Page 1

Arizona

School

Boards

winter 2013

A ss o c i a t i o n Vol. 43, No. 1

ASBA and You

Working Together for Success

In Their Words Policy Leaders’ Views on K-12 Education

Plus... Annual Awards Showcase


If you could follow the line into the future, it would end in success. 1 of 1

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ARIZONA

SCHOOL

BOARDS

Winter 2013

ASSOCIATION Vol. 43, No. 1

ASBA 2012 President Michael Hughes passes the gavel to 2013 ASBA President Randy Schiller >ÌÊ̅iÊ- U-Êxx̅ʘ˜Õ>Ê œ˜viÀi˜Vi°

O DEPARTMENTS 3

President’s Message Working Together for Success: ASBA and You By Randy Schiller, ASBA President

5

Viewpoints Some Thoughts on ASBA and the Evolution of Public Policy By Dr. Timothy Ogle, ASBA Executive Director

6

ASBA News By Tracey Benson, ASBA Director of Communications

9

ASBA Calendar of Events

16

Education and the Law

O FEATURES £äÊ

- U-Êxx̅ʘ˜Õ>Ê œ˜viÀi˜Vi Highlights

12

2012 Jack Peterson Student Photography Contest Winners

15

Staying Connected with ASBA By Ellen White, Director of Administrative Services

20

In My Words: Arizona K-12 Policy Leaders Share Their Thoughts

31

Making the Connection

ASBA Advocacy: From the Capitol to the Courts By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services

18

Capitol View Getting the Lay of the Land What to Expect from Policy Leaders & the Budget

59

Districts look to tech-based systems for help in implementing new evaluations By Don Harris

35

ASBA Annual Awards

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

36 Lou Ella Kleinz Award of Excellence

ASBA Affiliate Members

40 Total Board Award

38 All-Arizona School Board Award 42 Master of Boardsmanship with Clusters Awards 43 Superintendents Award 44 Golden Bell Award

Lou Ella Kleinz Award of Excellence recipients; Bertha Estrada, B. Dale Crandell, Elizabeth Hunsaker, Belinda Quezada, Adriana Morado (not pictured)

Winter 2013 I ASBA Journal 1


ARIZONA SCHOOL BOARDS ASSOCIATION O Officers President Randy Schiller President Elect Elaine Hall Treasurer Jesus Rubalcava Secretary Kathy Knecht Immediate Past President Michael Hughes

O County Directors, Caucus Leadership and NSBA Representatives Apache Arnold Goodluck Cochise Jeffery Crandall Coconino Jerry Williams Gila Barbara Underwood Graham Dalene Griffin Greenlee Kimberly Lunt La Paz Harlow Harper Maricopa Bill Adams Maricopa Bonnie Sneed Mohave Tom Duranceau Navajo Linda Yazzie Pima Jim Coulter Pima Sara Mae Williams Pinal Torri Anderson Santa Cruz Pending appointment Yavapai Barry Sharp Yuma Marvin Marlatt Hispanic/Native American Indian Caucus Eva Carillo Dong Black Caucus David Evans NSBA Pacific Region Director Cynthia Matus Morriss

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

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

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

OUR CORE BELIEFS ASBA believes…

O Staff Executive Director Dr. Timothy Ogle Director of Administrative Services Ellen White Director of Communications Tracey Benson Director of Governmental Relations/Public Affairs Janice Palmer Director of Leadership Development Karen Loftus Director of Legal and Policy Services/ General Counsel Chris Thomas Assistant Director of Policy Services Dr. Terry Rowles Executive Search and Senior Policy Consultant Steve Highlen Policy Consultant Nick Buzan Technology and Information Specialist Michael Barcia Governmental Relations Analyst Geoff Esposito Policy Technician Renae Watson Member Services Coordinator Shirley Simpson Secretary to the Executive Director Kristi Johnson Administrative Secretary Jolene Hale Administrative Secretary Sara Nilsson Administrative Secretary Elizabeth Sanchez Receptionist Cassie Smith 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. © 2013 by the Arizona School Boards Association. Address all correspondence to: ASBA Journal Editor 2100 N. Central Ave., Suite 200 Phoenix, AZ 85004 Phone: 602-254-1100; 1-800-238-4701 editor@azsba.org; Website: www.azsba.org Annual subscription rate $24 Production and Design by S&L Printing & Mailing £{ÓnÊ7°Ê->˜Ê*i`ÀœÊUʈLiÀÌ]Ê<ÊnxÓÎÎÊUÊ{nä‡{™Ç‡nän£

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

Learn more at www.azsba.org


O PRESIDENT’S MESSAGE By Randy Schiller, ASBA President

Working Together for Success: ASBA and You

O

ne of my favorite quotes comes from Henry Ford and it says, “Coming together is the beginning. Keeping together is progress. Working together is success.” My focus as ASBA president for 2013 will be working with you, our members, towards that ideal. It’s something that requires mutual commitment. Here are some of our commitments as an organization. ASBA is here to stand with you when and where you need it. We stand behind you with our model policy service and our superintendent search service, helping you build a solid foundation for all your work. We stand beside you in your communities and districts, coming to you to provide the trainings in governance, leadership and open meeting law or other issues that you request. And we stand beside you to build networks of grassroots advocates to champion the needs of your schools and K-12 education in Arizona. And sometimes we march ahead, providing leadership and expertise, articulating our common vision for what we know CAN BE for K-12 education and our students, lobbying and helping to shape policy, engaging with the media, partnering with other leading organizations – all on your behalf. And all on behalf of the children we all serve. As your president, you can count on me to work to develop ASBA’s relationship with you, our members, in all these areas. And what do I ask in return? I ask you to get involved with ASBA, as I and many other school board members from around the state have. The opportunities are diverse and rewarding. So I ask you, “What will you do?” Here are a few ideas to consider.

Attend ASBA workshops and conferences Encourage your superintendent and fellow board members to attend as well. In addition to the multitude of learning opportunities provided, you will also be able to network with fellow board members. You may even find a new member that you can mentor.

Serve on one of ASBA’s many committees We need voices from all areas of our diverse state and there are many opportunities to participate. Committees include Finance, Governance, Federal Relations Network and the Legislative. If you are interested in learning more, contact our office and we can point you in the right direction.

“Like” us on Facebook and follow us on Twitter Join the conversation and be part of sharing important messages about K-12 education in Arizona and the work of ASBA with your networks. Find us on Facebook at www. facebook.com/ASBAFans, and on Twitter at @azsba for association news of broad interest and at @azsba_GR for updates from our Governmental Relations team.

Become a member of Arizona Relations Network (ARN) As a governing board member, you are an advocate for your district and the children you represent. ARN provides you with an opportunity to familiarize yourself with the State Capitol and learn how you can participate in the advocacy process. Watch for information on the ARN events planned for late February and March.

Interact with your County Director ASBA’s Board of Directors is comprised of elected officers and 17 county directors elected by peers in their counties (visit www.azsba.org for a list of board members). County directors serve as a resource on issues that affect your local community and provide ASBA with feedback on those opportunities, challenges and concerns. If serving on the ASBA Board of Directors interests you, learning about the position from current ASBA board members is a great place to start.

Attend the ASBA Delegate Assembly This is a vital part of your association. The Delegate Assembly allows all board members a voice in setting the policy and direction of the association on legislative, legal and state-level policy issues. Districts vote on a delegate and alternate to represent them at this important meeting. This year’s Delegate Assembly will be held on Sept. 7. In closing, I want to reiterate that I am truly honored to be serving as your president. I am thankful that I am surrounded by a GREAT group of people that share a common goal – a goal that will help children throughout Arizona have the opportunities to become whatever they want to be. Winter 2013 I ASBA Journal 3


4 ASBA Journal I Winter 2013


O VIEWPOINTS By Dr. Timothy Ogle, ASBA Executive Director

Some Thoughts on ASBA and the Evolution of Public Policy

A

s your professional association, we at ASBA are committed to promoting robust and fruitful public policy which will help you as local school leaders do your job. Our team is passionate in this pursuit. In a recent national meeting with colleagues from many states, I was proud to be able to explain why this work is so important right now. At the forefront of policy development in our state is a turf war over who will generate a positive future for our school children. Our hope is every child and every school is provided an opportunity to fulfill their highest potential. As a critical ambassador of school reform and continuous improvement, we know school reform will only be successful when it is driven by trained professionals, researchers, and experts in teaching and learning. If state law, policies or court rulings do not support this effort, we will be there to advocate for you and for our kids. There are some recent examples of ASBA work which demonstrates these core principles. While each example has its own theme, their interwoven nature is telling. The recent Arizona Appeals Court ruling overturning a lower court's decision to support the state legislature's failure to fully fund inf lation to school districts was profound. Your association was instrumental in generating and guiding the successful legal challenge. Those wanting to strip schools of the revenue guaranteed by the Proposition 301 vote were put on notice that they must abide by Arizona laws. This ruling is awaiting an Arizona Supreme Court appeal led by certain legislators. We are awaiting the results of another legal challenge to state laws which appear to be beyond the jurisdiction of our state constitution, that being the interpretation of the legality of the recently implemented "Empowerment Accounts" for students with disabilities, students with parents in the active military, children in foster care and students attending a school rated D or F by Arizonaâ&#x20AC;&#x2122;s accountability system. In this case (Niehaus v. Huppenthal), ASBA is advocating for our state to use its resources to assist schools in their reform efforts as opposed to feeding the voucher experiment. In bringing perspective to national choice week with the ASBA School Choice Week Toolkit, we have another example

of how promoting the message of effective public schools is essential to school reform. The collective Clear concise understanding effort of of school choice benefits all, and we know that when given individuals the facts the families of nine of 10 Arizona students choose working together their local public school. We is the most were proud to capitalize on the opportunity provided by effective way School Choice Week as a way to influence to more effectively tell the story of how our schools are the direction of meeting the educational needs of Arizona's students and how Arizonaâ&#x20AC;&#x2122;s future. our schools are growing and getting better every day. Finally, I want to promote and relate the recently reinvented Arizona Relations Network to this discussion. The voice of school leaders is emerging at the State Capitol as a unified and powerful force which policymakers must attend to. If you are reading this article, you need to become more informed of the work of the ARN. You can link from our homepage to sign up, learn more about the political agenda of ASBA, and read about how you can be involved. The collective effort of individuals working together is the most effective way to inf luence the direction of Arizona's future. You can make a difference by being a part of this dynamic initiative. What is at stake now is the opportunity for all Arizona children to attend an awesome local public school which will allow them to grow academically and socially in a safe, secure and nurturing environment. The work ahead is not easy and there is much to do. The time is now and ASBA is the place to join in and support this important work. Join us in our role as proponents of positive school reform and continuous school improvement.

Winter 2013 I ASBA Journal 5


NEWS New officers elected at annual meeting Delegates representing ASBA member districts from across Arizona elected officers at the annual membership meeting that took place during the 2012 ASBA-ASA Annual Conference. Serving ASBA as officers on the organization’s board of directors for 2013 are Elaine Hall (Sahuarita USD), president elect; Jesus Rubalcava (Gila Bend USD), treasurer; and Kathy Knecht (Peoria USD), secretary. Randy Schiller (Phoenix Union HSD) is ASBA’s 2013 president and Michael Hughes (Mesa USD) is immediate past president.

Randy Schiller, President

Elaine Hall, President Elect

ASBA Board of Directors appoints new county directors In January the ASBA Board of Directors appointed five new members to the board: Torri Anderson (Maricopa USD) as Pinal County Director; Jim Coulter (Vail USD) as Pima County Co-Director; Tom Duranceau (WAVE) as Mohave County Director; Marvin Marlatt (Antelope Union HSD) as Yuma County Director; and Barry Sharp (Ash Fork USD) as Yavapai County Director. The Santa Cruz County Director seat remains unfilled. The terms of the newly appointed county directors will be through the 2013 ASBA Annual Membership Meeting (ASBA Bylaws Article V, Section 9). Elections for these seats for ensuing terms will be held in fall 2013 during the ASBA County Meetings. 6 ASBA Journal I Winter 2013

Jesus Rubalcava, Treasurer

Kathy Knecht, Secretary

Michael Hughes, Immediate Past President

ASBA board retreat clarifies organizational goals, board duties and responsibilities Members of the ASBA Board of Directors, Executive Director Dr. Tim Ogle and members of ASBA’s management team gathered in January for a day of strategic planning and discussion of the duties and responsibilities of a nonprofit board. ASBA is a 501(c)(3) private, non-profit organization. Pat Lewis from ASU's Lodestar Center for Philanthropy & Non-Profit Innovation facilitated the meeting and shared her expertise.

Pat Lewis from ASU's Lodestar Center for Philanthropy & Non-Profit Innovation (front row, center) recently led members of the ASBA Board of Directors and the organization’s management team in a day of planning and discussion.


ASBA names top advocate 2012

School board member Karen McClelland (right), ASBA’s Advocate of the Year, and Geoff Esposito, ASBA governmental relations analyst.

Karen McClelland, a member of the Sedona-Oak Creek USD Governing Board, was named 2012 ASBA Advocate of the Year. McClelland has spearheaded numerous efforts in her local community to garner understanding and support of critical K-12 education issues, actively engages state legislators and members of Congress as a member of the Arizona Relations Network, has served on ASBA’s Legislative Committee and has been an ASBA delegate to NSBA’s Federal Relations Network numerous times. The award was presented at the ASBA-AASBO-ASA Legislative Workshop, held in December 2012 and attended by approximately 400 Arizona public school leaders.

Arizona delegation calls trip to Washington, D.C., a success A delegation of more than 20 Arizona school board members travelled to Washington D.C., in January for the National School Boards Association Federal Relations Network Conference. Dr. Tim Ogle, ASBA executive director, and Janice Palmer, ASBA’s director of governmental relations and public affairs, led the group. In addition to participating in numerous discussion and learning sessions on federal education issues, members visited Capitol Hill for a day of meetings with Arizona’s members of Congress and staff. The focus of their discussion was the impact of sequestration on school districts in our state and the need for Congress to revamp and reauthorize the Elementary and Secondary Education Act (ESEA). Governing board member Steven Chapman (Tolleson Union HSD), background, attends a learning session attended by school board members from around the country.

Congressman Jeff Flake, center, met with officers of the ASBA Board of Directors, from left, Jesus Rubalcava (treasurer, Gila Bend USD), Kathy Knecht (secretary, Peoria USD), Elaine Hall (president elect, Sahuarita USD), Michael Hughes (immediate past president, Mesa USD) and Randy Schiller (president, Phoenix Union HSD). ASBA's Janice Palmer (second from right), director of governmental relations and public affairs, and Dr. Tim Ogle (far right), executive director, joined the meeting as well.

School board members Tiffany Arenas (Creighton ESD), left, and Melanie Beikman (Tempe ESD), right, with Michael Wong, a staff assistant to Congresswoman Kyrsten Sinema and a proud product of Paradise Valley USD.

Winter 2013 I ASBA Journal 7


27 receive ASBA Honor Roll Award ASBA presented Honor Roll Awards for 2012 to 27 retiring board members who were nominated by their boards for outstanding service after serving at least two consecutive terms on their boards. They are:

Edward Basha, Jr. (front row, second from left) was joined at the ASBA-ASA Annual Conference in December by a host of ASBA past presidents, as well as former Arizona Superintendent of Public Instruction Carolyn Warner (front row, far left) and long-time ASBA staff member and public education advocate Barbara Robey (front row, second from right) to celebrate his award for a lifetime of commitment to public education and Arizona’s students.

Basha honored with Barbara Robey Lifetime Achievement Award Statewide business and civic leader Edward Basha, Jr., received the 2012 ASBA Barbara Robey Lifetime Achievement Award for his outstanding contributions in support of public education and ASBA's mission through servant leadership over an extended period of time. Basha, a great-grandson of immigrants and Arizona pioneers whose family founded the Bashas’ grocery store chain, has been a longtime champion for Arizona public education and our students. “When we looked at individuals who have significantly enhanced opportunities for public school students in Arizona, we knew the list had to include Eddie Basha,” said Michael Hughes, ASBA’s 2012 president, who presented the award to Basha at the ASBA-ASA Annual Conference in December. “Eddie has inf luenced Arizona’s education system at all levels. He has spent a lifetime giving broadly in words and action, often in ways that only a few know about.” Basha’s advocacy for children and education is legendary, as is his support for Arizona’s Native American and minority communities, and Arizona leaders, from governors to university presidents to business and civic organizations, have celebrated him for it. Basha served on the Chandler Unified School District Governing Board for 13 years, two consecutive four-year terms on the State Board of Education, and eight years on the Arizona Board of Regents. He made a near-miss run for governor, with education as a central campaign issue. In addition, Basha was a founder of the Arizona Educational Foundation, and he and his wife, Nadine, have advocated tirelessly for early-childhood education in Arizona. Watch a video tribute to Basha on ASBA’s YouTube channel: www.youtube. com/azschoolboardsassoc 8 ASBA Journal I Winter 2013

Karen Arredondo (Tempe ESD) Steve Campbell (Prescott USD) Richard Carino (Santa Cruz Valley Union HSD) Margaret Wood Carl (Agua Fria Union HSD) Pat Carlin (Kingman USD) Chet Davis (Continental ESD) Diane Douglas (Peoria USD) O. K. Fulton (Agua Fria Union HSD) Harry Garewal (Isaac ESD) Helen Hollands (Gilbert USD) Ian Hugh (Glendale Union HSD) Denny Layton (GIFT) Willie Masters (Santa Cruz Valley Union HSD) Dr. Eric Meyer (Scottsdale USD) Vicki Morga (Antelope Union HSD) Kelly Parker (Osborn ESD) Jennifer Peterson (Scottsdale USD) Jane Phillips (Clarkdale-Jerome ESD) Debbie Pina (Agua Fria Union HSD) Donald Rothery (Sierra Vista USD) Ralph Smith (GIFT) Brian Turner (Buckeye Union HSD) Clarinda Vail (Grand Canyon USD) Nancy Valenzuela (Superior USD) Shawn Watt (Litchfield ESD) Mike Watson (Tolleson Union HSD) Vonda Woolums (Vernon ESD)


ASBA awards scholarship to seniors planning to pursue teaching degrees

ASBA Calendar of Events

ASBA has awarded its annual Jack Peterson Scholarships to three high-achieving high school seniors who plan to pursue degrees in education in college. Scholarships of $1,300 each were awarded to Kali Dahlman, Combs High School ( J.O. Combs USD), Erika Gamez, Sunnyslope High School (Glendale Union HSD) And Brenda Vasquez, Sunnyslope High School (Glendale Union HSD). Student scholarship winners Brenna Vasquez, Kali Dahlman and Erika Gamez

February 2013 18

Presidents’ Day ASBA Office Closed

March 2013 1

ASBA Spring Legal Seminar Tucson

8

ASBA Spring Legal Seminar Flagstaff

16

ASBA Board of Directors Meeting – Phoenix

April 2013 13-15

NSBA Annual Conference San Diego

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Winter 2013 I ASBA Journal 9


ASBAsASA 55th ANNUAL CONFERENCE December 12 -14, 2012 Biltmore Conference Center

1

ASBA 2012 President Michael Hughes passes the gavel to 2013 ASBA President Randy Schiller.

2

Dr. Yong Zhao, ASBA keynote speaker, presents on the Common Core standards.

3

Bob Rice (Chandler USD) and Sandi Nielson (Littleton ESD) vote during the ASBA Business Meeting.

4

Renae Watson, an ASBA staff member, gives an attendee his materials for the annual conference.

5

The Dobson High School Jazz Band performed for attendees of the conference, as Director, Jon Gomez watches in the distance.

6

Jim Bearden’s keynote focused on leadership in the real world.

7

Arizona school leaders cross paths inbetween a breakout session.

8

Winners of the 2012 Jack Peterson Photography Contest.

1

4

Skyline High School history teacher Nancie Lindblom receives ASBA’s Golden Bell Award for Teacher of the Year. 10

ASBA Treasurer Jesus Rubalcava (Gila Bend USD) and another delegate share ideas before the ASBA Business Meeting.

11

The Westwood High School Air Force JROTC honor guard posts the American flag before the conference.

12

Edward Basha, Jr., recipient of ASBA’s Barbara Robey Lifetime Achievement Award, shares his passion for public education at the awards banquet.

13

Jerri Rose (Toltec ESD) listens to a presentation on social media. It was one of the many breakout sessions during the conference.

14

Randy Schiller addresses the attendees of the conference as the president of ASBA.

15

Delegates vote at the annual ASBA business meeting.

10 ASBA Journal I Winter 2013

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Winter 2013 I ASBA Journal 11


2012 Jack Peterson Student Photography Contest Winners

“Tucson, AZ,” Julio Morales, Amphitheater High School (Amphitheater USD), 1st «>Vi]Ê}À>`iʙ‡£ÓÊV>Ìi}œÀÞ

“Antelope Canyon,” Haley Davis, Sedona Red Rock High School (Sedona-Oak Creek USD), Ә`Ê«>Vi]Ê}À>`iʙ‡£ÓÊV>Ìi}œÀÞ

12 ASBA Journal I Winter 2013


Parched earth. Antelope Canyon. A luminescent dragonfly perched on a single blade of grass. A child’s play set silhouetted by a southern Arizona sunset. The beauty and variety of “Arizona Outdoors” were captured with artistry and skill in the four student images selected as winners in this year’s Arizona School Boards Association Jack Peterson Student Photography Contest. The statewide contest, which marked its 14th year in 2012, is open to K-12 students from Arizona’s public school districts. Photos were judged in two categories: grades K-8, with one award given, and grades 9-12, with three awards given. A record-breaking number of students participated in this year’s contest, which for the first time required students to submit their photos electronically and also required high school students to submit a portfolio of three images. This year’s winner in the grades K-8 category was Alexis Montanez, an eighth-grader at Patagonia Middle School, Patagonia ESD, for “Play Set at Sunset.” Winners is the grades 9-12 category were, first place, Julio Morales, a junior at Amphitheater High School, Amphitheater USD, for “Tucson, AZ”; second place, Haley Davis, a senior at Sedona Red Rock High School, Sedona-Oak Creek USD, for “Antelope Canyon”; and, third place, Lindis Barry, a sophomore at Pinnacle High School, Paradise Valley USD, for “Dragon Fly”. The schools of each of these student photographers received a cash award from ASBA to support their photography programs. “Arizona Highways” photo editor Jeff Kida, arts educators, and current and former school board members with ties to photography and the arts comprised the judging panel. “Dragon Fly,” Lindis Barry, Pinnacle High School (Paradise Valley USD), 3rd place, }À>`iʙ‡£ÓÊV>Ìi}œÀÞ

The ASBA student photography contest began in 1999 as a tribute to former ASBA executive director and amateur photographer Jack Peterson upon his retirement.

“Playset and Sunset,” Alexis Montanez, Patagonia Middle School (Patagonia ESD), winner, grade K-8 category

Winter 2013 I ASBA Journal 13


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Phone: 602.789.1170 or 800.762.2234 14 ASBA Journal I Winter 2013


Staying Connected with ASBA BY ELLEN WHITE, D I R E C T O R O F A D M I N I S T R AT I V E S E R V I C E S

I

remember in my early days of working for ASBA, back in the late 1980s, there was no computerized database that stored our membership information. District and board information was stamped on metal plates that were inserted into a machine which inked them and printed the address on whatever document was being mailed. Whenever someoneâ&#x20AC;&#x2122;s address changed, a new plate was made. From there, we progressed to an Excel spreadsheet and being able to print labels. As technology advanced, so did our ability to store and access information. No matter how far technology has taken us, however, the need to have accurate information remains the same. Our ability to provide ASBA members with the best information and service possible depends on it. In January, your district office was sent a membership update form. We hope you took some time to review it, make necessary changes, such as the names and contact information for new board members and administrators, and return it to our office. In addition to enabling us to update our database â&#x20AC;&#x201C; which now, by the way, resides in â&#x20AC;&#x153;the cloudâ&#x20AC;? â&#x20AC;&#x201C; this information feeds the membership directory on our website and will be used as the basis for our annual membership directory, which all ASBA members receive in the spring. This information is also the backbone of our communication with you throughout the year. We use the information for all our member mailings, from the ASBA Journal to promotional materials for our upcoming conferences and events. Of particular importance going forward are email

addresses. ASBA is utilizing technology to communicate directly with our membership more and more. Our twicemonthly newsletter, the ASBA Report Card, is delivered via email as are announcements about all our conferences and workshops, and other important notices, like news alerts and policy advisories. In order to make sure you are receiving all the benefits ASBA offers, it is essential that we have an active and valid email address for you. If you do not have access to email, we hope you will make arrangements with your superintendent for emailed information from ASBA to be printed and provided to you. Accurate email addresses help us serve you better in another way. Beginning this year, all our workshop, conference and event evaluations will be done through online surveys. If you attend an ASBA event, you will be emailed a link to a web-based form on which you will be asked to rate the eventâ&#x20AC;&#x2122;s presentation, facilities, location and other related items. As an organization committed to continuous improvement, we take your input very seriously. It is important for us as a staff to know if the information we are providing is useful, timely and relevant. As such, we encourage you to take the three to five minutes necessary to respond. If you are not receiving regular emails from ASBA, please contact our office to ensure that the information we have for you in correct. We want to be sure that this essential tool for two-way communication between ASBA and you is solid so that you receive the fullest membership experience possible. Ă&#x160;7Â&#x2C6;Â&#x2DC;Ă&#x152;iĂ&#x20AC;Ă&#x160;Ă&#x201C;ä£Ă&#x17D;Ă&#x160;Ă&#x160;Ă&#x160;Ă&#x160;- Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Â&#x2DC;>Â?Ă&#x160;Ă&#x160;Ă&#x160;ÂŁx


O EDUCATION AND THE LAW By Chris Thomas, ASBA General Counsel and Director of Legal and Policy Services

ASBA Advocacy: From the Capitol to the Courts

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hen you think “advocacy” and “ASBA” the first thing that likely comes to your mind is the great job that ASBA’s Governmental Relations team does in advocating for school boards at the Legislature. What you may be less aware of is that ASBA advocates for our members at all levels of government, including at the Governor’s Office, at the State Board of Education and even in Congress and with the executive branch of the federal government. Increasingly, our advocacy efforts also include our state and federal courts. ASBA’s litigation presence has grown exponentially over the last decade. Part of the reason for this is that there have been more contentious issues for us to litigate; the Legislature has passed, and the governor has signed, a greater number of laws with which we disagree and that, in our opinion, have legal f laws. Another reason for the growth in our litigation efforts is the increasing willingness of advocacy groups in general to seek out the courts to resolve their problems, rather than seeking recourse through

the legislative process. We feel compelled to intervene and engage in legal advocacy when the actions of those groups affect the interests of ASBA’s members. Just as with our lobbying efforts, ASBA staff does not decide what litigation positions we take. Our legal advocacy, like our legislative advocacy, is driven by ASBA’s Political Agenda, which is decided by ASBA membership in the Delegate Assembly process. All legal actions must also be supported by ASBA’s Board of Directors. To illustrate the breadth of ASBA’s legal advocacy, and also highlight the impact and relevance of these efforts to ASBA member boards, we have compiled a summary of litigation efforts ASBA is now currently involved in or recently has been involved in on your behalf. You will find a brief summary of the legal issues involved with each case, a citation from the ASBA Political Agenda connecting the case to our guiding advocacy document that drives our involvement, and information on the current status of the case.

Case Name

Legal Issues

ASBA Political Agenda Support

Current Status of Case (February 2013)

Niehaus v. Huppenthal

Constitutionality of Education Savings (or Empowerment) Accounts, which funnel public money into private schools.

IV. Taxation/Revenues Oppose any measure that uses state monies to fund private schools, including vouchers and empowerment accounts.

ASBA is a named plaintiff in the case. Plaintiffs lost in Maricopa County Superior Court (February 2012). Case appealed to Arizona Court of Appeals where it was argued on Feb. 13, 2013.

Rumery v. Baier

Whether the Legislature violated the Arizona Enabling Act and Constitution by diverting proceeds from State Trust Lands for operations of the State Land Department.

IV. Taxation/Revenues Serve to maintain and increase the earnings of the school trust lands for the benefit of K-12 public education.

ASBA was an amicus curiae (Friend of the Court) party in case. Arizona Supreme Court found that the legislative action violated both the Enabling Act and the Constitution.

16 ASBA Journal I Winter 2013


Case Name Craven v. Huppenthal Hobday v. Huppenthal

Legal Issues Whether funding for charter schools violates the General and Uniform Clause of the Arizona Constitution; whether school overrides violate the same clause.

ASBA Political Agenda Support II. Local Control/Governance Ensure all public schools are funded and governed in a manner consistent with the Arizona Constitution's requirement of a general and uniform public school system, so that substantial disparities in the treatment of schools are not created by the law.

Current Status of Case (February 2013) ASBA has intervened in case on side of the state. Case is still in Maricopa County Superior Court. Defendants have won several procedural motions. There is a motion for summary judgment on behalf of the state pending.

IV. Taxation/Revenues Oppose any action that prohibits local school district governing boards from supplementing state funding and budget provisions through M&O and flexible capital overrides as well as bond authorizations. Whether the Arizona Legislature is obligated under Voter Protection provisions of Arizona Constitution to fund inflation as prescribed in Proposition 301.

IV. Taxation/Revenues Oppose efforts to under-cut voter approved measures.

Gilbert Unified School District v. Arizona

Whether the Career Ladder program violated the Arizona Constitution’s General and Uniform clause since only 28 districts were able to participate.

VI. Personnel Seek legislation providing all school districts with 5.5% in revenue to fund a career ladder program or other locally-determined professional development program or other system that promotes or rewards teacher performance. (This provision has since been removed from the Political Agenda.)

ASBA was an amicus curiae party on state’s side in case. Maricopa County Superior Court ruled program violated the General and Uniform clause of Arizona Constitution. As ASBA feared, Legislature used the ruling to eliminate Career Ladder program (rather than allowing other districts to join).

Cain v. Horne

Whether school vouchers violate the Aid Clause of the Arizona Constitution.

IV. Taxation/Revenues Oppose any measure that uses state monies to fund private schools, including vouchers and empowerment accounts.

ASBA was a named plaintiff in case. After losing in Maricopa County Superior Court, ASBA won at the Arizona Court of Appeals and the Arizona Supreme Court (2009). Vouchers are unconstitutional in Arizona.

Cave Creek Unified School District, et. al. v. Ducey

V. Funding Ensure full funding for inflation, especially in years in which the rate of inflation is greater than 2 percent, and vigorously oppose at the legislature and in the courts any attempts to not fully fund at least the 2 percent inflation factor as approved by the voters in Proposition 301 (2000).

ASBA is named plaintiff in case. After losing in Maricopa County Superior Court in February 2011, the plaintiffs won a unanimous decision out of the Arizona Court of Appeals in January 2013. At press time for the Journal, the state was still deciding whether to appeal.

Winter 2013 I ASBA Journal 17


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

Getting the Lay of the Land What to Expect from Policy Leaders & the Budget

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to a more active policy-making body, helped shape policy at the legislature and amplified it at the regulatory level. He steps aside as newly-elected President Tom Tyree, Yuma County School Superintendent, now takes the reins. (In this issue, beginning on page 20, you have the opportunity to learn about five key leaders and their views on issues important to school board members.) These changes present a great opportunity for us to meet with our legislators to help educate and inf luence their policy decisions so that they are in the best interest of students. ASBA is here to help you in your advocacy efforts and offers you a variety of options. For the 2013 legislative session, we are focusing on our Arizona Relations Network (ARN) lobby days. You can learn more about the legislative process, find out how to sign up for the Arizona Legislative Information Service (ALIS) to register your position on bills, get lobbying tips, network with other school board advocates, and attend a legislative hearing and/or meet with your legislators. For more information or to sign up, go to: http://is.gd/arnlobbydays.

ith the November 2012 elections behind us, it is now time for those newly-elected to come together and govern. While Governor Brewer and Superintendent of Public Instruction John Huppenthal were not up for election, there are a many new public policy leaders in Arizona who will have an impact on K-12 education policy and resources. The Arizona State Senate saw the most significant change. Not only are 50 percent of its members newly elected, but the Senate now also has a new president in Andy Biggs and a new education committee chair in Kimberly Yee. In addition, the party balance has shifted. The Senate lost three Republican members and gained three Democrats, changing the margin to 17 Republicans and 13 Democrats. The House, which has 45 percent new members, re-elected Speaker Andy Tobin and House Education Chair Doris Goodale. Republicans also lost seats in the House, with the margin going from 40 Republicans and 20 Democrats to 36 Republicans/24 Democrats. Another key position is the State Board of Education President. Former President Jaime Molera has led the board

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18 ASBA Journal I Winter 2013


FY14-16 Budget Projections and the Governor’s Budget According to the Joint Legislative Budget Committee (JLBC), the following are the state general fund ending balances. Please note that the balances do NOT include Rainy Day Fund balances or the Appellate Court ruling to fund K-12 inflation across the board (which would add $80 million per year to fund schools): Fiscal Year 2013 – $651 million Fiscal Year 2014 – $310 million Fiscal Year 2015 – $25 million Fiscal Year 2016 – ($70 million) deficit While Session has just begun, the Governor has released her proposed fiscal year 2014 budget. Included in her budget for K-12 education are: Inflation: $9.9 million This funds only inflation for transportation and charter school additional assistance, and does not reflect the recent appellate court ruling that requires fully-funding inflation, which amounts to $84.2 million.) Common Core Implementation: $61.5 million $40 million for districts and charters to use for teacher stipends for professional development, curriculum and instructional materials aligned to the new standards, and technology and equipment that support Common Core implementation. $20 million to the School Facilities Board to complete a technology needs assessment and bring schools up to the required device and software specification. $1.5 million to the Governor’s Office of Education Innovation to fund master teachers to coordinate statewide professional development in transition to Common Core and to prepare for the Partnership for Assessment of College and Career (PARCC) exams. Performance Funding: $54.3 million $36.2 million from the general fund and $18.1 million in re-allocated district and charter funds. 50 percent based on static achievement, 50 percent based on growth Data System: $7 million For the completion of the Statewide Longitudinal Data System Capital Funding: $28.8 million $3.8 million to build new schools that have already gained School Facilities Board approval for new school construction (Thatcher USD, Benson USD and Laveen ESD). $25 million Building Renewal Grant Program (replacing the Building Renewal Formula, which was repealed) Expands district bonding capacity to 20% of net assessed value School Safety: $3.6 million To establish a 1:1 state-matching grant to the Public School Safety Program; an additional $7.8 million is provided in Prop. 301. Career Ladder : -$7.2 million reduction Leaves the program at 2 percent state/local funding for SY14-15; program will be completely eliminated in school year 2015-2016.

Winter 2013 I ASBA Journal 19


In My Words: Arizona K-12 Policy We asked five Arizona leaders with strong and direct influence over public policy related to Arizona K-12 education to share their views, “in their own words,” on a wide range of topics, from local control to how they would define success for Arizona education. They also describe the personal and professional experiences that most influence their decisions – decisions that will impact our state’s students now and into the future.

20 ASBA Journal I Winter 2013

Governor Jan Brewer, took a serious political risk in 2009 when she vetoed a budget that did not include a temporary sales tax increase to help fund public education. But the state was facing a severe shortage of revenue during a devastating recession, and the governor finally convinced members of the Legislature to put Proposition 100 on the ballot. She continued to champion education in 2010, promoting passage of Prop. 100, a three-year, 1-cent sales tax increase projected to generate $1 billion a year. It was not a popular position for her to take, pitting the Republican governor against many legislators from her own party who were adamantly opposed to any tax increase. Two-thirds of the revenue generated was and still is designated for primary and secondary education, while one-third is for health and human services and public safety. Prior to a special election in May 2010, giving voters the option to consider the tax hike, Brewer said she would vote yes, adding, “Doing the right thing often means doing the hard thing.” Furthermore, the governor said, “If we don’t get additional revenue in 2011, it will be a disaster” and that “2012 will be a major catastrophe.” Voters overwhelmingly approved the tax increase by a 2-to-1 margin. The increase expires in May.


Leaders Share Their Thoughts How do you define a “quality public education”? The definition of a quality education is universal, and remains consistent irrespective of WHERE or HOW a child receives his or her education. A quality education is one that equips students with the skills and knowledge necessary to succeed in college and in an increasinglycompetitive workplace.

How are the roles of state decision-makers and local school board leaders different when it comes to achieving student success and where do they intersect? The role of state decision-makers is primarily two-fold: a) to set the vision and expectations for our schools, students and parents, and b) to fund our schools. The role of local board leaders is to implement policies and innovate at the local level in order to makes this vision a reality. They intersect when the state sets local policies or when local board members help fashion state policy.

What role do local school board members have in shaping and influencing policy at the state level? I have strived to make the state-level policy-making process for education as open as possible. My Arizona Ready Council Chairman, Craig Barrett, has traveled the state listening to board members, teachers and administrators. The Council and its panels have played a key role in the shaping of my policies and budget for education. Arizona has set aggressive education goals and has a roadmap to achieve them: the Arizona Ready Plan. Achieving these goals requires that we keep the lines of communication open, and we need the help of local school board members to do that. It does not mean we will agree on everything – but we will have a quality process to air concerns and highlight successes.

What do you hope you will be able to claim as successes for Arizona education two years from now?

What is the state’s role in supporting education reform efforts like third-grade reading proficiency, more rigorous teacher and principal evaluations and implementation of Arizona’s Common Core Standards, as well as broad initiatives like those related to school safety?

The Arizona Ready Goals were set in 2010. By 2020, we expect to have improved our high school graduation rate to 93 percent; enabled at least 94 percent of third graders to meet state reading standards; and doubled the number of college students who complete their studies and receive a four-year degree.

The state’s role is to provide adequate support so that our education innovations and reforms can be effective. Last year, I fought to add $40 million to the state budget to fund an early-childhood reading program in our schools. This year, my budget includes an extra $61.5 million to help schools implement Arizona’s Common Core Standards, and to purchase the necessary technology for the new PARCC assessment.

In two years, we will be halfway to 2020. By that time, it is my sincere hope and belief that we will have made great progress toward our Arizona Ready goals. I am optimistic that all of us – including legislators, schools, the business community, philanthropic groups, parents and teachers – will have come together to raise the expectations and rigor for our students and, best of all, that we will have found our students are rising to that level of expectation.

What personal or professional experience most influences the decisions you make or will make related to public education? First and foremost, I’m a mother. My concern for my children’s education is what inf luenced me to enter public service three decades ago. My children are grown now, but this issue remains a top priority because I empathize with the hopes and fears of every parent with young children. Those feelings never leave you.

What teacher most influenced you and why? That’s an easy one: Ms. Van Essen. She was my third-grade teacher at Pine Wood Elementary School. Ms. Van Essen was fun, but she was no pushover. When she said something needed to get done, it got done. Her rules were made to be kept. Most important, she made you learn. I’ll never forget her.

Winter 2013 I ASBA Journal 21


In My Words: Arizona K-12 Policy State Superintendent of Public Instruction John Huppenthal. Halfway through his current term as state superintendent, Huppenthal said he views the Arizona Department of Education as a service agency devoted to supporting Arizona’s schools and districts, teachers, parents and students. His basic goal is to provide opportunities for every student to follow a successful path to college and career readiness. Huppenthal said he is committed to driving education policies and practices with quality research that has demonstrated proven results. A former member of the Arizona Legislature, Huppenthal sponsored a bill designed to improve accountability at the school district level, labeling schools’ academic performance and accountability with an A-F scale. He also served on the Chandler City Council, and was a longtime senior planning analyst for the Salt River Project. He has a bachelor’s degree in engineering from Northern Arizona University and a master’s in business administration from Arizona State University.

22 ASBA Journal I Winter 2013

How do you define a “quality public education”? For a student to have a complete education, they need reading, writing, math/STEM, speech, arts, CTE and physical education. These combined truly provide a 360degree school learning environment for our students. In addition, Arizona’s Common Core Standards are a seismic shift in teaching and learning. They incorporate 21st century skills of problem solving, critical thinking, project-based learning and collaborative team work. They provide strong phonics emphasis, and more complex math concepts introduced earlier into the curriculum. They take an interdisciplinary approach and shift language arts content from fiction materials to more nonfiction. These standards provide the foundation for students to be college and career ready in a 21st global economy.

How are the roles of state decision-makers and local school board leaders different when it comes to achieving student success and where do they intersect? With respect to the state regulatory structure, the Legislature and the State Board of Education set policy. We carry it out at a broad state level as the monitoring body. We feel monitoring should be as light as conceivably possible, with emphasis on ensuring schools follow the right policy direction, but helping them to make appropriate changes when they are not, rather than just penalizing for any violations. Local school boards make the specific decisions on budgets, curriculum for the schools and business operations.


Leaders Share Their Thoughts What is the state’s role in supporting education reform efforts like third-grade reading proficiency, more rigorous teacher and principal evaluations and implementation of Arizona’s Common Core Standards, as well as broad initiatives like those related to school safety? We are committed to delivering appropriate guidelines, the training and support necessary to successfully implement major education reform efforts like Move on When Reading, teacher/principal evaluations and Arizona's Common Core Standards statewide, as well as ensuring funding authorized for those purposes that go through the State Department of Education are timely and appropriately provided. With respect to school safety, we will make sure that all of our schools have the access to the training they need to develop and maintain threat assessment and emergency response plans so that our students feel safe in their learning environments.

What personal or professional experience most influences the decisions you make or will make related to public education?

What do you hope you will be able to claim as successes for Arizona education two years from now? We think it’s possible to double the productivity of the education system while at the same time rewarding excellence in teachers. A two year timeframe is tight for those lofty goals, but we will work from sun up to sun down with that vision in mind. We would also like our new, improved data system to be in place so that our students, teachers and parents have all of the information they need to make informed educational decisions at their fingertips. With this last effort we will be able to allow the schools to reduce administrative costs and redirect millions of dollars annually back into the classrooms.

What teacher most influenced you and why? Jack Segerson was a public school teacher who volunteered at Salpointe High School. He figured out that I could be an engineer when I didn’t have a single college graduate in my social environment. Of his own accord, he called the Dean of Engineering at Northern Arizona University and signed me up!

Be it my time spent in engineering, business, the state Legislature, or my research experience, it has always been educators and public school teachers that have molded my life. I am deeply grateful to them and want to help them be successful in giving other students hope, engagement and the opportunity to be successful in their life after the formal education part is completed.

What role do local school board members have in shaping and influencing policy at the state level? We regard all local school board members as our partners in shaping state education policy. We want to get their opinions on all legislative changes, State Board policy changes and all state agency procedures as we conduct our operations. They provide the backbone for all of our efforts. It is important they keep their local elected officials informed of the challenges and opportunities they face in guiding education for the students in their community.

Winter 2013 I ASBA Journal 23


In My Words: Arizona K-12 Policy Sen. Kimberly Yee, chair of the Senate Education Committee, served one term in the Arizona House of Representatives, where she served as vice chair of the Education Committee. She was elected to the Arizona Senate in 2012. Yee, a Phoenix Republican, gained valuable experience and insight in education in two states. She was a senior research analyst for the Arizona Senate Education Committee from 1998-2003, and served on the Arizona State Board for Charter Schools. Yee was deputy cabinet secretary for education and consumer affairs in California Gov. Arnold Schwarzenegger’s Office, 2003-2005; served as a policy analyst for the State Board of Education in California Gov. Pete Wilson’s administration, 1997-1998; and was an executive fellow for the California State Superintendent of Public Instruction’s Office, 1996-1997. Yee was director of communications and legislative affairs in the Arizona Treasurer’s Office, 2006-2010. She is the daughter of a public school teacher who taught in a poor neighborhood. Yee has recalled joining her mother on classroom field trips, and was profoundly affected by the children she met.

How do you define a “quality public education”? All children deserve to have a high quality public education regardless of their zip code. In addition to adequate funding, there are many important factors that must come together to create a quality public education. Brain research shows us that early childhood development and parental support brings a great start to a child’s first years even before entering school. A student needs a highly qualified and engaged teacher in a classroom setting that is equipped with up-to-date learning tools, materials and assessments, with rigorous reading and math programs in the earliest grades. Smaller class sizes, safe school environments and a great principal in every school additionally contribute to the quality of a school. The “local control” governance structure of school districts contributes to the success of Arizona schools because the important education decisions are made closest to the students, parents and teachers of the school community.

How are the roles of state decision-makers and local school board leaders different when it comes to achieving student success and where do they intersect? State decision-makers must consider public policy as it affects the state’s school system as a whole, while local school board leaders consider policies that affect their own school districts. School districts are better equipped to make decisions about textbooks, curriculum and the training of their teachers at the local level. State decision-makers must have the input of local school districts when statewide decisions are being made and we welcome such dialogue in the legislative process.

What is the state’s role in supporting education reform efforts like third-grade reading proficiency, more rigorous teacher and principal evaluations and implementation of Arizona’s Common Core Standards, as well as broad initiatives like those related to school safety? The state supports new educational reforms by passing legislation to develop the details of these efforts and has an obligation to properly fund each new effort to help school districts properly implement and carry out these education reforms. 24 ASBA Journal I Winter 2013


Leaders Share Their Thoughts What personal or professional experience most influences the decisions you make or will make related to public education? As the daughter of a public school teacher who taught in the Phoenix Elementary School District for 38 years, discussions about public education were a natural part of our dinner table conversations. I have served as the Arizona Senate Education Committee research analyst for many years at the State Capitol. I have also served in the office of the California State Superintendentâ&#x20AC;&#x2122;s Office and was the Deputy Cabinet Secretary for Education for Gov. Arnold Schwarzenegger and an education analyst for Gov. Pete Wilson with the State Board of Education. All of these professional experiences over the last 17 years have trained me well in the area of formulating public policy in education and understanding the importance of bringing stakeholders to the decision-making table.

What role do local school board members have in shaping and influencing policy at the state level? School board members are encouraged to bring their ideas to the attention of the Arizona School Boards Association so that their legislative advocates can formulate policy ideas to bring these important issues before the legislative process. I encourage local school board members to meet with the lawmakers who represent your school district area and invite your local senator or representative for a tour of a school in your district. Begin a dialogue with your lawmaker and as bills go through the legislative process that you have a position on, give us a call or send us an email to let us know how this affects our local school district.

What teacher most influenced you and why? My mother is the teacher who most inf luenced me. She was not only a former student in the Phoenix Elementary School District, but she taught her entire teaching career in the same district. I had the privilege of getting to know a number of her students when I would attend class field trips or just through her many stories about her classroom children. They came from economically challenged areas and broken homes. Theyâ&#x20AC;&#x2122;d often come to school without their basic needs met, sometimes even without proper clothing or undergarments. But with each passing year, I began to know the children one by one and how they progressed with each spelling test mastered, with their English proficiency achieved, and with their increased enthusiasm of learning and their genuine love of their teacher in the classroom, whom they would often accidentally call â&#x20AC;&#x153;mom.â&#x20AC;? I remember visiting my motherâ&#x20AC;&#x2122;s classroom on a particular Friday afternoon and when the last bell was about to ring, there surprisingly werenâ&#x20AC;&#x2122;t many cheers for the weekend. One little student approached my mother and said, â&#x20AC;&#x153;Mrs. Yee, this means I wonâ&#x20AC;&#x2122;t see you until Monday.â&#x20AC;? I once asked my mother why she would drive so many miles to work and back home when she could easily transfer to a district in our residential area. Her answer was simple. These children needed her, even if it was many miles away, in a zip code very different from our own. These are the stories I bring with me as the daughter of a wonderful public education teacher who not only inf luenced me, but the many lives of children who had a great education in her classroom for over 38 years.

What do you hope you will be able to claim as successes for Arizona education two years from now? It would be wonderful to claim successes in the education reform efforts mentioned in the question above by ensuring our students have grasped the new academic standards, with teachers and principals being properly evaluated each year so that we can better train those who are not meeting the qualifications for bringing students to academic achievement. I believe reading proficiency must be a key foundation to early school success and our statewide assessments must be carefully transitioned so that we can ensure the proper academic measurement of our students. Ă&#x160;7Â&#x2C6;Â&#x2DC;Ă&#x152;iĂ&#x20AC;Ă&#x160;Ă&#x201C;ä£Ă&#x17D;Ă&#x160;Ă&#x160;Ă&#x160;Ă&#x160;- Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Â&#x2DC;>Â?Ă&#x160;Ă&#x160;Ă&#x160;Ă&#x201C;x


In My Words: Arizona K-12 Policy Rep. Doris Goodale has been a member of the Arizona House of Representatives since 2006. Goodale, a Republican from Kingman, has extensive experience in the field of public education. She is a former president and member of the governing board of the Kingman Unified School District, having served from 2000 to 2005. Prior to that, she was president and a member of the governing board of the Kingman Elementary School District, having served from 1988 to 2000. Other memberships have included vice chair of the Mohave Area Substance Abuse Treatment Education Prevention Partnership; Kingman Area Partnership for Children with Special Needs; education chair, Kingman Republican Women’s Club; and the School District Redistricting Commission in 2005-2006. Last year, Goodale sponsored a bill that became law, requiring among other things that the State Board of Education adopt four state performance classifications, designated as “highly effective,” “effective,” “developing” and “ineffective,” and guidelines for school districts and charter schools for the teacher and principal evaluation instrument.

How do you define a “quality public education”? A student who receives quality public education is the recipient of academic experience that is tailored to his/ her specific needs, not a one-size-fits-all. It allows for the student to receive instructional delivery in the appropriate setting and pace suited for his/her needs. A quality public education provides a positive environment where applied critical thinking and competency of subject matter are the true measure of a student's academic success.

How are the roles of state decision-makers and local school board leaders different when it comes to achieving student success and where do they intersect? The intersection of the roles of state and local education leaders is and should always be about achieving student success. The common goals of state policymakers and local school boards should be focused on collaboratively building a system in which every child in every public school in the state has the appropriate knowledge base and skills necessary to transition into the workforce in any field they desire. The state policymakers should provide leadership on statewide initiatives that solidly impact the foundation of our K-12 system. Local leaders are entrusted with the responsibility of managing the day-to-day operations of schools in a way that meets the needs of the community in which the schools are located.

What is the state’s role in supporting education reform efforts like third-grade reading proficiency, more rigorous teacher and principal evaluations and implementation of Arizona’s Common Core Standards, as well as broad initiatives like those related to school safety? State leaders are able to bring stakeholders from all sectors of education – early education, K-12, higher education, public and private – to discuss issues that are SYSTEMIC and are building blocks of the system. When the entire education spectrum is represented, issues that are macro, such as rigorous standards, assessments, teacher effectiveness, college readiness, career and technical education, and the strategies needed to implement these initiatives are more comprehensively evaluated. The collaborative model presumes that quality early education is a pipeline to K-12

26 ASBA Journal I Winter 2013


Leaders Share Their Thoughts success, a K-12 experience rich in skill and knowledge attainment is essential to a college or career readiness, and a productive post-secondary life leads to a prosperous quality of life.

What personal or professional experience most influences the decisions you make or will make related to public education? My 18 years as a school board member gave me insight on how student success and quality public education is as much about effective school management as it is a quality classroom experience. School board members make hundreds of decisions – most on the administrative side – that impact the learning experiences of our children. The decisions range from the quality of the teachers and the classified staff, curriculum, budget and program priorities, to support services for students and their families and physical management of facilities. These decisions collectively encompass the school experience and for families, the school experience is the center of daily life.

What role do local school board members have in shaping and influencing policy at the state level? Certainly, school board members are not only elected to oversee the operational side of school district, but they are elected to be the "voice" of the community. It is imperative that school board members work collaboratively with state level leaders to make policies that not only respond to the needs of each unique district, but that together, school board members work together to benchmark and share best practices in a way that can be utilized at the state level to make changes that will lift and enhance the whole system of public education.

What do you hope you will be able to claim as successes for Arizona education two years from now? While it has not always been easy, Arizona has led the country in the most expansive type of public educational choices. The value of allowing a student to find the best learning environment for them is priceless. What used to be a one-size fits all is now a glorious selection of menu options created to meet the individual needs of children. We can boast of traditional neighborhood schools with varied educational philosophies – traditional, classical, digital, virtual and blended programs, international baccalaureate, dual language, STEM, vocational, etc. I am most proud and will always believe that our greatest success is that our education system is a student-centric approach. I will add that my greatest hope for the next two years is that we will successfully implement our new system of standardized testing, PARCC, so that we can finally, finally, finally, start to evaluate whether our students can THINK, and how they truly can compete nationally and globally. I hope we can finally kick the stigma of a high school diploma with 10th-grade level competency. I hope our new assessment tool will allow us to stop wasting our money on useless remediation and give teachers, students and their parents the ability to graduate well-balanced, independent thinkers, who after K-12, and college degree or career skill attainment, can enter the workforce and contribute as solid citizens in our state!

What teacher most influenced you and why? Mrs. Logsden inf luenced me the most because she did not accept mediocrity. No matter who you were, where you came from, and what you thought you knew, she always raised the bar. I did not like her at first – probably because she was pushing me so hard – but in the end, she taught me that the journey to achievement was more valuable than the final product. I learned never to give up from her!

Winter 2013 I ASBA Journal 27


In My Words: Arizona K-12 Policy How do you define a “quality public education”?

Tom Tyree, the new President of the State Board of Education, is certainly not new to the field of public education. For more than 40 years, Tyree has served in every role imaginable, culminating with his appointment to the board by Gov. Jan Brewer in April 2010, as Vice President, and more recently as President. Tyree’s position on State Board of Education enables him to participate in the Partnership for Assessment of Readiness for College and Careers, a 23-state consortium working to develop nextgeneration K-12 assessments in English and math. In August 2003, Tyree was appointed Yuma County Superintendent of Schools and was elected to the position in 2004 and 2008. Prior to that, he served as a teacher, head basketball coach, and building and central office administrator in school districts in Yuma and Mesa. A native Arizonan with degrees from the University of Arizona, Tyree has served as president of the Arizona Association of County School Superintendents; chair of the Western Arizona Council of Governments; board member of the Arizona Risk Retention Trust Board and the Arizona Business Education Coalition; president of the Arizona School Personnel Administrators Association, and served on the National Alumni Board for the University of Arizona and the Arizona Western College Foundation Board.

28 ASBA Journal I Winter 2013

Our students deserve to graduate high school ready to succeed in college or careers, and equipped to explore multiple pathways to become successful and productive citizens. The curricula or courses of study for our students must be rigorous and relevant to the needs of the 21st century, and our educators must instruct our students in a manner that allows them to become collaborative learners and problem-solvers. We live in world that no longer cares what you know but rather what you do with what you know.

How are the roles of state decision-makers and local school board leaders different when it comes to achieving student success and where do they intersect? The relationship between state decision-makers and local board leaders is closer than many appreciate. Just like state decision-makers, school board members are public policymakers who are ultimately responsible to their students, voters, and those who work for their districts. The scope of work may be narrower for school board members but I would never underestimate the value or importance of their mission as it relates to the success of our communities or state.

What is the state’s role in supporting education reform efforts like third-grade reading proficiency, more rigorous teacher and principal evaluations and implementation of Arizona’s Common Core Standards, as well as broad initiatives like those related to school safety? The state has a crucial role to not only make responsible education policy, but also to provide the resources necessary for our schools to successfully implement those policies. It is my belief that public policy would improve, and the process would be more efficient, if we would work more collaboratively in it development.


Leaders Share Their Thoughts What personal or professional experience most influences the decisions you make or will make related to public education? In over 42 years in public education, I have had the opportunity to serve in many different roles at the school, central office, county and state levels. I have both served on and worked for boards. That experience has helped me to develop a balanced view in creating public policy and to learn to seek the expertise and wisdom of others in making my decisions.

What teacher most influenced you and why? I have been very fortunate to have had many fine teachers during my life that provided the foundation for both my intellectual and personal development. If I had to name two, they would be my high school basketball coach, Bob McLendon, who has been a lifelong mentor and set me on the path to becoming an educator and my college freshman composition professor, Dr. Larry McDonald, who not only taught me to write effectively but also with â&#x20AC;&#x153;voice.â&#x20AC;?

What role do local school board members have in shaping and influencing policy at the state level? In addition to their policymaking role, our school board members have a responsibility to interact with and inform other policymakers at the local and state levels, and to work effectively with their state association (ASBA) to be the best advocates for public education that they can be. They also have the responsibility to ensure that their districts provide the best learning environments for their students in the most efficient manner possible so that our state policymakers see education as a great investment of public resources.

What do you hope you will be able to claim as successes for Arizona education two years from now? Arizona is focused on implementing the Arizona Common Core Standards, transitioning to the PARCC assessments, and building of a state data system for education. I am hopeful that in two years that we will be well on our way to the successful completion of these tasks. In accomplishing this, it is my hope that we as state public policymakers, and our fellow citizens will not only appreciate the importance of investing in its success, but more deeply value education as a critical element of the economic and social well being of our great state.

Winter 2013 I ASBA Journal 29


30 ASBA Journal I Winter 2013


Making the Connection Districts look to tech-based systems for help in implementing new evaluations BY DON HARRIS

S

tudent progress has been successfully tracked for several years, but a new state law, clearly inf luenced by the federal government and national education reform efforts, requires districts and charter schools to evaluate teachers and principals, with a percentage of their “grade” based on their students’ academic growth. In a statement issued in September 2011, State Superintendent of Public Instruction John Huppenthal noted that the U.S. Department of Education “has made it abundantly clear that the emphasis on ‘highly qualified’ teachers is now evolving to emphasize ‘highly effective’ teachers and leaders.” Some districts have taken the option of delaying full implementation of teacher and principal evaluations until the 2013-14 school year, while others are plunging ahead. Todd Petersen, deputy associate superintendent of educator excellence at the Arizona Department of Education, says there is f lexibility in how school districts meet the requirements of the law as spelled out in Senate Bill 1040 and House Bill 2823. “There is a lot of stress going on in the educational system,” Peterson says. “Some districts are in a much better position to deal with it. Small and rural LEAs (local educational agencies) are struggling.”

Measuring Student Academic Growth The evaluation element related to student academic growth is presenting the greatest challenge for most districts. Dr. David Baker, associate superintendent at Flowing Wells Unified School District, believes there’s no easy way to measure teacher impact through student assessment. “We’re finding it’s complicated,” he says. As always, humanistic elements associated with student performance are at play. They include such factors as the students’ daily health and attitudes on test days. But it is the practical, logistical and technological challenges of measuring students’ learning and connecting it with evaluation of a teacher or principal’s performance that most affect districts’ ability to meet this legal requirement. Flowing Wells, with an enrollment of 5,500 in nine schools, tests students at three times during the year – August, December and March – to measure student academic growth and draw conclusions on teacher effectiveness over time. In grades two to six and nine and 10, the district uses Galileo K-12 Online to do so. Galileo K-12 Online, a comprehensive instructional effectiveness system, is a product of Tucson-based Assessment Technology Inc. The company serves approximately 235 school districts and charters in Arizona. A newly embedded Winter 2013 I ASBA Journal 31


Instructional Effectiveness Assessment System – or IEAS - has been designed to help districts implement educator effectiveness initiatives, like Arizona’s new teacher and principal evaluations. Dr. Jason Feld, vice president of corporate projects for ATI, explains: “School districts across Arizona have expressed the need to develop, customize, administer and manage implementation of their own teacher and principal evaluation tools. The Galileo IEAS and its dashboard interface addresses this need”. For example, the dashboard makes it possible for a district to take control over the development and use of teacher and principal performance rating scales aligned to the Interstate New Teachers Assessment and Support Consortium (INTASC) Professional Teaching Standards, and the Professional Administrative Standards from the Interstate School Leaders Licensure Consortium (ISLLC). Another new element of the tech-based system is the Galileo Evaluation Score Compiler. It enables districts to combine indicators of student achievement with indicators of educator proficiency and with other indicators. In addition, the compiler makes it possible to differentially weight these indicators to produce a continuous effectiveness score throughout the year and a final educator effectiveness score for a given educator or group of educators.

Putting the Pieces Together “In a nutshell, our ability to effectively support school district efforts to innovate and implement locally designed educator effectiveness initiatives in grounded in the fact that we have a robust technology platform and a large database that makes it possible for us to provide districts with data that is actionable in terms of use for instruction throughout the school year,” Feld says. “In addition, we are able to forecast performance, so districts know early on in the school year where students are on their different tracks. They can actually do something early on and throughout the year rather than after the fact when state data comes out and the kids are gone for the summer.” Flowing Wells’ Baker agrees that Galileo provides “nice longitudinal data over the course of the year” and offers new tools to measure teacher effectiveness, however, notes that Flowing Wells is not yet ready to tie the two together. “We will use it (IEAS) for our information, but not as part of the evaluation at this time. We’re not completely comfortable with it because it’s so new. What we’re ultimately trying to do is to get teachers to make instructional decisions about their kids.” Flowing Wells took a one-year waiver to delay full implementation of teacher and principal evaluations until 2013-2014 because the district wasn’t prepared. “We didn’t have the necessary training and infrastructure to manage it,” Baker says. 32 ASBA Journal I Winter 2013

Baker adds that Flowing Wells has been using Galileo systems for about nine years, and says: “Galileo is a great partner for us. Next year I think we will work through all of that together.” Dr. Anna McCauley, director of research and assessment at Higley Unified School District, says the district has been using ATI’s Galileo system to track student progress since 2009. The district, which has nearly 12,000 students in 10 schools, uses the formative assessment for reading and math to determine if students are at the desired proficiency level and whether re-teaching is needed; the summative assessment is used at the end of the course. “If students perform poorly on a concept, the teacher can assign those students to take three mini-lessons and a short quiz,” McCauley says. “The teacher can then see the statistics of each question asked, and can see what percentage of students responded correctly and to which answer. Then they have a class discussion to determine why students chose the answer they did. Maybe something in the teacher’s instruction led to that answer. It helps the teacher better target their instruction based on the needs of their classroom.” Naturally, the better the students perform, the better evaluation the teacher will receive. “We’ve definitely seen positive feedback from our teachers, and our AIMS scores have improved over the years,” McCauley says. For measuring teacher proficiency, Higley uses multiple sources of information to determine effectiveness. Regarding ATI’s administrator dashboard and evaluation score compiler, Higley is not using them at this time. McCauley says Higley will have ATI demonstrate them “down the road.” She anticipates using the dashboard to give the district a broader look at evaluations. Feld comments on the challenges school districts are facing. “Generally speaking,” he says, “districts are having to implement standards-based education and having to make an effective transition to Common Core. The biggest challenge any district has with any technology of this type is planning as an organization to create a systemic change to help facilitate educational practices. You’re making a change in the culture of how education occurs. The challenge is not whether a system like ours is easy or difficult to use. The challenge is how we create a comprehensive assessment and instructional program throughout a district using technology.” Don Harris is a Phoenix-based freelance writer and editor. He covers state education, school finance, legislative and policy issues for the ASBA Journal and other statewide publications.


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34 ASBA Journal I Winter 2013


Arizona School Boards Association

2012 ASBA Annual Awards Showcase Recognizing Excellence in People and Programs in Arizonaâ&#x20AC;&#x2122;s Public Schools

Each year the Arizona School Boards Association celebrates the excellence and commitment of local governing boards and school district leadership, and recognizes exceptional educational programs statewide. In this issue, we celebrate the people and programs that were recognized for their contributions to public education in 2012.

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Lou Ella Kleinz Award of Excellence About the Award

Bertha Estrada, B. Dale Crandell, Elizabeth Hunsaker, Belinda Quezada, Adriana Morado (not pictured)

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 once explained 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.”

Tolleson Elementary School District F O S T E R I N G Q U A L I T Y P E R F O R M A N C E A N D I N N O VAT I O N

T

olleson Elementary School District is a community in the truest sense, led by a governing board that fully supports ways to improve student achievement while encouraging parental involvement. The board is recognized for developing a collaborative relationship with social agencies, community groups and other governing boards, and creating a school community that fosters quality performance and innovation. With credentials like that, it should be no surprise that Tolleson Elementary School District Governing Board received the 2012 Lou Ella Kleinz Award of Excellence presented by the Arizona School Boards Association. ASBA’s highest honor is awarded to governing boards for demonstrating the most outstanding education leadership for the year. Board President Elizabeth Hunsaker candidly says she was surprised and excited by the ASBA award. A member of the board since 1999, Hunsaker notes that in recent years the Tolleson district has expanded from one K-8 school to four – Desert Oasis, Arizona Desert, Porfirio Gonzales and Sheely Farms – and now serves 2,900 students. “Our district has become more diverse,” says Hunsaker. “It’s a small community and a lot of people have lived here 36 ASBA Journal I Winter 2013

for years and years. So now, we’re helping community members think bigger – outside our little neighborhood – to help give students greater opportunities. People would say, ‘We’ve never done that, we’ve always done this.’ We have diversified our options. Our message is, let’s not think small, let’s think bigger with higher expectations.” Hunsaker, who was named the 2012 Outstanding Board Member by the Arizona Hispanic School Administrators Association, says the board has been “pushing the envelope” to help the community improve. “We have a really strong, family-oriented community and a supportive business community,” she says. “We work with businesses interested in partnering with us. We help the community to educate themselves as well raise expectations and horizons for our students and for future students coming in the years ahead.” Enhancing the community atmosphere, the district has established a Welcome Center where parents have a onestop shop for registration, inexpensive uniforms and other community resources. Parents can buy school uniforms for just $5, and can return used uniforms in good condition for store credit, Hunsaker says. With the students wearing uniforms, it’s easy to see who belongs on campus, she says.


Lou Ella Kleinz Award of Excellence “We’re still a parent-friendly campus,” Hunsaker says. “We offer English classes for parents so they can help their students at home. If parents need help learning how to read, we help them. We have a lot of activities for parents during the day and in the evening – different opportunities for parents to be on campus.” Tolleson Elementary Superintendent Dr. Lupita Hightower says the administration and the Governing Board have the same vision and goals. “The Governing Board has been extremely supportive of having greater student achievement with a focus on involving parents,” Hightower says. To qualify for the ASBA award, the district must focus on students; demonstrate progress in achieving goals; foster increased parental involvement; develop collaboration with social agencies and/or community groups, including other governing bodies; and create a school community that fosters quality performance and innovation. Every student has an individual growth plan, including students who surpass standards and those who fall behind their targets. “One of the components at Tolleson Elementary is that we have different programs for students according to their needs,” Hightower says. “If the student needs reading intervention, we have a staff member who looks at the student’s data for the best placement. We have a very effective reading intervention program. We also have before and after school programs, and during that time the focus is on the need for enrichment or intervention.” Hightower mentions the collaboration Tolleson Elementary has throughout the community. “We have a very close relationship with the Tolleson mayor and City Council,” she says. “They believe in investing in our children. They help fund after-school programs at schools. They also have a teen council, and students are encouraged to participate in that. It’s run by teens like a real city council, looking for leadership opportunities for children in community service.” An innovation at Tolleson Elementary that has been successful in helping teachers is called cyber-coaching. A classroom is equipped with a camera and headphones for the teacher. Hightower explains: “The coach gives immediate feedback to the teacher about how to make the lesson better and how to educate the kids. It’s like a director directing a movie or a coach giving feedback to a quarterback. The cyber-coach could be the principal, a coach, or whoever the teacher wants. It could be a peer, telling the teacher they need more student interaction – whatever will help the teacher learn and grow.” The district partners with Maricopa County Education Service Agency (MCESA), which provides education services and support to assist Maricopa County schools

and school districts in meeting strategic goals for student achievement. April Castillo of MCESA works with Tolleson Elementary to support the implementation of a grant the district received through the Rewarding Excellence in Instruction and Leadership (REIL) program. REIL is an initiative funded by the U.S. Department of Education that helps school districts such as Tolleson Elementary in transforming how they recruit, retain, support, and compensate effective teachers and principals. The ultimate goal is building the capacity of educators to improve student learning and increasing the percentage of students who are college and career ready. Castillo praises the governing board and Superintendent Hightower. “They are to be commended for their commitment to ensuring that the focus with teachers and leaders is based on the concept of rewarding excellence,” Castillo says. “They made a commitment and aligned their decision-making process to that commitment. There is tight alignment to what they say they want to do and what actually occurs. The work they put in and the study sessions which they’re constantly embarking on – and which I have had the opportunity to be a part of – is obviously testament to their action plan.” The partnership between the superintendent, the governing board and MCESA with respect to leveraging resources “gets right into the heart of teaching and leading,” Castillo says. “The governing board’s support of the district at large says that we are all in this for our students,” Castillo says. “We all want the same goals.” Castillo’s advice for Tolleson Elementary? “Stay the course while working through system changes,” she says. “For example, going from minimal teacher evaluation previously to a more rigorous plan. The idea is that their principals are also being evaluated on an instrument that mirrors their teachers’ instrument.” Hunsaker says REIL has enabled the district to add support staff who help teachers bring what they learn into the classroom. “It’s not another evaluation, but more of a support system for teachers, especially some who are struggling,” Hunsaker says. “We don’t want anyone falling through the cracks.” Looking ahead, Hightower says the district’s goal is to be labeled an “A” district. “We know it can be done,” she says. “We want the best for our kids and staff. Today, we’re a ‘C’ district. We had one school that was one point away from becoming an ‘A.’ There are several examples around the state of districts that have accomplished getting an “A” label, and we know we can too. It will take a little bit of time, but we’ll get there.” Winter 2013 I ASBA Journal 37


All-Arizona School Board Award 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. Top row: Robert Bernal, Dr. Charles Lucero, Mary Garcia. Bottom row: Linda Yazzie, Richard Cariño

Robert Bernal – Benson Unified School District Robert Bernal, a lifelong resident of Benson and a 1975 graduate of Benson High, has served on the Benson USD Governing Board for 22 years. He has been the board president eight times and clerk/vice president six times. Fellow board members say his deep roots in the community contribute to the uncommon sense of dedication and pride he brings to his board duties. This generational connection also is ref lected in his commitment to continuously improve opportunities for the town’s next generation of students. Bernal takes his responsibility as a community leader and board ambassador seriously. He can be found at most school events, sometimes quietly observing, at other times playing in the alumni band or cooking at the high school football tailgate party. In addition, he often arrives at board meetings a few minutes early to help set up the meeting room and greet the public. “Bob understands the difference that quality school governance can make in a district and strives to provide outstanding leadership for our district.” – Dr. David Woodall, superintendent, Benson USD

Richard S. Cariño – Santa Cruz Valley Union High School District Richard Cariño, an Eloy native, has served on the Santa Cruz Union HSD Governing Board for more than 20 years, and has been board president six times and board clerk/vice president four times. He retired from board service in December 2012, and, after being nominated by his fellow board members, received the ASBA Honor Roll Award for outstanding service. He was known for being respectful and considerate with fellow board members, school employees, district patrons and students, maintaining a cordial and productive atmosphere even in stressful times. A former teacher, principal and district administrator in a nearby district, Cariño brought a wealth of experience in Arizona public education and school finance to the board table. Fellow board members considered his willingness to mentor and provide gentle guidance equally valuable, and credit him with helping inexperienced board members become strong, independent leaders who are capable of setting aside preconceived ideas and making sound judgments for the betterment of the school district. “Mr. Cariño has consistently demonstrated his commitment to students and the community through his leadership and advocacy for quality education and civic responsibility. He has been Eloy’s strongest voice for its children and families.” Ruth Osuna, city manager, Eloy 38 ASBA Journal I Winter 2013


All-Arizona School Board Award Mary Garcia – Crane Elementary School District Mary Garcia has served for 14 years on the Crane ESD Governing Board, and has served as president four times and clerk/vice president four times. A highly respected and very visible leader who tirelessly advocates for public education at the board table and beyond, Garcia’s strength comes from her commitment to be accountable to those she serves. She understands and respects the wide range of her responsibilities as a board member, but never loses focus on the board’s top job: supporting student learning. When making decisions, she is known for skillfully listening to all sides, weighing the options, and consistently making her decision based on what is in the best interest of students. One of the greatest ref lections of her leadership skills and commitment to effective governance is the fact that the Crane ESD board has received ASBA’s highest board honor, the Lou Ella Kleinz Award of Excellence, twice during her time on the board. “Mary is absolutely devoted to assuring a quality education for every student who passes through our school district.” – Brenna Paulin, governing board member, Crane ESD

Dr. Charles Lucero – Kingman Unified School District Dr. Charles Lucero, a local civic and business leader, has served on the Kingman School Board for over 10 years, leading the board as president for three years and as clerk/vice president for four years. He has a reputation for facing difficult decisions head-on, thoroughly researching issues and seeking to involve all stakeholders to accurately define the problem and collaboratively develop solutions that are in the best interest of Kingman students. His commitment to fiscal stewardship, along with other board members’, has increased public confidence in the district, enabling Kingman USD to pass an $80 million bond that led to the building of three new schools and complete refurbishment of all existing schools. “Dr. Lucero is a highly respected civic leader with a strong obligation to the community and its citizens. His dedication and commitment have made him an outstanding member of the school board.” – Gary Watson, supervisor, Mohave County Board of Supervisors

Linda Yazzie – Holbrook Unified School District Linda Yazzie has been a governing board member for 21 years, during which she has been board president three times and clerk/vice president once. She is known for going the distance to support the district and the work of the board, both figuratively and literally. Though she lives 55 miles from Holbrook, Yazzie rarely misses a board meeting and attends almost all school events, including sporting events, concerts, family nights and professional development activities. “What is best for kids” is at the heart of her discussions and decisions at the board table, and she has been a champion for ensuring that all students have access to a quality education. Expansion of academic programs, improvement and expansion of facilities, and acquisition for technology for student learning have all occurred during Yazzie’s years of service. “Linda has shown great sensitivity and team building skills, creating bridges of cooperation between the diverse groups that make up our district.” – Gary McDowell, business manager, Holbrook USD

Winter 2013 I ASBA Journal 39


Total Board Award

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.

Jeannie Myrick Sandi Nielson Mike Pineda Kathy Reyes Michael Armstrong

Littleton Elementary School District

Delores Brown Patricia Blair Pamela Barnes

Mobile Elementary School District 40 ASBA Journal I Winter 2013


Total Board Award

Jeff Crandall Lillian Hritz Barbara Willis Joseph Perotti Kara Harris

Tombstone Unified School District

Evelyn Shapiro Harry Garewal Maria Guzman Patricia Jimenez Rudy Santa Cruz

Isaac Elementary School District Winter 2013 I ASBA Journal 41


Master of Boardsmanship All-Arizona School Boardwith Clusters Award Second Cluster (160-219 Ceus) ,Â&#x2C6;VÂ&#x2026;>Ă&#x20AC;`Ă&#x160;`Â?iĂ&#x20AC;Ă&#x160;­£Ă&#x2C6;Ă&#x2021;°xÂŽ Â&#x2C6;Â&#x2DC;`>Ă&#x160; Â?Â&#x153;Ă&#x192;Ă&#x192;iĂ&#x20AC;Ă&#x160;­£Ă&#x2C6;ä°xÂŽ David Evans (162) *>Ă&#x152;Ă&#x20AC;Â&#x2C6;VÂ&#x2C6;>Ă&#x160;Â&#x153;Ă&#x17E;Ă&#x160;­Ă&#x201C;ä{°xÂŽ Elizabeth Harmon (179) -Ă&#x17E;Â?Ă&#x203A;Â&#x2C6;>Ă&#x160;iÂ&#x2DC;`Ă&#x20AC;Â&#x2C6;VÂ&#x17D;Ă&#x192;Ă&#x160;­£Ă&#x2021;Ă&#x2021;°xÂŽ iĂ&#x20AC;Ă&#x20AC;>Â?Ă&#x160;Â&#x2DC;Â&#x2C6;}Â&#x2026;Ă&#x152;Ă&#x160;­£nĂ&#x201C;°xÂŽ >Ă&#x20AC;Â&#x2C6;LiÂ?Ă&#x160;Â&#x153;ÂŤiâĂ&#x160;­£Ă&#x2C6;Ă&#x2C6;°xÂŽ ->Â&#x2DC;`Â&#x2C6;Ă&#x160; Â&#x2C6;iÂ?Ă&#x192;Â&#x153;Â&#x2DC;Ă&#x160;­£nĂ&#x2C6;°xÂŽ Christine Pritchard (181) iĂ&#x192;Ă&#x2022;Ă&#x192;Ă&#x160;,Ă&#x2022;L>Â?V>Ă&#x203A;>Ă&#x160;­£nĂ&#x2021;°xÂŽ

Â?Â&#x2C6;vvÂ&#x153;Ă&#x20AC;`Ă&#x160;->}}Ă&#x160;­£n{°xÂŽ ,Â&#x153;Ă&#x192;Â&#x2C6;iĂ&#x160;-iÂ&#x17D;>Ă&#x17E;Ă&#x2022;Â&#x201C;ÂŤĂ&#x152;iĂ&#x153;>Ă&#x160;­£Ă&#x2C6;Â&#x2122;°xÂŽ Carole Siegler (192) ,Â&#x153;VÂ&#x2026;iÂ?Â?iĂ&#x160;°Ă&#x160;7iÂ?Â?Ă&#x192;Ă&#x160;­£nĂ&#x2021;°xÂŽ >Ă&#x20AC;Ă&#x152;Â&#x2026;>Ă&#x160;9>Ă&#x20AC;`Â?iĂ&#x17E;Â&#x2021;Â&#x153;Â&#x2DC;iĂ&#x192;Ă&#x160;­£Ă&#x2021;Ă&#x2C6;°xÂŽ

Third Cluster (220-329 CEUs) *>Ă&#x152;Ă&#x20AC;Â&#x2C6;VÂ&#x2C6;>Ă&#x160; Â?>Â&#x2C6;Ă&#x20AC;Ă&#x160;­Ă&#x201C;Ă&#x2C6;{°xÂŽ Eva Dong (238) Arnold Goodluck (224) >Â&#x201C;iĂ&#x192;Ă&#x160;°Ă&#x160;Â&#x153;Ă&#x203A;iĂ&#x160;­Ă&#x201C;Ă&#x201C;Â&#x2122;°xÂŽ >Ă&#x20AC;Ă&#x17E;Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x160;,Â&#x2C6;VÂ&#x2026;iĂ&#x20AC;Ă&#x192;Â&#x153;Â&#x2DC;Ă&#x160;­Ă&#x201C;Ă&#x2C6;ä°xÂŽ Nancy-Jean Welker (243)

About the Award About theAcademy Award is a The Board

The All-Arizona Schoolprogram Board continuing-education Award is the highestboard honor the designed to equip Arizona School Boards Association members with the knowledge bestows on individual governing and techniques necessary to board members. Nominated develop policies and practices by support their governing boards, the to the districtâ&#x20AC;&#x2122;s recipients are experienced board instructional leadership role. members who haveinclude demonstrated Curriculum areas Board Member Board a excellenceOrientation; in boardsmanship, Operations, Goal commitment Planning to gainingand knowledge Development; Boardâ&#x20AC;&#x2122;s Role in of school problems, concern for Curriculum students as and well Instruction; as staff and Fiscal Management Resource patrons of the and district, and an Allocation; Communications ability to work with other board and Interpersonal Relations members. 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 2011 for receiving their respective levels of boardsmanship training.

Fifth Cluster (400 CEUs or more) 9Â&#x153;Â?>Â&#x2DC;`>Ă&#x160; Ă&#x153;Â&#x2C6;Â&#x2DC;}Ă&#x160;­{äxÂŽ >Ă&#x20AC;Ă&#x20AC;Ă&#x17E;Ă&#x160;>Ă&#x20AC;iĂ&#x153;>Â?Ă&#x160;­{äĂ&#x17D;°xÂŽ Maxine Radtke (410) >VÂ&#x17D;Â&#x2C6;iĂ&#x160;9>ââÂ&#x2C6;i]Ă&#x160;Ă&#x20AC;°Ă&#x160;­{Ă&#x201C;ä°xÂŽ Â&#x2C6;Â&#x2DC;`>Ă&#x160;9>ââÂ&#x2C6;iĂ&#x160;­{ÂŁ{°xÂŽ

Fourth Cluster (330-399 CEUs) Dolores Ferris (337) 6Â&#x2C6;VÂ&#x17D;Â&#x2C6;Ă&#x160;Â&#x153;Â&#x2026;Â&#x2DC;Ă&#x192;Â&#x153;Â&#x2DC;Ă&#x160;­Ă&#x17D;xĂ&#x201C;°xÂŽ Karen McClelland (389) Â&#x153;Ă&#x192;iÂŤÂ&#x2026;Â&#x2C6;Â&#x2DC;iĂ&#x160;Âş Â&#x153;`Â&#x2C6;iÂťĂ&#x160;Â&#x153;Â&#x2DC;Ă&#x152;Â&#x153;Ă&#x17E;>Ă&#x160;­Ă&#x17D;{Ă&#x2021;°xÂŽ

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42 ASBA Journal I Winter 2013


Superintendents Award About the Award

Ronald Aguallo, Dr. Jeff Smith, Dr. Ronda Frueauff, Dr. Denton Santarelli

Superintendent of the Year

Dr. Jeff Smith – Balsz Elementary School District

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.

Dr. Jeff Smith is known as an extraordinary leader who took the helm of a disadvantaged urban school district and set it on a trajectory to quickly become a national model in closing the achievement gap. In 2009, Balsz became the first district in Arizona to research and implement a successful extended learning calendar that includes 20 additional days of instructional time for students. The results have been significant in both reading and math achievement. Today, students at all schools are learning at high levels. In Dr. Smith’s words, “The dreams we have articulated for our students at first seemed impossible, then they were viewed as probable, and now with support and unyielding determination by all, they are inevitable.”

Small District

Ronald Aguallo – Valley Union High School District Ronald Aguallo is known and widely respected for his calm, focused and decisive leadership style, his positive relations with the school board and community, and especially for his focus on curriculum and instruction. An enthusiastic leader, he sets the bar in promoting excellence and is credited with educating students to be globally competitive through the implementation of Arizona’s Common Core Standards and integrated use of technology. All of this is being achieved through the direction and guidance of a master strategic plan. The district, under Aguallo’s leadership, has set and maintained high standards for all staff members and used data to determine short- and long-term student achievement gains.

Medium District

Dr. Ronda Frueauff – Fort Huachuca Accommodation School District A model of integrity, Dr. Ronda Frueauff ’s devotion to excellence for the sons and daughters of American soldiers who serve on the Fort Huachuca military installation is furthered by her vision for the future of the district. Her vast knowledge of curriculum and instruction, community relations, plus short- and long-term planning have led the district to significant improvements in academic achievement and professional development. With Dr. Frueauff implementing best practices, high standards and student interest as a guide, this model school district has completed the first Net Zero green school teaching kids about the importance of science, technology, energy and mathematics through a living laboratory.

Large District

Dr. Denton Santarelli – Peoria Unified School District Dr. Denton Santarelli leads with character and integrity that is second to none. He is known as a true champion for children and a visionary leader who centers every decision on what is in the best interests of students. When describing Santarelli, colleagues say “remarkable impact” and “inspirational” are the words that come to mind. The district, with a strong team and under Dr. Santarelli’s leadership, has steadily increased its graduation rate to 93 percent. Currently he is spearheading an effort to propel student preparedness for college and career readiness by competing for a Race to The Top grant. With his guidance, Peoria became the first school district to receive the prestigious international AdvancED accreditation, and also earned a “A” achievement profile from the Arizona Department of Education. Winter 2013 I ASBA Journal 43


Golden Bell Award About the Award This year celebrates the 31st 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.

Top row standing: Sue Tillis, Paul Ohm, Dr. Manuel L. Isquierdo, Eugenia Favela. Seated: Gabriela Pierson, Leslee Valencia

CATEGORY Elementary Pre-K through Sixth Grade

FIRST PLACE: Ocotillo Learning Center Sunnyside UniďŹ ed School District In 2010, Sunnyside converted an elementary school to an early childhood education center, bringing all programs under one roof. Despite reduced funding, Sunnyside strengthened its commitment to early education. A cornerstone of Ocotillo Learning Center is that 21 of 22 classrooms are fully inclusive. Research shows children learn best from each other, regardless of ability level. Ocotilloâ&#x20AC;&#x2122;s 75 highly qualified educators serve 450 children ages 0-5. This model program is a laboratory school for the University of Arizona. It is also the home of Parents as Teachers, serving 400 children and Family Literacy for 55 adults. Having early childhood programs at one site increases teacher effectiveness and efficiency of services. Teachers collaborate more and have immediate access to specialists. Ocotillo has a registered nurse, nutrition education and literacy resources, and regular volunteers on site, and significant financial support from businesses.

44 ASBA Journal I Winter 2013

All entrant programs must meet six criteria: s3TUDENT ORIENTED s-ADEASIGNIFICANTDIFFERENCE in student achievement s$EMONSTRATEDEVIDENCEOF teacher creativity s$EMONSTRATEDDISTRICT leadership in the management of instruction s"EENINOPERATIONFORATLEAST two years, including planning and development s0RESENTEDINCLEAR CONCISE terms


Golden Bell Award

Danielle Wilhelmy, Monica Artea, Kristi Williams, Ann Aken

CATEGORY Elementary Pre-K through Sixth Grade

RUNNER UP: Dual Language Program Encanto School and Clarendon School Osborn Elementary School District Osborn School Districtâ&#x20AC;&#x2122;s 50/50 Spanish/English Dual Language program has successfully supported both the academic achievement and second language acquisition of children since 1998. Under the direction of Osbornâ&#x20AC;&#x2122;s language acquisition curriculum specialist, the program currently serves 360 students in two schools, K-6. Originally established to improve language instruction of our diverse student population, the program supports three important goals: bilingualism and biliteracy in English and Spanish, academic success in the Arizona Academic Standards, and positive cross-cultural awareness and understanding. Osbornâ&#x20AC;&#x2122;s continued success is a direct result of strong support from the governing board, district administration, school principals and dedicated staff; however, it is the highly-qualified, creative staff that guarantees its sustainability and excellence.

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Golden Bell Award

Caren Walker, Kimberly Franz, Meredith Noce, Bernadette Fair

CATEGORY Middle Years Grades 4-9

FIRST PLACE: Student Data Portfolios Verrado Middle School Litchfield Elementary School District Verrado Middle School teachers have developed a program to help students not only learn content curriculum but to also learn valuable personal effort lessons that can benefit them for a lifetime. Students participate in an ongoing strategic program where they examine their own performance data to include academics, behaviors and attendance. Students participate in weekly classroom “Student Data Portfolios” or SDP lessons that help them make connections between their own efforts and their performance. Students learn what makes them a successful learner by knowing where they currently are in their performance, where they need to go and what they need to do to get there. Verrado Middle School students graph performance, set goals, develop an action plan and end up with a visual record of their goals and achievements from one year to the next during their middle school experience.

46 ASBA Journal I Winter 2013


Golden Bell Award

CATEGORY Middle Years Grades 4-9

Michelle Blilie

RUNNER UP: ATS Math Mentors Alhambra Traditional School Alhambra Elementary School District With expectations that students achieve a perfect score on the math portion of the AIMS test and that all eighth graders pass the Algebra Qualifying Test, ATS teacher Michelle Blilie created an innovative program, ATS Math Mentors, that rendered amazing outcomes of junior high math students. Seventh and eighth grade students who maintain a letter grade of “A” or “B” in their math course are offered a role as a math mentor. Mentors demonstrate problem-solving skills, patience, critical thinking skills, and excellent questioning strategies. Math Mentors support partners (struggling students) during before or after-school math tutoring sessions. Through a kid-centered approach, getting help in math is surprisingly cool. This program has charted four years in math. For ATS seventh and eighth grades, ATS Math Mentors is the medium for friendship, leadership and math success.

Winter 2013 I ASBA Journal 47


Golden Bell Award

Henry Linker, Kaitlin Taylor, Federica Monarrez, Jim Brudenkart

CATEGORY High School Grades 9-12

FIRST PLACE: 100% Initiative Flowing Wells High School Flowing Wells UniďŹ ed School District The 100% Initiative was implemented in the 2007-08 school year in response to the Flowing Wells High School communityâ&#x20AC;&#x2122;s need to increase student participation in a positive and rewarding after high school program. The 100% Initiative is a commitment to ensure that 100% of district students engage in a post-secondary educational experience, including college, trade schools, the military and apprenticeships. The Initiative fosters student self-reliance that will lead to equal opportunities for students being successful and completing their education. This future-driven project establishes a macrostructure for supporting 100% student success in school and 100% participation in post-secondary training of some kind.

48 ASBA Journal I Winter 2013


Golden Bell Award

Ruth Gilmore, Patricia Parrish, Lita Dixon

CATEGORY High School Grades 9-12

RUNNER UP: Veterinary Science/Agri-Science Monument Valley High School Kayenta UniďŹ ed School District The Veterinary Science Curriculum became a part of Kayenta USDâ&#x20AC;&#x2122;s Agri-Science program in 2005. Animals and their care are basic parts of Navajo culture. Unfortunately there was no facility readily available to provide other than very basic care for hurt or sick animals. This program filled a need for the area and provided students with the opportunity to be prepared for entrance into a veterinary tech program when they graduated from high school. The students are able to assist to visiting veterinarians in all aspects of veterinary medicine from vaccinations to major surgery of small and large animals. They are also able to perform minor veterinary procedures on animals that only require such things as stitches and shots. It has also proven to be a tremendous program for students to help with their own animals at home using treatments and nutrition learned and practiced at school.

Winter 2013 I ASBA Journal 49


Golden Bell Award

Ebelia Cruz, Dr. Charlotte Boyle, Dr. Maria Paredes, Lara Eklund and Dr. Lynn Vineyard

CATEGORY District-Wide Curriculum Delivery & Accountability

FIRST PLACE: Academic Parent-Teacher Teams (APTT) Creighton Elementary School District Dr. Maria Paredes, with the Creighton School District, created an innovative new family engagement framework for teacher and parent collaboration focused on the improvement of student achievement: Academic Parent-Teacher Teams (APTT). Teachers have the option of participating in APTT and parent meetings and one 30-minute individual conference. This structure diverges from the usual parent-teacher conference where teachers hold 15-minute individual conferences at the beginning and end of the school year. Evaluation data from 2011-2012 show that 15-19 percent more APTT than non-APTT students improved on reading and math on universal screeners from fall to spring. Administration invests in the necessary infrastructure for the success of APTT including district and school administration, a Title I facilitator, and a parent liaison in each school who assists with professional development.

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Golden Bell Award

Back row, left to right: Cristina Ladas, Dr. Jana Miller, Steve Bebee, Dominique Flamm, Jocelyn Raught, Dr. Debbi C. Burdick. Seated, left to right: Sarah Carranza, Tina Arnieri, Jeanne Damman

CATEGORY District-Wide Curriculum Delivery & Accountability

RUNNER UP: Now Weâ&#x20AC;&#x2122;re Talking! K-12 World Language Programs Cave Creek UniďŹ ed School District Many school districts say they are preparing students for the 21st century but have failed to realize that being able to function in another world language, within context of that culture, is a key component of that vision. This, coupled with the benefits of beginning second language study at young ages prompted CCUSD leaders and governing board members to approve second language study at one elementary school ten years ago. After seeing the benefits of early language learning spill over into other areas (including elevated AIMS scores), CCUSD committed to developing this important 21st century skill set in all of its students. With students, beginning world language study at any of the five elementary schools, continuing through daily classes at the middle school and high school, the K-12 articulation of the CCUSD World Language program (offering Spanish, French, and Mandarin Chinese) is now complete.

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Thank you to the sponsors of the ASBA-ASA xxĂ&#x152;Â&#x2026;Ă&#x160;Â&#x2DC;Â&#x2DC;Ă&#x2022;>Â?Ă&#x160; Â&#x153;Â&#x2DC;viĂ&#x20AC;iÂ&#x2DC;Vit For information about conference sponsorship in 2014, please contact Ellen White, ASBA Director of Administrative Services, at ewhite@azsba.org.

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Dairy Council of Arizona Patricia Johnson 2008 S. Hardy Drive Tempe, AZ 85282 480-966-8074 www.dcaz.org

EMC2 Group Architects Architects, planners Barbara Schuck 1635 N. GreenďŹ eld Rd., Ste. 144 Mesa, AZ 85205 480-830-3838 www.emc2architects.com

DeConcini McDonald Yetwin & Lacy John C. Richardson 2525 E. Broadway, Ste. 200 Tucson, AZ 85716 520-322-5000 www.deconcinimcdonald.com DiversiďŹ ed Human Resources Anita Grantham 3020 E. Camelback Rd. Ste. 213 Phoenix, AZ 85016 480-941-5588 DLR Group Karen Heck 6225 N. 24th St., Ste. 250 Phoenix, AZ 85016 602-381-8580 www.dlrgroup.com D.L. Withers Construction Dan Withers 3220 E. Harbour Drive Phoenix, AZ 85034 602-438-9500 www.dlwithers.com eBOARDsolutions Web-based board governance software Mark Willis, Diane Sandifer 5120 Sugarloaf Parkway Lawrenceville, GA 30043 800-226-1856 www.eboardsolutions.com

First Financial Group of America BeneďŹ t Plan Administration, Independent Insurance and Investment Services Mike Oâ&#x20AC;&#x2122;Malley 2201 San Pedro Dr. NE, Bldg. 1, Ste. 2101 Albuquerque, NM 87110 800-365-3860 www.ffga.com Futures Education of Arizona Sheila Breen 136 William St. SpringďŹ eld, MA 01105 602-920-4622 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 One East Washington St., Ste. 1600 Phoenix, AZ 85004 602-257-7422

Arizona School Boards Association appreciates the support for public education shown by its organizational affiliate members. Ă&#x160;7Â&#x2C6;Â&#x2DC;Ă&#x152;iĂ&#x20AC;Ă&#x160;Ă&#x201C;ä£Ă&#x17D;Ă&#x160;Ă&#x160;Ă&#x160;Ă&#x160;- Ă&#x160;Â&#x153;Ă&#x2022;Ă&#x20AC;Â&#x2DC;>Â?Ă&#x160;Ă&#x160;Ă&#x160;xÂ&#x2122;


H2 Group Jeff Cook 17470 N. Pacesetter Way Scottsdale AZ 85255 480-743-7520

LaSota & Peters Jack LaSota 722 East Osborn, Ste. 100 Phoenix, AZ 85014 602-248-2900

HACI Service Scott Wright 2108 W. Shangri-La Rd. Phoenix AZ 85029 602-944-1555

Lewis & Roca LLP Mary Ellen Simonson 40 N. Central Ave. Phoenix, AZ 85004 602-262-5317 www.lrlaw.com

HDA Architects LLC Pete Barker 459 N. Gilbert Rd., Ste. C-200 Gilbert, AZ 85234 480-539-8800 Hufford, Horstman, Mongini, Parnell & Tucker C. Benson Hufford 120 N. Beaver St. Flagstaff, AZ 86001 928-226-0000 www.h2m2law.com Hunt & Caraway Architects Brian Robichaux 1747 E. Morten Ave,. Ste. 306 Phoenix AZ 85020 602-595-8200 www.davidhuntarchitecture.com Kennedy Partners LLC Allison Suriano 5415 E. High St., Ste 410 Phoenix, AZ 85054 480-515-3765 www.kennedyprtnrs.com Konica Minolta Business Solutions, USA Jay Douglas 4415 E. Cotton Center Blvd. Phoenix, AZ 85040 602-531-2910 www.hc-km.com Kraus-Anderson Construction Company Steve Bellew 16419 N. 91st St., Ste. 100 Scottdale, AZ 85260 480-538-3120 www.krausanderson.com

Mangum Wall Stoops & Warden Kellie Peterson P.O. Box 10 Flagstaff, AZ 86002 928-779-6951 www.flagstaffattorneys.com Maricopa County Community College Dr. Rufus Glasper 2411 W. 14th St. Tempe AZ 85281 Meritain Health Leanne Appledorn 18444 N. 25th Ave. Ste., 410 Phoenix, AZ 85023 602-789-1170 Midstate Energy Ron Stalica 1850 E. Riverview Dr. Phoenix, AZ 85034 602-452-8700 www.midstate-energy.com M.L. Riddle Painting Inc. Mike Riddle 5922 N. Black Canyon Hwy. Phoenix, AZ 85017 602-277-3461 Mohave Educational Services Co-op Deborah Sandoval 625 E. Beale St. Kingman, AZ 86401 928-753-6945 www.mesc.org

60 ASBA Journal I Winter 2013

NTD Architecture Scott Beck 2800 N. 44th St., Ste. 500 Phoenix, AZ 85008 602-956-8844 www.ntd.com Ridenour, Hienton & Lewis Legal services Ernest Calderon 201 N. Central Ave., Ste. 3300 Phoenix, AZ 85004 602-254-9900 The O’Malley Group Facilities, project, construction management Tim O’Malley, Sharon O’Malley 80 W. State Ave., Ste. 300 Phoenix, AZ 85021 602-906-1905 www.omalleyafl.com The Orcutt/Winslow Partnership Paul Winslow 3003 N. Central Ave., 16th Fl. Phoenix, AZ 85012 602-257-1764 www.owp.com Piper Jaffray & Co. William C. Davis 2525 E. Camelback Rd., Ste. 925 Phoenix, AZ 85016 602-808-5428 www.piperjaffray.com PracticeMax Inc. Medicaid billing for special education services Chuck Engelmann 9382 E. Bahia Dr., Ste. B202 Scottsdale, AZ 85260 480-421-9700 www.practicemax.com Professional Group Public Consulting, Inc. Caroline Brackley P.O. Box 30850 Mesa, AZ 85275 480-699-4458 www.pgpc.org

Pueblo Mechanical & Controls Design, build HVAC specialist Steve Barry 6771 E. Outlook Dr. Tucson, AZ 85756 520-545-1044 www.pueblo-mechanical.com RBC Capital Markets John Snider 2398 E. Camelback Rd., Ste. 700 Phoenix, AZ 85016 602-381-5361 www.rbccm.com Regional Pavement Maintenance Steve Leone 2435 S. 6th Ave. Phoenix, AZ 85003 480-963-3416 www.regionalaz.com Rodel Charitable Foundation Jackie Norton 6720 N. Scottsdale Rd., Suite 310 Scottsdale, AZ 85253 480-367-2920 www.rodelfoundationaz.org SCF Arizona Workers’ compensation insurance Tod Dennis 3030 N.Third St. Phoenix, AZ 85012 602-631-2000 www.scfaz.com Smartschoolsplus, Inc. Phased retirement services Sandra McClelland P.O. Box 11618 Tempe, AZ 85284 480-839-8747 www.smartschoolsplus.com Sodexo Solomon Sile 10255 E.Via Linda Rd., Unit 2078 Scottsdale, AZ 85258 480-313-8804


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 Summit Food Service Dave Brewer 2703 Broadbent Pkwy. NE, Ste. F Albuquerque, N.M. 87107 505-341-0508 www.summitfoodservice.com Sunland Asphalt Asphalt, concrete, sport courts, tracks, turf and bleachers John McCormack 775 W. Elwood St. Phoenix, AZ 85041 602-323-2800 www.sunlandasphalt.com

TCPN – The Cooperative Purchasing Network Victoria Stringham 2100 N. Central Ave. #220 Phoenix, AZ 85004 480-415-6300 www.tcpn.org Technology Coordinators Utilities and building renewal projects Ed Schaffer 2116 W. Del Campo Circle Mesa, AZ 85202 888-474-5509 www.tc-az.com 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 602-258-9600 www.trane.com

Valley Schools Mgmt. Group Patrick Dittman P.O. Box 41760 Phoenix AZ 85080 623-594-4370 www.vsit.org

The Trust Jane Schemers 333 E. Osborn Road #300 Phoenix, AZ 85012 602-222-2110 www.the-trust.org

Wedbush Morgan Securities (PHS&G) Financial advisor, underwriter, investment banker Jim Stricklin 3200 W. Camelback Rd, Ste. 290 Phoenix, AZ 85018 602-952-6800 www.wedbush.com

Udall Shumway & Lyons PLC Denise Lowell-Britt 1138 N. Alma School Rd. #101 Mesa, AZ 85201 480-461-5300 Valic (formerly AIG Retirement) Group retirement plans, individual financial services Michael Lager 11201 N.Tatum Blvd., Ste. 100 Phoenix, AZ 85028 602-674-2600 www.valic.com

Wholesale Floors LLC Dan McShane 8855 N. Black Canyon Hwy. Phoenix, AZ 85021 602-741-4552

education Education is a responsibility we all share. SCF Arizona educates employers and workers on staying safe because we believe an educated worker is a safe worker. SCF’s commitment to workplace safety education stems from our belief that safe businesses save money. Let us show you how. Visit scfaz.com to learn more.

602.631.2600 | Get a Quote 1.888.706.4070 | En español 602.631.2302 | scfaz.com Winter 2013 I ASBA Journal 61


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Winter 2013 ASBA Journal  

The ASBA Journal is the quarterly member magazine of the Arizona School Boards Association

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