to determine reforms that work and those that don’t, which will be reflected in ESEA reauthorization. ASBA’s Federal Relations Network, through the National School Boards Association political platform, has been working on a number of issues, the most important of which is ESEA reauthorization, for the past few years. If reauthorization isn’t completed by June 2011, we will work to defer current No Child Left Behind (now discussed as ESEA) sanctions.Your delegation attended NSBA’s annual Federal Relations Network in early February and will be issuing updates on ASBA’s website.

It is clear that education plays a crucial role in both Arizona and the United States economic recovery and overall future.

Whether the relationship between states and the federal government will remain intimately entwined as it has been in the past few years, or if we will return to the states playing the central education role with the federal government acting as a support, we have yet to see. The stakes have never been higher, the times are tough. School boards are on the front line, and your voices are sorely needed to ensure that Arizona and the United States provide all that is necessary for all public school children to have a bright future. n

Winter 2011 I ASBA Journal 13

l LEADERSHIP Matters

By Karen Beckvar, Leadership Development Specialist

Even Great Players Need a Good Coach

H

ave you ever watched a child learning to play T-ball? First the child needs to learn that the object of the game is to hit the ball off the tee and run around the bases. But run which way? “Oh, I have to step on the bases?” “If someone catches the ball, I’m out?”

“I have to stop when the pitcher gets the ball?” … and the questions go on and on.

The lucky child has many patient coaches who help the child first with the basics and then with the techniques for batting, fielding and teamwork that allow this child to develop into the star player on the high school or college ball team. Even the child who is born with natural talents for the game benefits from continued coaching as does the professional ball player.

For those who have “stepped up to the plate” of board service, the rules of the game and how to play may seem a bit overwhelming. Even members who have prior experience on non-profit boards or town councils find that continued professional development specific to the work of school boards assists them in the performance of their duties.

Serving on a school board is not as easy as it may look from the sideline. Board members will find that there are many able and willing coaches, if the board member is willing to invest the time. Many of these “coaches” can be found at your local state school board association – the Arizona School Boards Association – or in your local district, where an experienced superintendent and veteran school board members can guide new members.

You’ll see throughout this issue of the ASBA Journal that we are recognizing board members from across the state who have invested time in their professional development in pursuit of becoming a better board member.

The objective of school board service is to provide the best education possible to the students in your district with the limited resources that are available. But it’s hard to focus on improving specific skills and knowledge if you don’t know the rules of the game.While a ballplayer may be a great hitter, it’s irrelevant if he forgets to run the bases. It’s essential for school board members to understand the foundation of “the game” so they can focus on the bigger tasks at hand.

14 ASBA Journal I Winter 2011

For those who have “stepped up to the plate” of board service, the rules of the game and how to play may seem a bit overwhelming.

Most new board members in Arizona begin their service learning the rules of the game by attending ASBA’s New Board Member Orientation following their election or appointment. This training covers powers and duties of governing board members, open meeting laws, basic school finance and the board-superintendent team. Further instruction on rules of order, advocacy, education laws, policies and instructional programs is gathered through reading and additional workshops. The initial learning curve is steep. School superintendents, state and national school board associations, fellow board members, periodicals and books are all sources of professional development and coaching for school board members. (See box for upcoming workshop opportunities.)

For districts and communities committed to continued improvement of their academic program and outcomes for their students, professional development for board members and staff members is essential. Board members need to understand the laws they must follow, how to set the direction for their district and how to ensure that progress is being made. Changes in laws and new developments in teaching and student learning mean that board member learning is a continuous process.

Board members who continue their professional development throughout their service help keep their students learning and preparing for the next challenge after graduation.

Attendance at conferences has the added benefit of networking with other board members and superintendents from around the state (or nation for national and regional conferences).These informal opportunities to share ideas and learn from each other are a huge bonus to the information that is shared during the formal presentations at conferences

and workshops. Meeting others who are facing or have faced similar challenges allows attendees to explore solutions in a nonthreatening environment and be challenged to improve the learning environment for their students. Conferences also ignite the passion that more is possible and help motivate attendees to work harder to help their students be more prepared for the future.

Customized, individual-board trainings provide a further level of professional development that can help your board and administration work better together. ASBA offers a variety of personalized services to school districts, from board trainings to improve communication and effectiveness to customized open meeting law trainings and policy reviews.

So, step up to the plate and let your coaches help you “hit one out of the ballpark” for your students. n

2011 Conferences and Programs Find additional information and registration links to all these conferences on ASBA’s website, www.azsba.org, or call ASBA’s leadership development team at 602.254.1100 or 1.800.238.4701.

ASBA Spring Legal Seminars March 4 (Tucson) and March 11 (Flagstaff) This year’s Spring Legal Seminars focus on some of the toughest issues school districts are facing – school closings, cutting staff and salaries, increasing class size, changing schedules and reducing special services – as well as other hot-button topics (see ad on back page).

ASBA Law Conference September 7-10 (Phoenix) Get up-to-date information and answers to questions about school law at this conference that draws the best legal advisors from Arizona. Top-notch speakers bring thought-provoking ideas and great programs to build on in your district.

NSBA Annual Conference April 9-11 (San Francisco, Calif.)

The NSBA Annual Conference is the largest national gathering of elected officials and offers an impressive collection of professional development opportunities for school board members and other education leaders.

Hear about what is happening in public education – especially great success stories – and improve your leadership skills (see ad page 20).

ASBA County Meetings September 27 – October 27 (15 Arizona Counties) Hear about current topical issues and recognize individual board members in your area at these evening meetings that take place in each of Arizona’s 15 counties.

Celebrating Opportunities for Students of All Cultures April 29-30 (Santa Fe, N.M.) Join school board members and administrators from Arizona, California, New Mexico and Texas for this unique conference that showcases successful student achievement programs and discusses the latest educational trends and innovations.

ASBA Summer Leadership Institute July 28-30 (Flagstaff) Refresh and refine your leadership skills for the year ahead, explore national and state issues, hear from expert presenters and network with other board members and education professionals, all in the cool climes of Flagstaff.

ASBA-AASBO-ASA Legislative Workshop December 14 (Phoenix) Legislative, policy and public school leaders headline this day-long workshop that provides updates and analysis about key legislative issues for the session ahead.

ASBA•ASA Annual Conference December 14-16 (Phoenix) Be inspired by keynote speakers and the successes of your colleagues, see what education vendors have to offer your district, network with fellow Arizona school leaders and celebrate the success of outstanding people and programs across our state.

BOLTS (Board Operations & Leadership Training Seminars) January 2012 (4 locations) Strengthen your governance skills and tune up on policy, open meeting law, budgets, communications and effective governance practices.

Winter 2011 I ASBA Journal 15

Cel ebr at e Your Success ASBA December 15 -17, 2010 Biltmore Conference Center

16 ASBA Journal I Winter 2011

highlights

A • ASA 53rd Annual Conference More than 500 Arizona public school leaders gathered to address critical issues facing public education, hear about the latest products and services for schools, and celebrate excellence in both people and programs.

Top row: 1) Nearly 600 people attended preconference activities included the ASBA-AASBO-ASA Legislative Workshop and ASBA New Board Member Orientation.

2&3) Vail USD’s Cienega High School Jazz Band provided entertainment at the Awards Dinner.

4) Helen Bonnaha (Kayenta USD) shared a piece of Arizona with C. Ed Massey, 2010-2011 secretary/ treasurer of the NSBA Board of Directors, presenting him with a pair of miniature moccasins.

5) Keynote speaker Consuelo Castillo Kickbusch’s emotional recounting of her school experiences brought many in the audience to tears.

Row 2: 1) Barbara Robey and Dr. Bill Robey enjoy the awards festivities.

2) Julia Smock, former ASBA president and chair of the Jack Peterson Photography Contest, catches up with Marlene Peterson (left).

3) ASBA-AASBO-ASA Legislative Workshop speaker Jaime Molera answers a question from Dysart USD board member Scott Thompson.

4) The Empire High School Steel Drums from Vail opened the first general session.

Row 3: 1) ASBA Executive Director Panfilo Contreras recognized retiring AASBO Executive Director John Fung for his outstanding service.

2) Suzanne Schweiger-Nitchals, ASBA past president, and Sheila Van Dyke (Beaver Creek ESD) strategize to fill their vendor card.

3) Natalie Escarsega from Desert Sky Middle School in Vail sang the National Anthem at the conference’s opening session.

4) Scholarship winner Liane Pinon was joined by Glendale High School Principal Deborah Jordan.

Row 4: 1) Dr. Kent M. Keith from the Greenleaf Center for Servant Leadership urged school leaders to lead by example.

2) ASBA 2011 President Dee Navarro (right) congratulates Eva Carrillo Dong, winner of the vendor card drawing.

3) More than 100 vendors shared the latest schoolfocused products and services with conference attendees.

4) Rae Waters, ASBA past president, received the 2010 Legislator of the Year award at the Legislative Workshop.

Pictured with Debbie King, 2010 president of ASBA. 5) Arizona’s 2011 Teacher of the Year Amanda McAdams, a 10th grade English teacher at Apollo High School (Glendale UHSD), spoke passionately about educating youth.

6) Dr. Jeff Smith, president of the Arizona School Administrators Superintendents Division, introduced recipients of the All-Arizona and Arizona Superintendent of the Year Awards.

Winter 2011 I ASBA Journal 17

All-Arizona School Board Awa r d

About the Award The All-Arizona School Board Award is the highest honor the Arizona School Boards Association bestows on individual governing board members. Nominated by their governing boards, the recipients are experienced board members who have demonstrated excellence in boardsmanship, a commitment to gaining knowledge of school problems, concern for students as well as staff and patrons of the district, and an ability to work with other board members.

Steve Campbell, Karen Beckvar, Luis Marquez, Scott Holcomb and Elaine Hall

Karen Beckvar, Scottsdale Unified School District Karen Beckvar began her service on the Scottsdale Unified School District board in 2003 and served three years as president, including during a time of significant challenges. “Her leadership showed knowledge, compassion and commitment while addressing one of the most difficult decisions a board must face: school closure. … As a true leader, Ms. Beckvar demonstrates consistency and courage, two of the most important characteristics for public schools today.” – Jennifer Johnson, Board President

Steve Campbell, Prescott Unified School District A lifelong resident of Prescott, Steve Campbell joined the Prescott Unified School District governing board in January 2001 and has served two terms as president. He is integrally entwined with the Prescott community, and he “never waivers from caring about our students and what is best for them and [the district] in every decision he participates in and with every committee or program with which he becomes involved. If there has ever been a governing board member who is ‘in it for the kids,’ it’s Steve Campbell.” – David C. Smucker, Superintendent

J. Elaine Hall, Sahuarita Unified School District Since her first term on the Sahuarita Unified School District board began in January 2001, Elaine Hall has been a visible advocate for the district, conveying support for the district’s mission of collaboration, excellence and partnership with the greater community. “Through her leadership and dedication, Elaine exemplifies outstanding boardsmanship and professionalism through her commitment to our students, community and district.” – Diana S. Kellermeyer, Board Member

Scott Holcomb, Madison Elementary School District A member of the Madison School District governing board since 2005, Scott Holcomb has served as a major catalyst for “outside the box” thinking that resulted in the district’s long-range strategic plan and technology plan. He is known for leveraging his community relationships to develop student programs, including a Kids Camp that takes disadvantaged children camping and at which he volunteers. “He has never said ‘No’ to any opportunity brought to him to support the young children of the Madison School District and surrounding neighborhoods.” – Pamela Kelly, Board President

Luis Marquez, Gadsden Elementary School District For the last 20 years, Luis Marquez has served on the Gadsden Elementary School District governing board, pushing the district to increase student achievement and overseeing the construction of five schools. His visibility in the community provides a strong platform for ensuring “that the school district and community are in perfect harmony. His belief that all students can learn has resulted in student performance levels never obtained in this district.” – Dr. Raymond V. Aguilera, Superintendent 18 ASBA Journal I Winter 2011

Lou Ella Kleinz

Award of E x c e l le n c e

Eric Giffin, Eva Carrillo Dong, Magdalena Barajas, Louie C. Gonzales and Superintendent Manuel L. Isquierdo

Sunnyside Unified School District Members of the Sunnyside Unified School District governing board – Louie C. Gonzales, Magdalena Barajas, Eva Carrillo Dong, Eric Giffin and Robert Jaramillo – are united by their passion for education and guided by their dreams to strengthen the community.

Working together with unprecedented synergy and determination, the Sunnyside governing board members have implemented policies, procedures and programs that have increased academic achievement and graduation rates.

In 2007, board members involved the community in the superintendent search, and since then have instituted bold organizational reforms and established comprehensive initiatives that are being looked at as state and national models. Over two years, the district has seen the number of students graduating increase 30 percent, and all of its middle schools are Performing Plus.

Through its program The Digital Advantage, students can earn a netbook computer by achieving the four A’s: achievement of a 2.5 grade point average, 95 percent attendance, extracurricular activity and attitude (no out-of-school suspensions).The program quickly gained community support, raising more than $1.2 million in eight months from businesses and community organizations. In two years, nearly 1,700 students have earned netbooks, including more than 440 Digital Scholars who achieved a 3.5 GPA.

About the Award ASBA’s highest honor, the Lou Ella Kleinz Award of Excellence is presented to one governing board annually that demonstrates the most outstanding education leadership for the year. The prestigious award has been given since 1992 and is named in honor of Lou Ella Kleinz, ASBA’s executive director from 1971 to 1991. Kleinz explains what it means to serve on a governing board: “As we pursue excellence in boardsmanship, our higher moral duty is to provide effective leadership in shaping the lifelong attitudes of the young people in our communities.”

In 2009-2010, the program expanded to include Digital Advantage Parents, providing technology training and loaner netbooks to 200 parents, as well as an 8th Grade Digital Scholars summer experience that awards netbooks to students for their first day of high school.The Teacher Laptop Initiative assigned laptop computers to 1,075 certified staff. An economic development program launched in 2010 involves local businesses in providing wi-fi hot spots for Sunnyside students and their families.

The board has led the model of identifying goals, prioritization, and defining objectives and measurements, which has been adopted district-wide. Involving students, teachers and the community in every aspect of the decision-making process is key at Sunnyside.The board’s focus on garnering community support resulted in 100 percent success of a bond and five overrides elections.

As true advocates for student leadership, governing board members hear regularly from students in the Superintendent’s Student Advisory Council, who address the board to present their views on school issues and priorities.Teacher collaboration is institutionalized, and employees have taken ownership of the original motto “Failure in NOT an Option,” changing it to “Success is the only option.”

Winter 2011 I ASBA Journal 19

20 ASBA Journal I Winter 2011

The Honor Roll

Award

Front Row: Whittley “Anne” Gibson, Vail USD Theresa Galvan, Window Rock USD Kevin Clayborn, Glendale UHSD Karen Beckvar, Scottsdale USD

Middle Row: Sylvia Etsitty, Ganado USD Cheryl Montijo, Bicentennial UHSD Orlando Carroll, Whiteriver USD David Esquivel, Clifton USD Patti Young, Buckeye ESD

Back Row: Elwood Saganey, Kayenta USD Charles Wahler, Grand Canyon USD Gary Mayfield, Buckeye UHSD Michael J. Lurkins, Sahuarita USD

Not Pictured: Frank C. Acuna, Jr., CAVIT SD, Penelope Corey, Alpine ESD, Paul Enniss, Alhambra ESD, Robert Gomez, Clifton USD Viki Holmes, Payson USD, Michael Jarvis, Crane ESD, Margaret Lock, Alpine ESD, Dr. Andrew Newton, Prescott USD Greg Wilkinson, Yuma ESD

About the 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.

Dr. Chuck Essigs

Barbara Robey Lifetime Achievement Awa r d

Widely known as the “long-term guru of Arizona school finance,” Dr. Chuck Essigs, director of government relations for the Arizona Association of School Business Officials, was awarded the 2010 ASBA Barbara Robey Lifetime Achievement Award for his leadership and outstanding contributions in support of public education and ASBA’s mission through servant leadership over an extended period of time.

A preeminent authority on the financial business of schools since the 1980s and one of the top education lobbyists in Arizona, Essigs’ work has touched the lives of millions of students as he has fought for school funding and helped schools understand the intricate nature of school finance. He has held statewide positions and served on numerous legislative committees to develop the current school finance system. While at the Arizona Department of Education, he worked with the Arizona Legislature to develop the current school finance system. Since then, he has been passionately advocating to make that system better and more adequate in the manner it funds the needs of Arizona’s schools.

According to Christopher Thomas, director of legal services for ASBA and the person who nominated Essigs for the award, Chuck is known for his public education leadership and unfailing willingness to mentor others in his field.

“Chuck is one of the most approachable, giving, loyal, intelligent and passionate advocates that Arizona public education has ever seen,” Thomas notes. “He always places first what’s best for the schools and students of this state – even if that means crossing the influential and powerful. He is a true leader for public education.”

Winter 2011 I ASBA Journal 21

Total Board

Awa r ds

About the Award The Total Board Award is part of the Board Academy and 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.

Littleton Elementary District Not Pictured: Sandi Nielson, Jeannie Myrick, Kathy Reyes, Kelli Watson, Sally Maddux

Catalina Foothills Unified School District

Concho Elementary School District

Sahuarita Unified School District

Lake Havasu Unified School District

Carole Siegler, Mary Lou Richerson; Not Pictured: Sherri Silverberg, Todd Camenisch, Janell Jellison

Kris Ham, Michael Lurkins, Thomas Murphy, Elaine Hall; Not Pictured: Diana Kellermeyer

22 ASBA Journal I Winter 2011

Mary Mills, Steve Vital, Cecilia Roberts; Not Pictured: Andy Wilhelm, Carl Dye

Pictured with ASBA Executive Director Panfilo Contreras, Ross Hobday, Nancy Iannone, Jo Navaretta, Pat Rooney, Randal Troyer

About the Award The 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.

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 2010 for receiving their respective levels of boardsmanship training:

Master of Boardsmanship

First Cluster: 120-159 CEUs Front Row: Deone Wiley, Nadaburg USD Carolyn Calderon, Palominas ESD Charlene Fernandez, Yuma UHSD Kristi Freader, Coolidge USD

Back Row: Anthony Lozano, Clarkdale-Jerome ESD Patricia Blair, Mobile ESD Rose Marie Monks, Florence USD Larry Schilling, Cartwright ESD

w ith C lu s te r s Award

Not Pictured: Brad Cherry, Benson USD James J. Lemmon, Tempe ESD Hal Thomas, Sierra Vista USD

Second Cluster: 160-219 CEUs Front Row: Elizabeth Sanchez, Alhambra ESD Katrina Talkalai, San Carlos USD Mary Lou Richerson, Catalina Foothills USD

Back Row: Cayci Vuksanovich, Globe USD Steve Campbell, Prescott USD Jim Coulter, Vail USD Rudy Parker, Parker USD

Third Cluster: 220-329 CEUs Elwood Saganey, Kayenta USD Maureen Irr, Yuma ESD David Esquivel, Clifton USD

Fourth Cluster: 330-399 CEUs David Romero, Solomon ESD Vonda Woolums, Vernon ESD Jackie Yazzie, Jr., Sanders USD

Not Pictured: Tracy Davis, Maricopa USD Frank Maldonado, Benson USD Terri Mcmullen, Kingman USD

Not Pictured: Curtis Arnett, Wickenburg USD Virgil Brown, Jr., Chinle USD Mary Melchionne, Yuma UHSD Norma Munoz, Roosevelt ESD Danny Sage, Cedar USD

Not Pictured: Maxine Radtke, Osborn ESD

Fifth Cluster: 400 CEUs or more Elaine Hall, Sahuarita USD (432.5 CEUs) Fred Ferreira, San Carlos USD (414.5 CEUs)

Winter 2011 I ASBA Journal 23

12 Students Awarded Honors in Jack Peterson Photography Contest Photographs by students from Scottsdale and Prescott were awarded top honors in the 2010 Arizona School Boards Association Jack Peterson Photography Contest, which drew more than 200 entries from K-12 students from the 240 Arizona school districts and charter schools represented by ASBA member boards.

The ASBA student photography contest was begun in 1999 to honor former ASBA executive director and amateur photographer Jack Peterson upon his retirement. Peterson presented the awards at the 2010 ASBA•ASA Annual Conference in December.

Now in its 12th year, the photo contest’s theme of Arizona Landscapes draws dramatic pictures of scenery from throughout Arizona. This year, the judges – including former ASBA presidents and Arizona Highways Photo Editor Jeffrey Kida – decided to give first place, runner up and honorable mention awards to 12 deserving students because the quality of entries was so strong. In past years, only first, second and third place awards were given in each of the color and blackand-white categories.

“We were overwhelmed with the number and quality of entries this year,” said Julia Smock, a past president of ASBA and chairperson of the Photography Contest Committee.

“We hope these awards encourage the students to pursue photography.”

24 ASBA Journal I Winter 2011

1st Place – Color: “Flagstaff, AZ” by Christina Munson, Senior, Desert Mountain High School, Scottsdale USD

1st Place – Black-and-white: “Old Train Bridge” by Victoria De La Sierra, Sophomore, Prescott High School, Prescott USD

Runner Up – Color: “Beyond the Log: Cochise County” by Tamara Choate, Senior, Benson High School, Benson USD

Runner Up – Color: “Havasu Falls” by Sarah Gaston, Senior, Desert Vista High School, Tempe UHSD

Honorable Mention – Color: “The Rainbow Between Them” by Tatum Nance, Junior, Hamilton High School, Chandler USD

Runner Up – Black-and-white: “Bisbee 2010” by Devin Lyons, Sophomore, Amphitheater High School, Amphitheater USD

Runner Up – Color: “Controlled Burn in Oak Creek Canyon” by Jennifer Brynn Kittredge, Senior, Sedona Red Rock High School, Sedona-Oak Creek USD

Honorable Mention – Color: “Simply Sedona” by Morgan Clark, Sophomore, Sedona Red Rock High School, Sedona-Oak Creek USD

Runner Up – Black-and-white: “Dirty Verde” by Quinne Mielke, Junior, Mingus Union High School, Mingus UHSD

Honorable Mention – Color: “Mogollon Rim” by Emily Hooper, Sophomore, Hamilton High School, Chandler USD

Honorable Mention – Color: “Madera Canyon”

by Jessie Kellerman, Senior, Sahuarita High School, Sahuarita USD

Honorable Mention – Blackand-white: “Nutrioso” by Katie Griffin, Freshman, Thatcher High School, Thatcher USD

Winter 2011 I ASBA Journal 25

Superintendent of the Year

Superintendent Awa r ds

About the Awards The Arizona School Administrators Association’s highest recognition was bestowed on five deserving district superintendents from throughout the state. Honors are awarded in three categories: Large Districts (5,000+ students), Medium Districts (between 1,000 and 5,000 students) and Small Districts (1,000 or fewer students). The awards recognize superintendents who set the standard for educational excellence and serve their students, staff, families and the community in an exemplary manner. ASA also awards an Arizona Superintendent of the Year as part of the National Superintendent of the Year Program.

26 ASBA Journal I Winter 2011

Dr. Beverly Hurley Buckeye Union High School District Upon being hired in the Buckeye Union High School District in 2003, Dr. Beverly Hurley used her keen research skills to carefully analyze why there was an achievement gap in the area of high school mathematics. A system-level change in the way incoming 9th grade Hispanic students functioning below grade level was targeted for improvement.

She has focused on continuous improvement as evidenced in increased AIMS scores in the district, was instrumental in passing a $132 million bond and has provided optimal fiscal responsibility garnering full community support for her efforts. Hurley uses her “leadership for learning and dedication to student achievement” to contribute to the success benefitting the students and schools in the Buckeye Union High School District.

All-Arizona Superintendent – Large District Dr. Catherine Stafford Avondale Elementary School District During her 11 years at the Avondale Elementary School District, Dr. Catherine Stafford’s focus on learning and instruction has resulted in significant achievement gains on the AZ Learns Achievement profiles, moving schools that were once labeled as Failing and Underperforming to Performing and Performing Plus. Stafford also established the Facilities Advisory Committee, which has resulted in more than $31 million in new bond money over the course of six years and is currently being used for building new schools and renovating existing facilities. Stafford exemplifies professionalism in everything she does, from her communication skills and demeanor to her vast knowledge and experience, as well as her welcoming personality.

All-Arizona Superintendent – Medium District Dr. Roger Freeman Littleton Elementary School District Under Dr. Roger Freeman’s direction, the Littleton Elementary School District has improved its achievement, and Freeman has guided the schools toward continuous growth and pride from all constituents.With his effective leadership and management skills, the district has passed two bond elections, thus providing upgrades and remodels to older campuses while enhancing new ones. Freeman was cited for his outstanding public and community relations and was recognized by the Arizona Education Association for high-quality internal communications with the value he places on thoughtfulness, truth and honesty.

All-Arizona Superintendents – Small District Karin Ward Beaver Creek Elementary School District Karin Ward has exhibited quality leadership in the Beaver Creek Elementary School District in Rimrock, Ariz., throughout her tenure there. She is cited by her staff for her “positive influence in the school and community,” and she guides her leadership and decision-making with her “tripod theory” of a three-fold involvement that includes students, families and the school. Each leg of the tripod must work to ensure success.Ward’s strength comes from her belief that goal setting and professional development are key components as well as community involvement in the school. After initiating a five-year plan, she works as a teamoriented leader to ensure that goals are set and maintained. Her creative problem solving and compassion have earned her the reputation as a “charismatic leader and inspiration” to all.

Dr. Andrew Smith Yarnell Elementary School District Dr. Andrew Smith’s contributions to education in the Yarnell Elementary School District include raising educational expectations for students, improving the quality of instruction and adding academic and extra-curricular programs all while reducing the tax rate and building a superb staff. Smith is known as an implementer and instructional leader who has shown “outstanding results through technology, innovative programs and excellence in student learning and teaching” that are often compared to elite private schools. He embodies the spirit, ideals and enthusiasm of an outstanding administrator.The students, staff, families and community are proud of the positive accomplishments and programs in the school and share in the success.

Previous Page: Calvin Baker, Superintendent of Vail USD and ASA President, with Dr. Catherine Stafford; Dr. Debra Duvall, Executive Director of ASA, with Dr. Beverly Hurley

Winter 2011 I ASBA Journal 27

28 ASBA Journal I Winter 2011

About the Award This year celebrates the 29th Anniversary of the ASBA Golden Bells Awards, one of the most important and coveted education awards in our state. ASBA is committed to supporting excellence in education, and we believe in the advancement of student achievement. The Golden Bell Awards provide an opportunity to shine the spotlight on those districts that have a proven track record in achieving excellence through their academic programs.

All entrant programs must meet six criteria: • Student-oriented • Made a significant difference in student achievement • Demonstrated evidence of teacher creativity • Demonstrated district leadership in the management of instruction • Been in operation for at least two years, including planning and development • Presented in clear, concise terms

Educational Programs G o lde n B e l l A w a r ds

Elementary: pre-k-6th grade FIRST PLACE: Granada Primary’s Lunch Bunch Program, Margaret Thomas, Granada Primary School, Alhambra Elementary School District “It is important for our students to feel a sense of belonging and a sense that the adults around them love and care for them …”

Granada Primary’s Lunch Bunch Program was created as a means to increase student literacy levels through student goal setting, monitoring of goals and providing motivation for students’ accomplishments. This structured, goals-oriented motivational lunchtime experience targets specific students in a smaller setting – the Lunch Bunch.

Third grade teachers spend time with students during lunch to discuss reading progress, future reading goals and strategies about how to attain their goals. The Lunch Bunch group meets periodically in a nine-week grading period, reviewing goals and data to move these students to mastery. The group meets for lunch in the multipurpose room, and motivating activities are planned to reinforce their efforts.

At the end of the nine weeks, students attend a Lunch Bunch assembly to celebrate their successes, and all students receive a Lunch Bunch bracelet that reads, “It’s All About M/E (Meets & Exceeds).”

The percent of students scoring “Meets” or “Exceeds” on the Reading AIMS exam has increased by 10 percent. The Granada Primary Lunch Bunch has been instrumental in providing an extra amount of motivation and encouragement that has shown to be essential in order for students to reach their full potential.

Principal Evelyn Garcia Rico and Margaret Thomas, program director

Winter 2011 I ASBA Journal 29

Educational Programs Golde n B e l l Aw a r ds

Stacy Marcos (center) and Sherri Hedges are pictured with Corte Sierra Elementary School Principal Chris Barnes

Elementary: pre-k-6th grade continued RUNNER-UP: Corte Sierra Instructional Profiling Program, Sherri Hedges and Stacy Marcos, Corte Sierra Elementary School, Litchfield Elementary School District “It changes the teachers’ focus from teaching to student learning and promotes higher cognitive levels in the learning environment.”

Corte Sierra’s vision for children is to build successful lifelong problem solvers. The teachers are passionate and enthusiastic about diversifying levels of cognition through a variety of learning activities. Implementing the Instructional Profiling Program has played an integral role in achieving both higher cognitive levels of instruction and student engagement in the classroom, which further guides teachers toward achieving the district’s vision. The reflection of the teaching practices is imperative for students’ growth and leads instruction in the classroom to reach new heights.

The staff at Corte Sierra received specialized training in Instructional Profiling and strategies to challenge and engage students utilizing Marzano’s Levels of Cognition. As a result, teachers have become increasingly more effective in planning activities to meet the learning objectives. Students internalize the lessons by understanding the objectives and applying them to real-life situations.

The Instructional Profiling Program challenges both the staff and the student population at Corte Sierra by improving instructional levels and meeting the diverse student needs to help each child reach his or her fullest potential. Over the last four years, both the data and the students’ achievement have illuminated the significant change in instructional practices.

30 ASBA Journal I Winter 2011

Middle years: 4th-9th grades FIRST PLACE: Technology, Life, Careers High School Transition Program, Peoria Unified School District “… student-oriented learning combined with career and personal development for students not only motivates them to learn the lessons they need to know for today, but also prepares them to meet the challenges of tomorrow.”

Program directors Patti Beltran and Jim Hawk are pictured with Peoria Unified School District governing board members Diane Douglas (front right), Hal Borhauer and Kathy Knecht (back left and right) and Superintendent Dr. Denton Santarelli

With the current economic situation affecting the nation, it has become increasingly important for students to prepare themselves for the world of work at every level of their education careers. The Peoria Unified School District leads the way in helping its students do that with its comprehensive high school transition program.

Technology, Life, Careers (TLC) is designed to allow 7th and 8th grade students to discover and explore the 16 Career Clusters with both conventional classroom instruction and hands-on projects. It plays an important part in helping students decide what to study in high school, major in while in college and, ultimately, pursue as their life’s work, all while exceeding Arizona’s technology state standards.

The program has a proven record for surpassing student achievement benchmarks on a technical literacy assessment. Couple this success with teacher creativity, support and development, and the TLC program reaches new heights in high school transition and career and life skill development.

RUNNER-UP: Marana Middle School Transition Program, Dr. Allison Murphy, Susin Romero and Lisa Jungbluth, Marana Middle School, Marana Unified School District “We believe in the village approach to raising healthy, happy and successful students.”

Marana Middle School Principal Dr. Allison Murphy (left), pictured with math teachers Susin Romero and Lisa Jungbluth

The Marana Middle School Transition Program began in 2006 when Principal Dr. Allison Murphy began to address the concerns the community had with transition to middle school. The principal, along with staff, began to develop a program to facilitate the 6th to 7th grade transition in an effort to replace the culture of fear and failure with one of caring and success. She knew this would be a huge challenge with six different elementary schools feeding approximately 600 6th graders each year into Marana Middle School.

The Marana Middle School Transition Program has four critical components. It begins with a visit to Marana Middle School during the 6th grade year, implementation of the Where Everyone Belongs (WEB) program in the summer, classroom lessons and social follow ups during the school year, Positive Behavioral Interventions and Support (PBIS) consistency, and a special Promotion Ceremony at the end of the year.

Since the implementation of this transition program, the school has had a decrease in discipline and increased AIMS scores. In addition, attendance rates have increased. Students are stating that they felt more prepared for Marana Middle School and that the transition program decreased their anxiety.

Winter 2011 I ASBA Journal 31

Educational Programs Golde n B e l l Aw a r ds

High school: 9th-12th grades FIRST PLACE: Freshman Academy, Marana High School, Marana Unified School District “… our primary philosophy revolves around relationships and a strong sense of community. Our Freshman Academy gives our students the ability to forge relationships with teachers, administrators and students of all ages.”

The purpose of the Freshman Academy at Marana High School is to give freshmen the tools to be successful in high school and beyond; but it starts with building relationships.

Groups of MHS students frequently visit the feeder school to talk about activities and programs. The program connects students with a middle school associate principal, who accompanies the 8th graders to the high school and is responsible for the Freshman Academy. The next year, that associate principal goes back to the middle school and another associate principal comes up who has worked with the students and their families.

Marana High School’s Freshman Orientation is the first day of school.

Upperclassmen start three hours later on this day to allow freshmen to have the entire campus to themselves. The school’s student Link Leaders conduct the orientation and work with the small group of students that they will stay with for the entire year in their required Freshman Foundations class. The Link Leaders actually provide instruction once a week in the class on soft skills and facilitate activities that connect students to the school. Freshmen are learning what it takes to be successful from their peers.

Students Jeremiah Palicka and Alexandra Green (front left and right) are pictured with Marana High School Principal Jim Doty (front) and teachers Mary McCoy, Lori Vargo and Sally Szivek

RUNNER-UP: East Verde River Study Project, Beverly Adams, Payson High School, Payson Unified School District “In a time of dwindling financial resources, this shows commitment to a successful, long-term, student-centered, standards-based, real-world learning opportunity for students.”

Water … more sought-after than the conquistadors’ gold. Arizona’s precious water resources, particularly the East Verde River near Payson, inspired Payson High School science teacher Beverly Adams to help design and implement an important water quality project, the East Verde River Study Project.

Students in her Ecology classes, as well as students from all other Payson High School science classes, learn science concepts in the classroom, then travel to the river to collect data. The data, collected over the last four years and continuing in 2010-2011, determines water quality, flow and organisms. Students have assembled longitudinal data into reports containing usable information describing the health of the East Verde River, a resource impacted by recreation, septic tanks, gardening and grazing. Data also provide reliable information about conditions that will affect delivery of Blue Ridge Reservoir water to Payson and its outlying communities via the East Verde and a pipeline.

Hands-on, project-based, standards-rich, cross-curricular – all are terms used to describe educational activities. Adams applies Arizona Science, Math and Social Studies Standards to valuable hydrologic field investigation that seamlessly incorporates all these educational strategies.

32 ASBA Journal I Winter 2011

Payson High School science teacher Beverly Adams

District-wide FIRST PLACE: Technology Cadre, Nancy Pratt, Cave Creek Unified School District “Students need tech-savvy teachers who understand the importance and the implications of proper and relevant technology integration.”

Teachers Carlos Sanchez, Nancy Pratt and Darlene Price

The Cave Creek Unified School District has a living technology plan that includes “just in time” and explicit professional development by the district team known as the Technology Cadre. Led by Nancy Pratt, district technology and instruction specialist, and comprised of 19 teachers as well as the technology director, the Cadre delivers professional development and coaching and mentoring to all of the teachers in the district regarding technology integration best practices in a variety of ways.

The group measures its work through data collection. It surveys participants and plans for learning times based on that data and feedback. CCUSD has grown to maximize its technology resources across the district because of this creative and dedicated group of teachers. As a Cadre, the district has become an extremely effective community of learning practitioners.

As a result, the direct beneficiaries are the district’s students. The Technology Cadre has taken the Cave Creek Unified School District and its students into the 21st century with an extremely limited amount of federal funding and financial support. This team of highly creative, experienced educators has changed the focus of instruction in the district from archaic to the innovative in terms of technology integration.

RUNNER-UP: Beyond Textbooks, Kevin Carney, Vail Unified School District “While [Beyond Textbooks] began as a Vail initiative, over the past two years it has evolved into a program that has created partnerships with over 20 diverse districts and charter schools in Arizona …”

Kevin Carney, principal consultant for Beyond Textbooks (center front), is pictured with Vail USD staff John Carruth, Megan Kapp, (Back) Superintendent Calvin Baker, Debbie Hedgepeth, Matt Federoff, Megan Cloud and Andy Chlup

Dubbed as a “Glimpse of the Future,”‖Beyond Textbooks is the ultimate tool for linking instruction and teacher creativity. Beyond Textbooks is a philosophy of teaching and learning that transcends textbooks and state standards to strengthen support for communities of teachers, facilitate teaching and learning, and improve student growth and achievement.

By inverting the curriculum and starting with the essential standards, the Vail Unified School District has created an online Beyond Textbooks wiki – a web-based tool that allows for the collection of digital curriculum materials, support materials and other digital resources assessable to all faculty.Teachers use the wiki to review the curriculum and calendars, locate and/or share resource materials, and communicate and collaborate with peers across the district and across Arizona who use the same curriculum.

It is a time-honored teaching tradition to beg, borrow and steal ideas from one another. Beyond Textbooks takes sharing to a whole new level.

Winter 2011 I ASBA Journal 33

l points on policy

By Jim Deaton, ASBA Director of Policy Services

What Do You Mean I’m A Role Model?

There are those who argue the standards in effect when today’s parents were students no longer apply because everything is different now. Are things really that different? Do we need to revise the standards? Let’s evaluate several considerations to determine if that contention is or is not valid.

A

situational norm, the essence of humankind – what some refer n established propensity of technology is that it to as the heart and soul of man – remains remarkably static. will continue to change and the rate of change Regardless of how many technological will increase exponentially. breakthroughs take place, the possesSubstantial technological changes ... becoming a board sions people acquire, how healthy or were once measured in decades, then attractive they may or may not be, it years, then months, then days, and member means greater is ultimately one’s inner person that more recently so rapidly that yesterday’s new devices are frequently visibility, influence, authority, forms how each person presents himself passé today. When speaking only responsibility and duty in the or herself and upon which the profile perceived by others is created. The from the technological perspective, the change argument obviously has community the board serves. absence of credible evidence to support a contrary view sustains the conclusion validity. that human nature has not changed.

Another basis from which the Judgments still rely mostly on past and observed experiences argument may be considered are those instances where and knowledge to the time opinions are formed. people’s lives are affected by such circumstances as disease, hunger, high mortality rates, substandard living conditions, repression and lack of opportunities to be educated.

What does the foregoing have to do with school But, those issues can be contrasted to opposing events that board membership? allow many to enjoy upgrades in their quality of life, such as Whether a person has eagerly sought the position, acquiesced monumental advances in medicine, new discoveries in nutrito urging by others, or succumbed to pressure to be a candidate tional research and food resources that have led to better or accept an appointment, becoming a board member means health and increased longevity, and other developments that greater visibility, influence, authority, responsibility and duty have substantially improved regional living conditions and in the community the board serves. By human nature, board expanded access to education. Those gains provide some members present themselves to the public, either as the same defensible points in favor of the argument, but the breadth as or dissimilar from the person they really feel themselves and veracity of the gains will be adamantly refuted by those to be on the inside. Observers weigh what they see and who have none or few of the changes for their lives. How determine from that whether the member is a worthy and does the argument touting the change theory hold up in valuable leader, is a hypocrite, or falls somewhere along the these comparisons? The global assessment is that change is continuum between those extremes. In the larger context, only partial and circumstantially limited. consistency of the member’s reputation is subject to variance An underlying feature not yet addressed while considering within and between subgroups in the school system and the the technical, social, economic and biological phenomena community. mentioned is the factor of human nature. Records throughout The board as a whole, reflecting the values of its several the millennia of human history demonstrate the ever-present, members, shapes the policies under which a school system unchanging fundamental need of humans to realize a sense of functions.Those policies typically describe high expectations esteem, friendship and love, security and physical well-being. for tasks to be performed, visions to be developed, goals to be Although transformation in many of life’s arenas has become a achieved, resources to be managed, services to be provided, 34 ASBA Journal I Winter 2011

learning to be accomplished, behavior standards to be met and conduct to be sustained. Because board members are the community’s stewards for the education of its youth, they often recognize setting policies and approving rules are the most important charge they have. As elected officials, that is a reasonable appraisal.

So, are school board members role models?

Taking the forgoing into consideration, this writer chooses to declare the answer to the question raised by the title of this article to be an unqualified, “Yes.” Being a role model is not an option for board members. A dictionary definition of role model is “... any person who serves as an example, whose behavior is emulated by others.” Like it or not, being a role model comes with the office. Following are a few examples to demonstrate the concept.

The Board adopts policies setting out certain behaviors and manners of students and employee personnel as being either acceptable or unacceptable. A fairly universal expectation is that students and staff members will come prepared to fulfill their respective assigned duties. Is a double standard in play when a board member does not take the time to become prepared for a board meeting?

Policies and rules specify that students and adult personnel are to treat one another with courtesy and respect, refrain from intimidation and bullying, and avoid inappropriate relationships. But what is the real message being given by a board member whose attention is elsewhere while someone is addressing the board, by the board member who flaunts his or her authority and demeans the opinions and comments

of others, or by a belligerent board member, alleged to have been acting indecently, insisting that what he or she does outside a board meeting is irrelevant to being on the board?

By policy, the board holds students accountable when they cause disturbances, and directs that disciplinary procedures be imposed for violation of the rules. Do a board member’s actions undermine the requirement for civility by being disrespectful by talking and disrupting others attempting to present or perform? What value do rules have when a board member who talks the talk fails to walk that talk by ignoring the stop sign at the exit from the student drop-off area?

The most cogent questions each board member must answer are not about changes or whether they are a role model, but “What role model am I to the youth and adults in my community?”

A plethora of additional examples could be presented, but hopefully these few illuminate how important the nature and character of a board member is. For good or bad, better or worse, every member became a role model when they joined the board. The most cogent questions each board member must answer are not about changes or whether they are a role model, but “What role model am I to the youth and adults in my community?” n

Winter 2011 I ASBA Journal 35

l Education and the Law

By Chris Thomas, ASBA Director of Legal Services

I’ll Take School Law Potpourri for $1,000, Alex …

OK, maybe not $1,000. But as I’ve received a potpourri of questions recently, this issue of Education and the Law is going to address some random topics that have been crossing my desk (and e-mail and phone, etc.) lately.

Q

We know that board subcommittees must follow the Open Meeting Law. But what is a board subcommittee? Is there a test?

A. Yes. A.R.S. §38-431 defines an “(a)dvisory committee” or “subcommittee” as “any entity, however designated, that is officially established, on motion and order of a public body or by the presiding officer of the public body, and whose members have been appointed for the specific purpose of making a recommendation concerning a decision to be made or considered or a course of conduct to be taken or considered by the public body.”

In other words, if the board takes action by policy or direction to create the committee, it is a subcommittee that must follow the Open Meeting Law. If the committee is referred to in board policy, it is a subcommittee that must follow the Open Meeting Law. One of the areas where the law is not being followed comes with Meet and Confer committees organized for the purpose of coming to an agreement with employee groups on salary, benefits and working conditions. Boards and administrators should know that if the board appoints members to one of these committees, it will mean the committee must follow the Open Meeting Law – and I am not sure that is what the board would want. Having these discussions in open session where anyone can attend would certainly change the nature of the discussion.

Finally, as much as I work with the Open Meeting Law, I am still learning more about it. I have stated to many audiences that I believe that if a board member sits on a subcommittee, that in and of itself makes the board a subcommittee for the purpose of the Open Meeting Law. My fellow school attorneys have convinced me otherwise. So, while I still do not believe that it is a good idea for board members to serve on subcommittees, for reasons related to public perception and best practice, I cannot say that having a board member on a subcommittee brings that subcommittee under the Open Meeting Law.

36 ASBA Journal I Winter 2011

Q

Should board members be given district business cards or district letterhead for use in their interactions with the public?

A. Business cards, yes. Letterhead, no. The principle involved here is the legal and perceived authority of an individual board member. Arizona Attorney General Opinion I81-054 makes it clear that board members only have authority when acting as a board in a duly called meeting or when delegated authority by the entire board by legal action at a duly called meeting.

The use of an individual business card does not imply an individual board member is speaking for the district, only for the individual board member whose name is on the card.

That’s fine. Use of district letterhead implies the individual board member is speaking for the district or the board as a whole and, unless the board has created a policy or given collective authority to the individual board member using the letterhead, that is an improper use in my opinion.

Q

Since statute says that governing boards must have an organizational meeting before January 15 following an election, does that mean that is the only time a board can elect a governing board president?

A. No. Statute also says that a governing board can set rules for its own operation and governance. I believe this would allow a governing board to change presidents at any time – so long as the matter is on the agenda for consideration. (Many school boards elect a board president each year, as their policy dictates.) If the board president no longer has the confidence of the majority of the board, I would urge the board to consider a change; the board president plays a critical role in running the meeting and being a face for the board and the district, and he or she should be someone that everyone can trust.

Q

The board has a dissenting board member who always wants to have one particular item on the agenda. It has been on the agenda before and there was not any support on the board for the dissenting board member’s position. Still the dissenting board member persists.

At the last meeting at the “future agenda items” item at the end of the meeting, the dissenting board member again suggested his issue be put on a future agenda. The board president wants to put on the next agenda an up or down vote by the board whether the issue will be up for discussion/decision on a future agenda and be done with the issue. He would like to structure the agenda item in a way to not allow any discussion about the item other than whether it is going to get on the agenda. Is there a way to do this?

A. I don’t believe the board president can do that. If the board member wants to explain his vote or ask a few questions, I really can’t see how that can be stopped.The only exception I see is if the board has a consent agenda and it takes more than a single board member to remove an item from the consent agenda for discussion. n

Stay on Top of Open Meeting Law

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We are pleased to welcome our new colleagues William J. Sims III and Jeffrey T. Murray Susan A. Cannata John A. LaSota, Jr. Kristin Mackin

Bruce E. Meyerson John W. Moody Jeffrey T. Murray

Donald M. Peters Thomas M. Rogers William J. Sims III Winter 2011 I ASBA Journal 37

l lessons from research

By Michael T. Martin, ASBA Research Analyst

Reading Gains in Florida and Arizona When you initially look at the data, Florida’s remarkable increases in student achievement suggest that other states should copy their programs to duplicate this success. But further analysis suggests the largest gains occurred prior to the implementation of several of Florida’s most popular programs being considered for replication.

I

n the National Assessment of Educational Progress (NAEP) fourth grade reading tests, Florida showed a gain from 1994 to 2009 of nearly 21 points, compared to Arizona’s gain of fewer than four points. However, the four years from 1994 to 1998 showed less than a one-point gain in either state, and the two states were less than one point apart in scores. Over the next four years, there was an 8.7-point gain in Florida, a fivepoint gain over the next three years (the NAEP changed its test schedule), and a 6.2-point gain over the four years from 2005 to 2009.

Even considering that the five-point gain over the three years from 2002 to 2005 was equivalent to a 6.6-point gain over four years, this indicates that the major gains in achievement scores in Florida occurred during the 1998 to 2002 period, with diminishing gains afterward.

test scores in Florida between 1998 and 2002 that continued to a lesser degree in subsequent years. One clue comes from looking beyond the overall average scores to the NAEP scores marking the 10th percentile low-end scores versus the 90th percentile high-end scores. Grade 4 reading scores at the high-scoring 90th percentile went up 4.3 points from 1998 to 2002, but at the low-scoring 10th percentile, scores went up 14.7 points.

Thus, Florida’s 8.7-point overall average gain in Grade 4 reading scores on the NAEP from 1998 to 2002 was primarily a gain at the lowest scoring levels, and Hispanic scores at the 10th percentile went up 18.6 points and African-American scores went up 17 points. White scores also increased 15.3 points at the 10th percentile. No sub-group scores had doubledigit increases at the 50th and 90th percentiles from 1998 to 2002 (nor 2005 to 2009).

Gains and Programs Don’t Add Up Because the major gains occurred before 2002, this undermines the claims for several of Florida’s programs to have any importance. First of all, NCLB (i.e. No Child Left Behind act) could only have had a role in diminishing the gains, because its implementation occurred after 2002.

Similarly, the voter-passed class-size reduction initiative in Florida occurred in November of 2002. Mandatory Grade 3 retention was a law passed by the Florida legislature in 2002 and began in the 2002-03 school year. These reforms at best can only be considered to have hindered improvements that produced the much larger gains from 1998 to 2002.

Clearly, something significant occurred to improve reading

Student Gains Point to Program Targeting Struggling Schools Something did happen in Florida in 1999 that specifically targeted low-scoring students. In 1999, Florida created their “Assistance Plus” program targeting additional resources at schools rated as “D” or “F” in student test scores. In an October 2002 status report to the Florida Board of Education on the Assistance Plus program, the report noted that 64 schools had been targeted for managerial assistance, including training teachers for “Effective Reading Practices” and funding reading coaches as well as coordinating activities with local college Assistance Plus Teams. The status report noted that “over $25 million statewide” in fiscal assistance was provided to these 64 schools, or about $390,000 per school.

The state Department of Education also created regional school improvement facilitators who were assigned failing schools to work with. These failing schools were then paired with higher-performing schools to provide peer models and coaching assistance. In addition, colleges provided research-based assistance for implementing school improvement programs.

The schools also began working with other community organizations and administered community outreach programs, including climate surveys, in the languages of the parents.

Clearly, something significant occurred to improve reading test scores in Florida between 1998 and 2002 that continued to a lesser degree in subsequent years.

38 ASBA Journal I Winter 2011

The Achievement Plus program perfectly fits the time and target of when and where Florida’s test scores improved.

Targeting the lowest scoring schools in Florida for funding increases through Assistance Plus typically meant targeting these funds at low-scoring minority students, and low-scoring minority students had the largest test score improvements.

It is these large increases in 10th percentile test scores that created Florida’s much touted reduction in the achievement gap between minorities and majority students.

Progress Over the Last Decade Florida did achieve considerable improvements in student achievement during the last decade. But it is important to see when the gains occurred and where they occurred. No ethnic groups had double-digit gains at the 50th or 90th percentiles. Indeed, the highest gains for any subgroup at the 90th percentile during the 1998 to 2002 or 2005 to 2009 periods was 5.3 points. At the 10th percentile in both of

those four-year intervals, only White students failed to have double-digit increases, gaining 8.7 points from 2005 to 2009.

People who claim various programs were responsible for the improvement in Florida’s NAEP test scores over the past decade must explain why Florida’s improved NAEP reading scores primarily occurred among the lowest scoring students while other student gains were at best half those gains, and why those increases were most dramatic from 1998 to 2002, diminishing afterward.

Targeting additional resources toward increased management training and professional development among teachers who were dealing with the most difficult students to teach makes simple common sense. Helping schools and teachers dealing with significant problems in Florida by providing additional human and fiscal resources fulfills Occam’s Razor for the best explanation of Florida’s success over the past decade. n

NAEP Fourth Grade Reading Scores Grade 4 Reading All 1998 Arizona Florida White Arizona Florida Black Arizona Florida Hispanic Arizona Florida

10th percentile 1998 2002

2002

2005

2009

206.4 205.7

205.4 214.4

207.1 219.5

210.0 225.7

153.7 149.7

218.7 217.2

220.3 226.0

223.6 228.3

225.1 233.1

190.9 186.0

198.8 196.4

192.6 202.7

188.2 197.5

188.1 206.8

192.2 215.3

90th percentile 1998 2002

2005

2009

2005

2009

150.9 164.4

152.2 174.6

156.9 185.9

254.6 254.4

254.5 258.7

257.3 262.1

257.0 263.6

172.6 168.4

175.5 183.6

174.9 187.0

180.8 195.7

260.7 260.3

261.3 265.6

267.4 267.7

265.5 269.0

205.8 211.0

141.3 132.3

145.9 149.4

145.1 161.7

151.2 172.0

238.9 234.7

250.1 240.0

240.2 242.9

255.2 248.4

197.8 222.8

139.8 137.8

136.5 156.4

140.4 171.1

146.9 184.6

234.5 248.8

237.7 251.2

239.8 256.9

244.3 259.6

Winter 2011 I ASBA Journal 39

40 ASBA Journal I Winter 2011

l viewpoints

By Panfilo H. Contreras, ASBA Executive Director

Imagining Amazing Possibilities, Striving Toward Excellence

A

SBA President Dee Navarro, Prescott Unified School District, has established her theme for the year. “Amazing Possibilities” is perfect for the circumstances we are in today. High expectations for us and our students with dwindling resources certainly don’t favor us. But, with the right mind-set, we do – and must increasingly do – amazing things for students in our schools.

Examples of your excellent work are happening every day and can be seen weekly on the Arizona Schools Make a Difference website and e-mails. Make sure you’re celebrating excellence in our state’s schools; visit www. azschoolsmakeadifference.org to sign up to receive weekly good-news stories in your in-box, and submit the goodnews stories occurring in your district so they can be shared statewide.

ASBA is also moving forward toward amazing possibilities in several areas. You saw a redesigned Annual Conference in December with a variety of changes. The Membership Meeting was first thing on the agenda. The restructured Legislative Workshop included members from the Arizona School Administrators, Arizona Association of School Business Officials and ASBA. The implementation of a new board member strand and other fun activities added another layer of learning at the conference.

Now more than ever, your feedback is vital to us as we develop programs and trainings that address the issues you’re facing. Your evaluations are an avenue where you can help structure the Annual Conference and other programs to provide what you need to be a successful board.

ASBA internally is also looking at amazing possibilities.

The National School Boards Association recently provided a service by conducting an Operations and Finance Review, the results of which were reported to the Board of Directors at its January retreat.The review looked at three primary areas and concluded with recommendations for improvement of

High expectations for us and our students with dwindling resources certainly don’t favor us. But, with the right mind-set, we do – and must increasingly do – amazing things for students in our schools.

ASBA governance, infrastructure and programming. A newly appointed committee made up of members from the board of directors has been appointed to review these recommendations and begin developing a strategic plan that will help your association plan for and navigate the years ahead.

President Navarro has also created Audit and Finance and Trust Lands committees to better monitor compliance in the board’s fiduciary function and to be more active in the advocacy for our children’s trust lands and support the staff work in this area.

More amazing possibilities are coming from the work on Helping Kids Succeed Arizona Style. This is the community engagement project looking at identifying community assets for kids or those strings of support that will keep kids from falling through the cracks. Hundreds of community members in three counties have already taken part in these forums.

It is our opportunity to educate folks about what it takes to support kids and to have them realize that their public schools can’t provide everything kids need.

These are but a few examples of how ASBA is working for you and creating amazing possibilities.You have the same opportunity in spite of those dwindling resources. You have but to imagine those amazing possibilities and stay positive about the work you do. Without your support, the miracles in your classrooms would be much more difficult. n

Winter 2011 I ASBA Journal 41

42 ASBA Journal I Winter 2011

ASBA Affiliate Members APS Energy Services Energy conservation, renewable solutions Lindsey Matthews 60 E. Rio Salado Pkwy., Ste. 1001 Tempe, AZ 85281 602-744-5000 www.apses.com

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

Arizona Correctional Industries Bill Branson 3701 W. Cambridge Ave. Phoenix, AZ 85009 602-272-7600 www.azcorrections.gov

Centennial Contractors Enterprises Lisa Cooley 4113 Eubank NE, Ste. 300 Albuquerque, NM 87111 623-764-0397 www.cce-inc.com

eBOARDsolutions Web-based board governance software Mark Willis, Diane Sandifer 5120 Sugarloaf Pkwy.

Lawrenceville, GA 30043 800-226-1856 www.eboardsolutions.com

APS Solutions for Business Energy efficiency project rebates Jennifer Rivera 2001 N. Third St., Ste. 106 Phoenix, AZ 85004 602-385-0900 www.aps.com/businessrebates

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

Chartwells School Dining School lunch management Joel Mee 11634 W. Monroe St. Avondale, AZ 85323 602-350-4876 www.eatlearnlive.com

Edupoint Educational Systems Joseph Kirkman 1955 S.Val Vista Dr., #210 Mesa, AZ 85204 480-833-2900 www.edupoint.com

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

Auto Safety House School bus sales and service Rudy Garcia 2630 W. Buckeye Rd. Phoenix, AZ 85009 602-269-9721 www.autosafetyhouse.com

Core Construction Jessica Steadman 3036 E. Greenway Rd. Phoenix, AZ 85032 602-494-0800 www.coreconstruct.com

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

Administrative Enterprises Inc. Leanne Appledorn 5810 W. Beverly Ln. Glendale, AZ 85306 602-789-1170

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

D2 Data Driven Software Education software Matt Winebright 900 Jackson St., Ste. 380 Dallas, TX 75202 972-490-4044 www.d2sc.com

Fennemore Craig, P.C. Deanna Rader 3003 N. Central Ave., # 2600 Phoenix, AZ 85012 602-916-5000 www.fclaw.com

Adolfson & Peterson Construction General contractor Tamara Caraway 5002 S. Ash Ave. Tempe, AZ 85282 480-345-8700 www.a-p.com American Building Maintenance Co. Wade Moffet 2632 W. Medtronic Way Tempe, AZ 85281 480-968-8300 American Fidelity Assurance Donna Sciulara 3505 E. Flamingo Rd., #6 Las Vegas, NV 89121 800-616-3576 Arcadis Infrastructre, environment, buildings Ed Boot 950 W. Elliot Rd., #220 Tempe, AZ 85284 480-394-0335 www.arcadis-us.com

BoardBook Scott Ballew P.O. Box 400 Austin, TX 78767 888-587-2665 www.boardbook.org Burt Hill Architects & Engineers Burt Hill 2575 E. Camelback Rd., #450 Phoenix, AZ 85016 602-343-7456 www.burthill.com Calderon Law Offices Legal services Ernest Calderon 2020 N. Central Ave., Ste. 1110 Phoenix, AZ 85004 602-265-0004 CCS Presentation Systems Julia Solomon 17350 N. Hartford Dr. Scottsdale, AZ 85255 480-348-0100 www.ccsprojects.com

D.L.Withers Construction Dan Withers 3220 E. Harbour Dr. Phoenix, AZ 85034 602-438-9500 www.dlwithers.com DLR Group Karen Heck 6225 N. 24th St., Ste. 250 Phoenix, AZ 85016 602-381-8580 www.dlrgroup.com Dairy Council of Arizona Patricia Johnson 2008 S. Hardy Dr. Tempe, AZ 85282 480-966-8074 www.dcaz.org DeConcini McDonald Yetwin & Lacy John C. Richardson 2525 E. Broadway, Ste. 200 Tucson, AZ 85716 520-322-5000 www.deconcinimcdonald.com

First Financial Group of America Benefit Plan Administration, Independent Insurance and Investment Services Mike O’Malley 2201 San Pedro Dr. NE, Bldg. 1, Ste. 2101 Albuquerque, NM 87110 800-365-3860 www.ffga.com GHD Inc. Architecture, civil engineering Terry Worcester 1501 S.Yale St., Ste. 101 Flagstaff, AZ 86001 928-774-7179 www.ghd.com G.V. Enterprises Project managers, procurement consulting Gordon Vasfaret 9102 W. Marshall Ave. Glendale, AZ 85305 623-872-1852 www.gventerprises.com

Gust Rosenfeld Robert Haws 201 E.Washington, Ste. 800 Phoenix, AZ 85004 602-257-7976 HACI Service, LLC Scott Wright 2108 W. Shangri-La Road Phoenix, AZ 85029 602-944-1555 HDA Architects LLC Pete Barker 459 N. Gilbert Rd., Ste. C-200 Gilbert, AZ 85234 480-539-8800 Heinfeld, Meech & Co. Gary Heinfeld 10120 N. Oracle Rd., #100 Tucson, AZ 85704 520-742-2611 Hufford, Horstman, Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 www.h2m2law.com Hughes-Calihan Konica Minolta, Inc. Dan Schmidt 4730 N. 16th Street Phoenix, AZ 85016 602-244-9944 www.hc-km.com Kennedy Partners LLC Allison Suriano 2222 W. Pinnacle Peak Rd., Ste. 330 Phoenix, AZ 85027 623-374-2478 www.kennedyprtnrs.com LaSota & Peters Jack LaSota 722 E. Osborn Rd., #100 Phoenix, AZ 85014 602-248-2900 Lewis & Roca LLP Mary Ellen Simonson 40 N. Central Ave. Phoenix, AZ 85004 602-262-5317 www.lrlaw.com

Winter 2011 I ASBA Journal 43

M.L. Riddle Painting Inc. Mike Riddle 5922 N. Black Canyon Hwy. Phoenix, AZ 85017 602-277-3461 Mangum Wall Stoops & Warden A. Dean Pickett P.O. Box 10 Flagstaff, AZ 86002 928-779-6951 www.flagstaffattorneys.com Mohave Educational Services Co-op Tom Peeler 625 E. Beale St. Kingman, AZ 86401 928-753-6945 www.mesc.org N.L. Booth & Son General contractor Robert Booth 3025 N. Tarra Ave. Prescott, AZ 86301 928-772-0077 NTD Architecture Scott Beck 2800 N. 44th St., Ste. 500 Phoenix, AZ 85008 602-956-8844 www.ntd.com The O’Malley Group Facilities, project, construction management Tim O’Malley, Sharon O’Malley 80 W. State Ave., Ste. 300 Phoenix, AZ 85021 602-906-1905 www.omalleyafl.com The Orcutt/Winslow Partnership Paul Winslow 3003 N. Central Ave., 16th Fl. Phoenix, AZ 85012 602-257-1764 www.owp.com Piper Jaffray & Co. William C. Davis 2525 E. Camelback Rd., Ste. 925 Phoenix, AZ 85016 602-808-5428 www.piperjaffray.com Practice Max, Inc. Chuck Engelmann 9382 E. Bahia Drive, #B202 Scottsdale, AZ 85260 480-421-9700

Professional Group Public Consulting, Inc. Caroline Brackley P.O. Box 30850 Mesa, AZ 85275 480-699-4458 www.pgpc.org Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 6771 E. Outlook Dr. Tucson, AZ 85756 520-545-1044 www.pueblo-mechanical.com

School Reach Wil Pearson 9735 Landmark Pkwy., #100 Saint Louis, MO 63127 800-420-1479 www.schoolreach.com Shade ‘N Net Sun and UV protection structures Joe Reda 5711 W.Washington Phoenix, AZ 85043 602-484-7911 www.shade-n-net.com

Smartschoolsplus, Inc. RBC Capital Markets Phased retirement services Sandra McClelland John Snider 2398 E. Camelback Rd., Ste. 700 P.O. Box 11618 Tempe, AZ 85284 Phoenix, AZ 85016 480-839-8747 602-381-5361 www.rbccm.com www.smartschoolsplus.com Regional Pavement Maintenance Steve Leone P.O. Box 3778 Gilbert, AZ 85299 480-963-3416 www.regionalaz.com Rodel Charitable Foundation Carol Peck 6720 N. Scottsdale Rd., Ste. 380 Scottsdale, AZ 85253 480-367-2920 www.rodelfoundationaz.org SAPA Fabricated Products Aluminum ramps, stairways, all REDD Team products Janet Wray 1617 N. Washington St. Magnolia, AR 71753 800-643-1514 www.sapafabricatedproducts.com SCF Arizona Workers’ compensation insurance Tod Dennis 3030 N.Third St. Phoenix, AZ 85012 602-631-2000 www.scfaz.com

Snell & Wilmer LLP Barbara McCloud 400 E.Van Buren, #1900 Phoenix, AZ 85004 602-382-6000 www.swlaw.com Sodexo Katrina Lewis 1842 W. Windermere Dr. Phoenix, AZ 85048 480-577-3503 SPS + Architects Herb Schneider 8681 E.Via De Negocio Scottsdale, AZ 85258-3330 480-991-0800 Stone & Youngberg Financial services Bryan Lundberg 2555 E. Camelback Rd., Ste. 280 Phoenix, AZ 85016 602-794-4000 www.syllc.com Strategic Technology Communications Deborah Long 13828 N. 41st Place Phoenix, AZ 85032 480-281-6400

SDB Lisa Bentley 14700 N. Frank Lloyd Wright, Summit Food Service #157 Dave Brewer Scottsdale, AZ 85260 2703 Broadbent Pkwy. NE, 480-298-9596 Suite F Albuquerque, N.M. 87107 Schaefer-Smith-Ankeney 505-341-0508 Insurance www.summitfoodservice.com (Compass Insurance) Craig Ankeney 2002 E. Osborn Rd. Phoenix, AZ 85016 602-956-7800

44 ASBA Journal I Winter 2011

Sundt Construction Construction Edward Mullins 2620 S. 55th St. Tempe, AZ 85282 480-309-2347 www.sundt.com

Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 3002 S. Priest Dr. Tempe, AZ 85282 602-288-5020 www.sunlandasphalt.com TCPN – The Cooperative Purchasing Network Mike Chouteau 2100 N. Central Ave. #220 Phoenix, AZ 85004 602-405-9402 www.tcpn.org Technology Coordinators Utilities and building renewal projects Ed Schaffer 2116 W. Del Campo Cir. Mesa, AZ 85202 888-474-5509 www.tc-az.com Thunderbird Mountain Facilities performance services David Johnson P.O. Box 10130 Glendale, AZ 85318 623-825-1730 www.thunderbirdmountain.com 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 www.traaenandassociates.com Trane Dave Palty 850 W. Southern Ave. Tempe, AZ 85282 480-258-9600 www.trane.com Trans-West Network Solutions Debi Caron 5202 S. 39th Street Phoenix, AZ 85040 602-437-3010 www.twns.com Troxell Communications Audio-visual equipment Bob Berry 4830 S. 38th St. Phoenix, AZ 85040 480-495-4745 www.trox.com The Trust 333 E. Osborn Rd., #300 Phoenix, AZ 85012 602-222-2110 www.the-trust.org

Turner Construction Construction management services Scott Ellison 637 S. 48th St., 1st Floor Tempe, AZ 85281 480-557-4700 www.tcco.com Udall Shumway & Lyons PLC Denise Lowell-Britt 30 W. First St. Mesa, AZ 85201 480-461-5300 VALIC Group retirement plans, individual financial services Sandra Jackson 11201 N.Tatum Blvd., Ste.100 Phoenix, AZ 85028 602-674-2603 www.aigvalic.com Valley Schools Mgmt. Group Patrick Dittman P.O. Box 41760 Phoenix AZ 85024 623-594-4370 www.vsit.org Wedbush Morgan Securities Erika Miller 2999 N. 44th Street, #100 Phoenix, AZ 85018 602-952-6800 www.wedbush.com

Winter 2011 I ASBA Journal 45

PRSRT STD US POSTAGE PAID PHOENIX AZ PERMIT NO 4605

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

$6.00 22507© S&L Printing 2011

Quality leadership and advocacy for children in public schools.

2011 ASBA

Spring Legal Seminars Catch up on the latest legislative and legal issues pertaining to schools and school finance:

South • Tucson H ilton T ucson E l C on q uistador friday, march 4 , 2 0 1 1

North • Flagstaff H igh C ountry C onference C enter F riday, M arch 1 1 , 2 0 1 1

• Legislative and Legal Update: A Rundown of the Latest from the Capitol, School Finance and the World of School Law • Making Sense Out of the New Superintendent Performance Pay Mandate • Legal Issues with Alternative Funding Opportunities for School Districts • Online Learning: Legal and Practical Considerations • When All the Choices are Bad: The Legalities of Closing Schools, Cutting Staff and Salaries, Increasing Class Size, Changing Schedules and Reducing Special Services • It Gets Better: What School Leaders Must Do to Protect Students from Bullying

Register online at www.azsba.org or call 602.254.1100.