School Business Affairs - October 2023 | Volume 89, Number 9

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October 2023 | Volume 89, Number 9

LEADERSHIP SKILLS AND STRATEGIES

8 CFOs Advancing the Core Work of the District

There must be collaboration between the academic staff and finance staff to truly advance the school district as a learning organization.

BY LISA SVOBODA

10 How to Coach Your New Superintendent

Tips to establish the professional ground rules under which the SBO–superintendent partnership can grow into a healthy, trusting one that benefits the district and its students.

BY JOHN HUTCHISON, CPA, MBA, SFO

12 Working Toward Positive School Board–SBO Collaboration

A positive relationship between the school business official and the school board ensures everyone is working toward the district’s goals and vision.

BY HOWARD G. BARBER, CPA, MCPPO, SFO

15 Crucial Conversations & Effective Evaluations

Effective leadership requires managers courageous enough to have hard conversations and committed enough to encourage growth through ongoing evaluations.

BY LOUIS J. PEPE, MBA, PCSBA, SFO

18 Making Your Soft Skills Work for You

How can school business leaders ensure that their messages are received as intended? Soft skills matter.

BY ADAM PARISI, EdD

21 The Power of Heart-Centered Leadership

Heart-centered leaders bring out the best in themselves and those around them, leading to meaningful change.

BY MELISSA BYRNE, EdD

24 Industry Partnerships: Uncovering New Paths to Support Every Student

Educators and industry can work together to inform and cultivate educational paths to meet every student’s needs.

BY STEVE HOIBERG

27 Intr’Appreneur: A Blueprint of Tomorrow’s Education Today

How a school district achieved innovation and enhanced performance through a total system transformation.

BY MARIO CHIASSON, EdD, AUBREY KIRKPATRICK, AND DAVID DESPRÉS

ASBO SPECIALS

31 ASBO International Leadership Forum: Connection and Introspection

BY ANNA BILLMAN

34 2023 Pinnacle Award Winners

35 2023 Eagle Award Winners

DEPARTMENTS

5 PRESIDENT’S MESSAGE

Surfers, Leaders, and Connections

Surfing is a lot like leadership—and this is why.

BY JOHN HUTCHISON, CPA, MBA, SFO

6 PUBLISHER’S MESSAGE

Meet Jackie Wallenstein

7 INTERIM EXECUTIVE DIRECTOR’S MESSAGE

Portrait of Leadership

Michele Trongaard epitomizes what it means to be a committed school business leader.

BY SIOBHÁN MCMAHON, CAE

37 COMMUNICATION

Social Media Marketing: Foundational Terminology

Understanding the terminology of social media marketing is crucial to developing an effective campaign. Part one of a two-part series.

BY NAN WODARZ, EdD

39 LEGAL ISSUES

Fourth Amendment Update: Avoiding Strip Searches

Search and seizure continues to be a relevant issue for school districts to consider.

BY CHARLES J. RUSSO, JD, EdD

43 ASBO CORNER

Resources, deadlines, milestones, and ASBO matters.

44 MEET THE MEMBER

Charles Warren

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ELEVATE YOUR DISTRICT MANAGEMENT THROUGH EQUITABLE LEADERSHIP PRACTICES

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Surfers, Leaders, and Connections

By John Hutchison

The ocean is vast and ever changing. It can be beautiful yet unforgiving, controlled yet chaotic. Just when one believes they have mastered it, they are schooled by its power. So, too, is it with leadership. Surfers see potential in the wave: a chance to connect with something bigger and have a deeper sense of trust. Leaders, at least the successful ones, are no different. Surfing is a lot like leadership. Here are five reasons why:

1. You have to paddle out—often You can’t learn to surf from sitting at your desk and watching videos. Likewise, you can’t lead people from behind your desk. Surfing requires a time commitment to build strength and endurance. Leadership requires a time commitment to engage with your people.

2. You have to keep your eyes on the waves. There is an old adage to “never turn your back on the sea.” No wave is identical, and some can surprise you. But if you are watching the waves, you can turn and paddle into them. Some of the best waves come from a set no one else saw. Leaders need to keep their heads up and eyes on the horizon, scanning for potential trouble and potential opportunity. Leaders, like surfers, need to be alert and paddle into trouble before trouble sneaks up on them.

3. You have to pick the right board for the conditions. Non-surfers think all boards are the same. But boards are built differently to match different conditions. The trick is to match the correct board to the type of wave. When leading people, the effective leader is the one who can match the work to an employee’s individual skills and needs.

4. You have to fight the current. Surfers are some of the most laid-back people you will ever meet. Good surfers are good at reading the wind and the waves while waiting for the perfect time to drop in. They know when to conserve energy and when to sprint into a wave. Leadership at senior

levels is often about being patient enough to know when to engage and when to let subordinates work. Leaders who try to fix everyone’s problems and be in everyone’s conversations quicky wear themselves out.

5. You have to have camaraderie and character. One of the beautiful things about surfing is that it builds character and creates a certain camaraderie that is hard to find elsewhere. Those tough paddle-out, long road trips or just long lulls between sets bring out a side of surfers that few get to experience. Leadership is tough and grueling and some days downright defeating and unrewarding. Yet, somehow, as with surfing, those most challenging moments or most incredible wins, the long hours, or the sharing among peers, can build bonds that last a lifetime.

These are just the few reasons surfing and leadership are alike. There are many more. In this issue you will find articles on a variety of leadership topics to make you a better school business official, including articles about the business office partnering with academics, coaching your superintendent, and focusing on relationships and communications.

You will also read about the value of relationships and empathy, establishing mutually beneficial partnerships, and transforming your district for the future. I encourage you to read them all. After all, leadership, like surfing, is a journey involving life-long learning.

I hope to see you all at ASBO’s Annual Conference & Expo in National Harbor. Hang loose!

Schools

Bill Sutter, SFO Immediate Past President

Sharie Lewis, CPA, SFO Director through 2025

Mike Barragan Director through 2024

2023 Board of Directors

Karen Smith, RTSBA, CPA, CIA Director through 2025

Wanda Erb, PCABA, RSBA, SFO Director through 2023

Aubrey Kirkpatrick Director through 2023

Ryan Stechschulte Vice President

Lynn Knight, CSRM Director through 2024

MEET JACKIE WALLENSTEIN

Jackie Wallenstein, ASBO International’s director of membership engagement and outreach, has spent most of her career in the nonprofit world. She says she is especially drawn to associations: “I love how they bring people together to network, share, and learn.” Over the years, she has worked in a variety of development, membership, marketing, and communications roles, and we are thankful that she is bringing all these experiences together to support ASBO International members.

What advice would you give to someone starting out professionally?

Make mistakes and learn from them. As a leader, encourage your team to do the same.

What is your favorite thing to do?

I love to bake and cook (and eat what I make). I especially enjoy recreating amazing recipes that I have when I eat out. We’re also a very active family, and I enjoy running and lifting weights.

How do you volunteer?

I love to be connected with the community. I am the team momager for my younger daughter’s lacrosse team. I am also involved in the PTA and boosters at the high school. My daughters and I also volunteer every year for an organization that works to make sure all community members have a warm coat to wear each winter.

Would you be willing to share a little bit about your family?

I live in Ashburn, Virginia, with my husband of 19 years, and our two daughters who are 12 and 14 years old. We spend most of our “free” time at or on our way to a lacrosse or soccer field. or have

School Business Afairs

October 2023 | Volume 89, Number 9

SCHOOL BUSINESS AFFAIRS

(ISSN 0036-651X) is the professional journal of the Association of School Business Officials International and is published monthly by the association. Periodical postage paid at Herndon, Virginia, and additional mailing offices.

Postmaster: Send address corrections to School Business Affairs, 44790 Maynard Square, Suite 200, Ashburn, VA 20147; 703.478.0405

2023 BOARD OF DIRECTORS

PRESIDENT — John Hutchison, CPA, MBA, SFO VICE PRESIDENT — Ryan Stechschulte

IMMEDIATE PAST PRESIDENT — Bill Sutter

INTERIM EXECUTIVE DIRECTOR — Siobhán McMahon, CAE DIRECTORS

Wanda Erb, PCSBA, RSBA, SFO

Aubrey Kirkpatrick

Mike Barragan

Lynn Knight, CSRM

Sharie Lewis, CPA, SFO

Karen Smith, RTSBA, CIA, CPA

PUBLICATIONS POLICY

The materials published in each issue represent the ideas, beliefs, or opinions of those who write them and are not necessarily the views or policies of the Association of School Business Officials International. Material that appears in School Business Affairs may not be reproduced in any manner without written permission.

EDITORIAL ADVISORY COMMITTEE

CHAIR — Cindy Reilmann, CPA, SFO

VICE CHAIR — Louis J. Pepe, MBA, RSBA, SFO

Leslie Peterson, MBA, SFO

Brenda Burkett, CPA, CSBA, SFO

Tamara Mitchell

Robert Saul, MBA, PCSBA, SFO

Howard Barber, CPA, MSAT

Victor Hayek, EdD, SFO

Maria Anne Parry, CPA, PSA, SFO

Kari Austin, SFO

BOARD LIAISON — Ryan Stechschulte

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PUBLICATIONS DIRECTOR Siobhán McMahon, CAE

EDITOR — Patricia George

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Portrait of Leadership

By Siobhán McMahon, CAE

Each year, we highlight one of our school business professional leaders on the cover of our Leadership issue of School Business Affairs. This year, we are turning the spotlight on Michele Trongaard, CPA, RTSBA, SFO. Michele is the associate superintendent of business and finance at Mansfield Independent School District, in Dallas-Fort Worth, Texas, serving more than 35,000 students.

Michele joined ASBO International in 2012. As an active member, Michele has garnered significant recognition for her contributions to the field, including the prestigious Certificate of Excellence in Financial Reporting (COE) and the Meritorious Budget Award.

In 2019, Michele achieved the Pinnacle of Achievement Award, which celebrates her exceptional ingenuity and resourcefulness in the field (read more about this year’s Pinnacle winners on page 34). Michele’s dedication to her profession is also evident through her attainment of the Certified Administrator of School Finance and Operations (SFO) credential.

Throughout her membership in ASBO International, Michele has participated in a variety of events and initiatives. She has attended and presented at ASBO International’s Annual Conference & Expo for many years, and has attended our Leadership Forum and the Eagle Institute. Furthermore, Michele has devoted her time and expertise to serving on our Certification Commission.

Michele’s advice to those embarking on a career in school business is simple yet profound. She encourages newcomers to join ASBO and their local state affiliate, such as TASBO in her home state of Texas, as soon as possible. Immersing oneself in educational resources, joining mentoring groups, and engaging with experienced professionals can significantly accelerate one’s growth and success in this field.

What truly drives Michele is her belief in the power of making a difference. She finds fulfillment in helping others succeed as good stewards of taxpayer dollars that support future

generations. Michele recognizes that today’s students are tomorrow’s caretakers, and her dedication to ensuring they have the best educational resources is unwavering.

Reflecting on her journey, Michele offers sage advice to her younger self: Listen more and talk less, and always be authentic. She believes that being oneself is the key to success because no one can be “you” better than “you.”

Michele’s passion extends beyond her professional life. She finds immense joy in teaching and witnessing the “lightbulbs” go off in students’ minds. Her real-life experiences, including enduring a $55 million hail storm, a cyberattack, and a school shooting, serve as powerful lessons that prepare future school business officials for the challenges they may face.

Outside of work, Michele’s heart lies with her family: her husband, six children, two sonsin-law, and one beautiful granddaughter. In her spare time, she enjoys exploring the world through travel, indulging in a good book, attending concerts, and relaxing by the pool.

Michele’s journey as a school business official exemplifies the impact one can have through dedication, continuous learning, and a passion for education. Her involvement with ASBO International and TASBO, and her commitment to mentoring the next generation of professionals, serve as a beacon of inspiration for all aspiring school business officials.

Glance across to page 6 to get to know Jackie Wallenstein, ASBO’s director of membership, engagement, and outreach. Jackie joined the team in 2016 and has wowed the headquarters team on many occasions with her baking…and I would definitely give top points to her Earl Grey Biscuits!

Siobhán McMahon, CAE

Colophon: During the production of this issue, Siobhán visited her freshman at Virginia Tech and her junior at James Madison University; Pat did multiple rain dances; Susan looked forward to fall and cooler temperatures; and Laura got hooked on the NYT online word game “Connections.”

This month’s cover features a consummate school business professional, leader, mentor, and volunteer.

CFOs Advancing the Core Work of the District

There must be collaboration between the academic staff and finance staff to truly advance the school district learning organization.

By Lisa Svoboda

Walt Disney once ever we accomplish our entire group, our combined effort.”

A cornerstone of any successful is the collaborative effort of the working toward a common goal. that effort is the chief financial officer’s to inspire collaboration among executives employees in the company. CFOs educational institutions must operate same collaborative mindset.

In education, we know that teacher laboration results in improved student ment. Shouldn’t the same kind of across the school system result in school finance?

Achieving true collaboration between business office staff can be challenging. other district business personnel “educator” ranks. Teachers and administrators, such as principals and curriculum and instruction specialists, often speak a different “language” and operate under different norms. So how do educators and business officials overcome these operational differences and work together to meet the goals of the school district?

I have the somewhat unique perspective of being a public school district CFO who worked as a classroom teacher, athletic coach, interventionist, assistant principal, and principal before taking on my role as CFO. And before working in education, I worked at one of the Big Four accounting firms.

Viewing education through these multiple lenses has shaped my view of my role as CFO and provided some insight into how we can bridge the gaps between the business offices and the campuses that serve our students. Collaboration between academic staff and finance staff is necessary to truly advance the school district as a learning organization.

Here are some suggestions for promoting collaboration.

Be a Good Listener

The CFO may never have taught reading or multiplication to a classroom of 22 students, and truly, you cannot imagine how difficult that job is unless you’ve done it. On the path toward genuine collaboration in the district, the CFO must learn to actively listen to the district staff who have “boots on the ground” on the campus and in the classrooms. Because the business offices and the CFO are often disconnected from the classrooms, the CFO must create opportunities for open, honest conversations. These conversations may be informal meetings in group settings, open forums, or one-on-one discussions.

The intent of the forums and meetings should be clear and simply stated as an opportunity for campus staff members to provide the CFO and business staff with their input and perspectives. These are opportunities for the business office to answer questions, listen to concerns, and entertain suggestions.

The benefits are dually advantageous: The education staff feels like a valued component of the district organization, and the business office staff learns what is happening on the campuses and in the classrooms.

The campus is at the heart of the district organization, and it only makes sense that this is where the most valuable feedback is generated. These “listening” conversations develop trust and confidence between and among departments.

Be a Good Communicator

On the flip side of being a good listener, the CFO must also be a good communicator. One should not assume that teachers, principals, and other campus staff members do not care about or understand the work of the business office. It is true that we are the “behind the scenes team”; however, we should not work in a silo, staying silent about our work, our successes, and even our problems. We must talk with others in the district about budget constraints, salary negotiations, and compensation packages.

of student learning? What is the ultimate goal (compare local data with state and national data)?

The business office staff should work with curriculum and instructional staff to analyze the feedback and set instructional priorities, which then become budget priorities focused on current and future needs. If the financial goals of the district do not align with its instructional goals, neither side will ever achieve what they are seeking.

True collaboration between the finance office and the curriculum and instruction staff can have lasting positive impacts on advancing student achievement.

Be Vulnerable

The business office staff are no longer the “wizards” behind the curtain who demand that everyone follow their rules and guidelines. The world has changed significantly in the past three years, and no world has changed more than the world of education. It’s OK for the CFO to admit: “I don’t have all the answers. Let’s problem-solve together so we can make sure that we get this right.”

As I moved from the classroom to the business office, I found it strange that many CFOs and district business officials didn’t always collaborate on their problems. Perhaps the explanation is that CFOs’ academic degrees and professional training were focused almost exclusively on rules, laws, guidelines, and principles. We were taught that everything was black and white, and everything had a yes or no answer.

When campus staff members have opportunities to ask questions and understand our work, they are more likely to support central office decisions and partner with the business office on campus-wide decisions. Giving the campus staff knowledge and understanding makes them true partners of the district’s central and business offices.

Be a Lifelong Learner

In his book Think Again, Wharton School professor

Adam Grant says, “If knowledge is power, knowing what we don’t know is wisdom.” His book promotes the idea of “rethinking.” Being a good listener and communicator, as discussed earlier, is only valuable if CFOs are willing to “rethink” and learn from the information they gather from others; otherwise, these are “false” exercises.

True learning and rethinking are more likely to occur when the feedback and comments of others are disaggregated into useful data. The CFO should look for trends, themes, commonalities, and the important needs of campus staff. How does this information align with the district’s strategic goals? What are the current levels

That could not be more inaccurate. In fact, most complex problems and issues are gray and require gray answers. Most questions should be answered with “It depends; can you give me more information?” Because business officials often lack this vulnerability, many opportunities to do things better and differently are lost. CFOs must begin to think like scientists, searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views on the basis of what we learn, as Adam Grant suggests.

In this new school year, I challenge you to choose one or two of the ideas discussed here and think about how you could put them into action. Although everyone’s situation, problems, challenges, and strengths are different, collaboration has value.

Listening, communicating, learning, and rethinking are all valuable. This is where true growth can take place. When true growth inspires an organization, success in meeting its goals and in advancing the work of the group is the result.

CFOs must begin to think like scientists, searching for reasons why we might be wrong—not for reasons why we must be right.

Lisa Svoboda is the chief financial officer for Sealy Independent School District in Sealy, Texas. Email: lsvoboda@sealyisd. com

How to Coach Your New Superintendent

Tips to establish the professional ground rules under which the SBO–superintendent partnership can grow into a healthy, trusting one that benefits the district and its students.

By John Hutchison, CPA, MBA, SFO

We have all been and if you haven’t your career, you Things are going You and your superintendent are working for the good of your district. then the grass is greener elsewhere board convinces the superintendent and your partner is gone!

Assuming you will be involved selection process for the new superintendent, you intend to make sure you get a replica. However, you part of the hiring process; on July new superintendent is there to district through one of its most financial times. What do you do?

During my 35 years in school and operations, I have developed tips for coaching a new superintendent to become a great partner in a amount of time. They are (1) communicate the importance of transparency, (2) explain the funding available, (3) follow up responses with emails, (4) become a consigliere, and (5) emphasize financial stability.

Transparency or Translucency?

Something is said to be translucent when it permits light to pass through but diffuses it so that objects are not clearly visible. Transparency, in contrast, is the quality of being seen through easily. In a business or education context, it refers to being open and honest.

Our boards and patrons demand transparency at all times, but does that transparency extend beyond the confines of our senior leadership team? In my experience, superintendents vary greatly on how much

financial information they want shared with the senior leadership team. Oftentimes, they want the financial team to paint a translucent—not transparent—picture to keep efforts focused on current educational issues versus future financial challenges.

Meet with your new superintendent to address how transparent they want you to be with the team. Discuss actual situations to ensure that you both understand the rules of the game. Err on the side of caution moving forward; if you are unsure about sharing, ask.

The Pie Is the Pie

When superintendents make statements like “Let’s move forward with this; John will find the money,” it is not

from an arrogant “I don’t care about the financial health of the district” mindset, but from ignorance or misunderstanding about how the district’s finances really work.

Perhaps your new superintendent is from out of state or from a much smaller or larger district with different financial dynamics. Regardless, the superintendent is there and needs to be educated.

Early on, set up a series of meetings to explain how the funding works, expenditure commitments already set in motion, what keeps you up at night, and so forth. The new superintendent must understand exactly how much funding is available in the “pie” and that there is no more.

But beware. Many new superintendents do not have the humility to admit that they don’t understand school finance. Being humble didn’t get them the job. They are not about to let their guard down now. To date, I have worked for one superintendent who understood school finance well; that person had served as an assistant superintendent of finance and operations. It’s your job to get your new superintendent to the same page you are on or at least to understand what is on that page.

Everything Is Good for Kids

If I had a dime for every time I have heard “We have to do this because our students deserve it,” I would be retired by now. I have seen few proposed initiatives in my districts that were not designed to help kids. The problem is that no district can afford everything that is proposed for kids. Hopefully, your new superintendent understands that; if not, it is your job to point out that there is only so much pie to cover proposals.

Every time something new is proposed, ask what is going to get cut to fund the new initiative. Until you have built trust with the superintendent (and I might suggest you never stop what I am about to propose), get into the habit of responding, not verbally, but via email, regarding the affordability of proposals. If you respond to a question during a meeting, provide the answer but follow up in writing, recapping your recommendation. By doing so, you have a record. That’s why I suggest making this your normal mode of operation starting with the first day you begin working with your new superintendent.

Be a Consigliere

Every decision a superintendent makes has some financial aspect, so you need to be a part of those decisions. Remember Tom Hagen, the consigliere in the movie The Godfather? He served as an adviser to the head of the Mafia family and resolved disputes within the family. Be a Tom Hagen. Work hard to win this role. I have not

always been successful at this, but when I have, it has worked well.

But it’s more than having a seat at the table with other senior leaders. It’s more intimate. You have to earn their trust to the extent that they speak to you and only you if a decision is to be made. You are the logical person to be the consigliere or trusted adviser.

As I stated earlier, all decisions have financial implications, so who better than you to participate in the decision making? Also, you can be more objective than the rest of the team regarding educational issues. Your superintendent can take your advice or not, and present the final decision as his or her own.

You Never Get Fired for the Test Scores

The number one concern of every superintendent should be the academic success of all students; however, as we know, this is difficult to measure and to assign accountability.

Truth is, rarely do superintendents get fired over poorperforming students. They do get fired for the finances. If they don’t, you will. Teach your superintendent about the importance of the financial stability of the district and your stake in it.

Once again, this can be a very delicate thing to do. The first time you become concerned about how the superintendent is overseeing the finances of the district, point out your concern. Your integrity is at risk—as well as your job.

If you are worried about losing your job for raising your concerns and angering your superintendent, realize it is easier to find another job with your integrity intact than after your district is in financial ruin over the imprudent financial decisions you allowed to continue. Nine times out of 10, you will be blamed before anyone else.

Establishing Ground Rules

These tips may feel heavy and may suggest that you don’t trust your new superintendent. Trust must be earned and is a two-way street. These tips are meant to establish the professional ground rules under which your partnership can grow into the healthy, trusting one that benefits your district and the students you serve.

Good superintendents welcome these conversations and will respect you for your efforts. The bad ones are ticking time bombs. It’s better to find out who they are before you are the one blown up.

John Hutchison is the chief financial officer at Olathe Public Schools in Olathe, Kansas, and the 2023 president of ASBO International. Email: jhutchisonec@olatheschools.org

Working Toward Positive School Board–SBO Collaboration

A positive relationship between the school business official and the school board ensures everyone is working toward the district’s goals and vision.

By Howard G. Barber, CPA, MCPPO, SFO

Community members often consider the school board to be the voice of the school district. Therefore, the district leaders and school board members must have a positive relationship with positive interactions. How can school business officials work toward that goal? Here are some strategies.

Educate the School Board About the Basics

Because SBOs hold significant knowledge about budgeting, accounting practices, funding sources, financial management, etc., they must be teachers of the trade. Create opportunities to explain financial timelines and

deadlines, purposes and justifications of funding usage, the district’s financial matters, the budget-building process, and the financial reports distributed throughout the school year.

Consider providing workshops or training sessions that will enhance the board’s knowledge. An understanding will empower board members to ask pertinent questions, review reports correctly, and actively participate in financial discussions that affect the district. This common understanding of financial matters leads to better collaboration and communication and promotes financial transparency, informed decision-making, and accountability.

Promote Transparency and Accountability

Transparency and accountability are the foundations of effective financial management, financial stability, and the overall success of the school district.

Transparency ensures board members are aware of all aspects of district finances, including revenues, expenditures, and the budgets relating to both. Discuss the reasoning behind the method of building the budget, such as zero-based, level-service, or performance-based. Explain the rationale used to support the decision-making and the justifications when budgetary changes are recommended.

Accountability means taking responsibility for decisions and actions related to fiscal matters, including why funds were allocated, where projections come from, and justifications for each. When the school board and the other stakeholders see that the SBO is managing decisions responsibly, they gain trust in the SBO. This trust ensures the board will make decisions that align with the district’s strategic plan.

Transparency and accountability are cornerstones of effective financial management in public education.

Teach About the Budgeting Process

The school board plays a vital role in budgeting, including supporting the district’s financial priorities, educational goals, and alternative financial strategies. Collaboration between the school board members and SBO during the budgeting process is crucial for the effective allocation of resources, alignment with educational priorities, and the district’s overall success. An understanding of the budgeting process instills a sense of shared responsibility for the district’s financial state.

Budgeting can leverage the expertise of the school board members and the SBO. A school board member is focused on ensuring the district’s education goals are met concerning academic achievement and community

expectations. SBOs recognize this commitment and use their knowledge of the budget, including restrictions, shortfalls, projected revenues, and expenditures, to ensure the budget is transparent and aligned with the district’s goals. This, in turn, builds trust with the community members who ultimately vote on the budget.

Cooperating on Long-Term Financial Planning

Collaboration, education, transparency, and accountability set the stage for long-term financial planning. In many cases, the planning began with a five-year strategic plan. Generating a five-, 10-, or even a 15-year plan establishes boundaries that may not be achievable, but collaborative efforts enhance the resources involved with forecasting.

By anticipating funding with actuals compared to projected resources, the SBO and board can look outside the box, creating flexibility in financial planning and utilizing resources in a more diverse manner. This flexibility allows for continuous updates, changing academic needs, developing programs, educational equity, quality and sustainability, and unexpected challenges. Constant review and discussions help minimize sudden budgetary crises and ensure financial resources in the future.

The Ultimate Goal

In conclusion, a positive relationship between the school board and the SBO is vital for a school district. The importance of an SBO to provide financial guidance and instruction to the school board members is crucial for establishing transparency and accountability throughout the community. Ultimately, the budget is built for the district’s priority: student achievement.

Howard Barber is assistant superintendent of finance and operations and chief procurement officer for Old Rochester Regional and Massachusetts Superintendency Union 55 in Mattapoisett, Massachusetts. He also is a member of ASBO’s Editorial Advisory Committee. Email: Howiebarber@ oldrochester.org

An understanding of the budgeting process instills a sense of shared responsibility for the district’s financial state.

Crucial Conversations & Effective Evaluations

Effective leadership requires managers who are courageous enough to have hard conversations and committed enough to encourage growth through ongoing evaluations.

By Louis J. Pepe, MBA, PCSBA, SFO

Crucial conversations are at the heart of effective evaluations. Absent honest feedback, evaluations are at best, a wasted exercise in mediocrity and at worst, a lost opportunity to recognize standout performers.

Without open, honest, and frank dialogue, we miss the opportunity as coaches and mentors to guide, shape, and develop those in our charge. Whether they are rock stars or poor performers, they need honest feedback to learn, improve, and grow.

For top performers who need less guidance, effective evaluations help them maintain top performance and

provide new goals if they want to stretch themselves to move into leadership positions.

Discussions of poor performance or inappropriate behavior are difficult and sometimes uncomfortable for the manager as well as for the employee; however, left unchecked, negative behaviors tend to escalate and impact the team on a deeper level.

Frank Benest addresses this concern in an article for the International City/County Management Association (ICMA), advising managers: “The goal of the conversation is not only to correct the negative behavior but to conduct the conversation in such a way to preserve the relationship.”

Fear is often at the forefront in anticipating confrontations, and managers who dread performing evaluations are no less fearful in assuming this leadership responsibility. As with any other fear, we must start by acknowledging the fact that nobody likes confrontation, and the basic fear is how confrontational conversations will be perceived. However, we must reconcile these fears with our overall responsibility to the mission and our organization’s effectiveness in reaching goals.

When leaders have overcome the fear and realize the conversation is necessary and driven by the individual’s actions, they begin to frame the discussion as an intervention and attempt to guide the individual back on the proper road to achievement.

For those confronting fears regarding the meeting and the crucial conversation that must take place, Benest calls out some fears that are common among new or ineffective leaders:

• They won’t be liked.

• More conflict will arise.

• They or the employee will get emotional and won’t know how to handle the emotions.

• The employee will turn others on the team against the leader.

• The leader won’t be competent in successfully conducting the conversation.

Case In Point: The Work-Shy Receptionist

A colleague struggled with a receptionist who was continuously derelict in her duties, yet somehow, with her amiable personality, seemed to skate by. Whenever confronted with performance concerns, she adopted an instant façade of confused dismay coupled with affirmed compliance until the situation was forgotten. She shirked responsibility, took long lunches out of the office, and ate at her desk upon returning. She was often the last in and first out each day and was always available for a conversation break.

Why was this behavior allowed? In this case, the manager did not have the leadership skills necessary to overcome her fear of confrontation and reprisal to remedy the situation.

In part, the problem stemmed from the fact that my colleague “inherited” this poor performer, whose behavior had not been addressed previously during high turnover in administration—specifically, seven managers over 14 years. Compounding the situation was the receptionist’s sense of entitlement that grew from the absence of those much-needed conversations. This is typical of human behavior; left unchecked, the behavior gets worse over time as individuals are not held accountable.

This colleague’s failure to address the issue she inherited with this receptionist affected the overall morale of

the staff. The receptionist began creating a disruptive working environment for the rest of the team, who were distracted by her refusal to answer the phone or the doorbell at the front door.

Eventually, the receptionist stopped following basic security protocols and began buzzing people in without verifying who they were and why they wanted to gain access to the school building. The turning point came when she buzzed in undercover members of law enforcement without verification, putting the superintendent and business administrator on notice for the serious breach of safety and security.

Rather than meeting one-on-one with the receptionist to address her continuous disregard for her duties, my colleague called a team meeting to stress the importance of all team members following protocols to avoid future problems. At this point, the message had become distilled to the point that the receptionist's takeaway was that others should be helping her more.

This was the final blow to morale for the rest of the team, now intent on ignoring the phone or buzzer and even more appalled at the administrator’s lack of leadership in addressing the work-shy receptionist.

Eventually, the receptionist was transferred to another department; however, to avoid confrontation, she was misinformed that the department had specifically “requested” her.

Had the supervisor held firm to the need to reprimand, instruct, and ensure proper understanding of the issues, it could have become a pivotal point in that employee’s career. The supervisor failed to capture the negative impact on the team and ignored the obligation to address the inappropriate actions of the individual.

Evaluations as the Foundation of Improvement

Evaluations are at the heart of improvement. They allow us to determine value, analyze activities, understand how things work, and determine merit. They are tools that allow us to measure job performance; capture patterns of behavior, both positive and negative; and point out strengths and weaknesses as well as opportunities and threats. Their purpose is to strengthen individual performance while strengthening our teams.

In school business, we evaluate programs, personnel, resources, and practices to determine the viability of the asset and appropriateness as it relates to goals and expected outcomes. We assess overall effectiveness in determining whether to continue, modify, or eliminate personnel, programs, or equipment that are no longer viable or beneficial to the operation.

Similarly, we evaluate resources allocated to the program and decide whether those resources are adequately

apportioned or should be adjusted in furtherance of continued operations over other programs. In essence, we rank the importance of the program compared to other programs with competing resources.

The same is true of personnel; we evaluate which personnel are worth the investment and which are not. If we fail to address this fundamental responsibility as managers, we are just as guilty as work-shy individuals who negatively impact our teams even after we leave.

Starting the Process

Some tips on how to get started with the critical conversations that lead to effective evaluations include the following:

• Decide what matters most. Address the issue(s) that directly impact the operation, the team, or the goals of the mission. Be honest and to the point. Ambiguity is the enemy that diminishes the impact of the conversation.

• Give specific examples. Compliment instances of good performance and pinpoint the actions that need to change.

• Get ready for the conversation. Prepare by noting the topics to be discussed and highlighting the points to be emphasized. Being prepared guarantees the

conversation stays on course in the event of emotional rebuttals by the employee.

• Ask powerful questions. Inquire of the employees why they are exhibiting these uncharacteristic and unwanted or inappropriate behaviors. The explanation could very well lead to a request for outside help through an employee assistance program.

Effective evaluations that start with an open dialog that addresses topics to be discussed keep all those whose performance is being evaluated sharp, engaged, and focused.

Resources

Pepe L. Building the Right Team: Maximizing Resources Lanham, MD: Rowman & Littlefield, 2021.

Benest F. How to Handle a Difficult Conversation with a Direct Report. ICMA Career Compass No. 70 icma.org. https://icma. org/articles/member-news/icma-career-compass-no-70-howhandle-difficult-conversation-direct-report

Lou Pepe is the director of business for Southern Lehigh School District, Lehigh Co., Pennsylvania, co-chair of the ASBO International Editorial Advisory Committee, and author of several leadership books, including Building the Right Team: Maximizing Resources Email: pepel@slsd.org. Twitter: @LouPepeRSBA

• Learn more about what it means to be a school business professional.

• Stay up to date on current events that affect school business.

• Add leadership resources to your toolkit.

JACK MITCHELL, EdD, SFO Assistant Superintendent for Business at the Valley Stream Union Free School District 24, New York

JOHN BRUCATO Assistant Superintendent for Finance & Operations at the Briarcliff Manor Union Free School District, New York

Making Your Soft Skills Work for You

How can school business leaders ensure that their messages are received as intended? Soft skills matter.

By Adam Parisi, EdD

Working in school business can be challenging. School business professionals speak a language significantly different from almost everyone else in the school district. As a result, we can be perceived as being out of touch, not caring, or even rude. How can we, as leaders, be sure that we come across to others as we intend to?

We want to communicate in a straightforward manner that is easily understood by all. We want to advocate for fiscal responsibility without sacrificing student learning. We want to ensure that our facilities are well cared for so students can be engaged, creative, and successful. Finally, we want to ensure that our coworkers feel good about working with us.

One way to work toward these goals is by improving our soft skills. The term “soft skills” has different connotations for various people. For this article, I use the term to describe the way we relate to our coworkers.

Lay the Groundwork

The key to working with others is to first build good, solid relationships. Get to know people on an appropriately personal level before you really start working together. Ask them about their interests and how they

spend time outside of work. Connect with them on a common interest. This connection will allow you to grow a personal relationship that can develop into a productive professional one built on trust.

A professional relationship built on trust will encourage workers to seek you out, especially in difficult situations.

Ask Questions

Asking questions is an information-gathering skill as well as a means of communication. At times, people may be intimidated by a business official with whom they have had little professional interaction.

Ask an introductory question like “How are you doing today?” Rather than accept the response of “Good” or “OK,” follow up with an information-gathering question, such as “Is there anything that would make your day better?” Follow-up questions show empathy and concern. You may also take it a step further and ask, “Is there anything that I can do to make your day better?” This question shows that you are willing to make an extra effort to improve that person’s day, if possible.

Much like a good teacher using wait-time techniques during questioning, a good leader will do the same.

Silence makes some people uncomfortable; however, everyone processes complex information at different speeds. That is why good leaders allow the wait time to give people the chance to process their thoughts before speaking. Further questioning may elicit more information from someone who has had the time to think.

Use Email Effectively

Effective communication is a skill that is crucial to being a good business leader. In today’s technology age, it is easy to send a quick email to initiate a conversation or to follow up with someone. However, email communication can be problematic.

The biggest issue with emails is that it is impossible to recognize tone in the same way it can be heard over the phone, in a virtual meeting, or in person. The reader may interpret the message in a completely different way than the sender intended.

It is possible to ensure that an email’s intentions are clear. Beginning an email with a short, respectful greeting such as “Good morning; I hope you are doing well” or “I hope your workweek is off to a good start” sets the tone and assures the reader of a positive, productive email interaction.

A good leader maintains positive language throughout the email, especially at the end. An email may end with “Please contact me with any questions or concerns” or “Please let me know if you need help with this issue.” Both closing statements, which will assure the recipients that you are there to help, will encourage them to follow up with their concerns.

Know When to Pick Up the Phone

The classic phone call is an effective and informal way of interacting with colleagues and coworkers. The phone call, as opposed to the email, allows people to hear your voice and judge the tone of the conversation based on your tone, expressions, and enunciation. Sometimes, picking up the phone and making a call takes less time than sitting down to compose an email.

Meet Virtually

Videoconferencing or virtual meetings were the tools of international business workers until COVID-19 turned the worlds of education and business upside down. School districts took learning to students with a variety of video options. Despite differences in the platforms, they all allowed one person to meet with many others simultaneously.

These virtual facilities were available for school administrators, staff, parents, the community, and the private sector at large. Even school board meetings, where community members used to meet and participate in an open

setting, were moved online. This was a cultural shift appraised with both pros and cons. Many people worked from home and participated virtually in other activities from their living rooms, offices, kitchens, and essentially anywhere that they wanted to be—not where they had to be. Some people got so comfortable with this setup that they wanted to continue the practice indefinitely.

On the one hand, holding a virtual meeting has advantages. It is useful when you can’t afford the time to leave the office and travel great distances. A good rule to follow is if the time to commute to and from a meeting is greater than the meeting time itself, try to make it virtual.

A virtual setting is also effective for a traditional “sit and get” meeting, when most of the attendees participate only by commenting occasionally or at the conclusion of the meeting. Traditionally, no more than three speakers are scheduled, and there is little interaction among attendees.

On the other hand, virtual meetings have some drawbacks. It is difficult to engage a large number of people in a conversation. A good facilitator can ask everyone to mute themselves, raise hands when they want to speak, and even use breakout rooms to minimize disruptions; however, the engagement level is not the same as an inperson meeting.

Also, a huge drawback to virtual meetings, like sending an email or making a phone call, is that you can’t see body language. Yes, you can observe facial expressions when participants voice positive or negative views, but people sometimes control their facial expressions better than they do their body language.

Meet Face-to-Face

When things turn serious, a face-to-face meeting is usually necessary. For example, never deliver bad news in an email or by phone if you can avoid it. If a difficult conversation takes place during a virtual call, it is tough to observe and gauge reactive body language. Instead, a face-to-face meeting is preferable.

Some people avoid face-to-face contact, and confrontation makes them uncomfortable. A good business leader recognizes the importance of refining soft skills when dealing with such individuals. All emotions must be controlled when having a difficult conversation with them. Be open and honest in expressing your intentions; however, don’t forget the takeaways from this article: ask good questions, take notes when appropriate, and remain respectful.

Soft skills are crucial to success; use them to establish an environment of trust and cooperation in your organization.

Adam Parisi is the chief school business official for Park RidgeNiles Consolidated Community School District 64 in Niles, Illinois. Email: aparisi@d64.org

Because everyone deserves an opportunity to create financial security.

In the wake of the pandemic, wellness has become a growing area of focus for employers. 1 Financial education and training are increasingly important to employees, with a recent survey indicating 80% of employees want support from employers on several personal finance topics including retirement. 2

At Security Benefit, we see retirement as a process that starts well before your employees end their career. That’s why we provide resources you need to support the well-being of educators and staff at any stage of their investment journey.

Ongoing support for every stage of the retirement journey.

Help your employees navigate

path To and Through

1 Harvard Business Review hbr.org/2022/01/ 11-trends-that-will-shape-work-in-2022-and-beyond 2 Forbes.com/sites/jeannemeister/2022/01/05/top-ten-hr-trends-for-the-2022-workplace

The Power of Heart-Centered Leadership

Heart-centered leaders bring out the best in themselves and those around them, leading to meaningful change.

By Melissa Byrne, EdD

While experience, expertise, and strategic thinking are undoubtedly vital in any leadership role, leaders must also be able to foster positive relationships, inspire and empower teams, and drive meaningful change.

Heart-centered leaders use empathy, compassion, and emotional intelligence to positively affect organizations, teams, and individuals to create inclusive, empowered, compassionate, and high-performing environments.

Heart-centered leadership goes beyond the conventional understanding of command and control; it emphasizes the power of connecting with people on a deeper, more human level. People are first—always.

A heart-centered leader recognizes that success is not measured by achievements alone, but also by fostering

meaningful relationships, promoting personal growth, and creating a positive impact on the lives of others.

The Power of Empathy

One of the key attributes of a heart-centered leader is empathy. Empathy is the ability to understand and share the feelings of others. When leaders have empathy, they create an environment that values open communication and collaboration.

By putting themselves in their team members’ shoes, heart-centered leaders can build trust, inspire loyalty, and foster a sense of belonging. This sense of psychological safety encourages creativity, innovation, and engagement within the organization.

I have always considered myself someone who leads with empathy. However, in February 2020, my life changed forever when my nephew Beckam unexpectedly passed away at the age of five months. Those who know me best know my nieces and nephews are my world. When Beckam died, my heart shattered.

In navigating my grief, I discovered not only that my heart broke, but that it broke wide open. It instilled in me a deeper desire than ever to ensure that everyone has what they need, when they need it, in the way they need it.

By fostering a culture of authenticity, heart-centered leaders create an environment where individuals feel comfortable expressing their thoughts, ideas, and concerns. This openness promotes collaboration, innovation, and a sense of shared purpose, leading to higher employee engagement and organizational success.

The Ripple Effect: Beyond the Workplace

Heart-centered leadership has a profound impact not only within the confines of an organization but also in the wider community. When leaders prioritize the wellbeing of their employees, they create a ripple effect that extends beyond the workplace.

Heart-centered leaders actively engage in corporate social responsibility initiatives, support charitable causes, and promote sustainable practices. Their commitment to making a positive difference inspires others to do the same, creating a collective impact that transcends organizational boundaries.

Challenges and Opportunities

Everyone who experiences loss suffers grief that is unique to them. The experience of losing Beckam gave me a new outlook on life and leadership because I realized that there is so much more to a human being than what is on the surface. Everyone brings their own unique experiences, and it is up to us as leaders to honor those experiences and truly seek to understand them.

I now wake up every morning intending to “lead with love” in everything I do.

Emotional Intelligence as a Catalyst

Emotional intelligence is another vital component of heart-centered leadership. Leaders who have high emotional intelligence possess self-awareness, self-regulation, motivation, empathy, and social skills. They can effectively manage their own emotions and navigate the emotions of others. This ability allows them to make informed decisions, resolve conflicts, and inspire others to reach their full potential.

Heart-centered leaders create an environment where emotions are acknowledged and valued, leading to increased job satisfaction, productivity, and overall well-being.

Promoting a Culture of Authenticity

Authenticity is an integral part of heart-centered leadership. Authentic leaders are genuine, transparent, and true to themselves. They lead by example and encourage others to do the same.

Heart-centered leadership offers numerous benefits; however, it is not without its challenges. Leaders may face resistance from traditional hierarchies or encounter skepticism regarding the importance of “soft” skills. Overcoming these challenges requires a shift in mindset and a willingness to embrace a more holistic approach to leadership.

Organizations that invest in developing heart-centered leaders through professional learning, coaching, and mentorship programs can unlock the full potential of their organization and truly drive meaningful change.

The rise of heart-centered leadership marks a fundamental shift in the way we perceive effective leadership. By incorporating “soft” skills such as empathy, emotional intelligence, and authenticity, heart-centered leaders can create thriving, inclusive, and purpose-driven organizations. They foster collaboration, inspire others to excel, and generate positive change in both professional and personal spheres.

As we navigate the challenges of an ever-changing world, the emergence of heart-centered leadership provides a beacon of hope, reminding us that leadership rooted in empathy, compassion, and authenticity can unleash the full potential of individuals, teams, and organizations, ultimately shaping a brighter and more sustainable future for all.

The rise of heartcentered leadership marks a fundamental shift in the way we perceive effective leadership.

Melissa Byrne is assistant superintendent of teaching and learning for Barrington Community Unit School District 220 in Barrington, Illinois. Email: mbyrne@barrington220.org

“I had no I dea how much I would grow as a leader and as a person from 2.5 days of profess I onal development. t h I s was arguably the most valuable s I ngle profess I onal development event I’ve ever attended.”

– l eadersh I p f orum 2023 attendee

Join hundreds of other leaders in school business for an event focused on creating and developing critical leadership skills. Whether you’re a new leader or have been leading for years, the 2024 ASBO International Leadership Forum has sessions and knowledge you can take home and apply immediately.

This 2½ day meeting is packed with leadership development programming. It will incorporate small and large-group training, a DiSC leadership personality assessment (for firsttime attendees), and in-depth training on DiSC communication styles. Leadership Forum attendees from 2023 can enhance their skills with additional sessions and new perspectives.

Great leaders aren’t born—they’re made. Join us in San Diego on February 8-10 for Leadership Forum 2024.

ATTEND BREAKOUT SESSIONS AS PART OF THREE GROUPS:

1

2

3 Affiliate Executives and Board Members

School Business Officials and Their Teams

Individual School Business Officials, Affiliate Staff, and Partners

ASBO International is proud to announce a new education partnership with Edunomics Lab, a Georgetown University research center. This partnership will allow ASBO members to attend select Edunomics Lab educational courses at a significantly discounted rate, including their Certificate in Education Finance.

The Georgetown University Certificate in Education Finance (CEF) is an interdisciplinary program combining school finance, economics, and leadership with public policy and administration. The program emphasizes practical skills and application. Using a cohort model, the program helps participants build practical fluency in how management decisions, wide-ranging policies, and resource allocation intersect to impact student success across multiple contexts, including their own.

SIGN

PITTSBURGH, PENNSYLVANIA

LAS VEGAS, NEVADA

January 18-20, 2024

Industry Partnerships: Uncovering New Paths to Support Every Student

Educators and industry can work together to inform and cultivate educational paths to meet every student’s needs.

By Steve Hoiberg

Education’s core mission is to prepare students for the future, and every investment directly or indirectly aims toward that goal.

Think beyond typical expenditures like teacher salaries, instructional materials, and classroom resources; technology deployments such as solar and mechanical system installations and energy upgrades also translate into student learning opportunities.

The technologies displayed in school buildings today hold tremendous educational implications, especially for students interested in science, technology, engineering, and math (STEM) career fields. Moreover, the organizations that design, develop, and deploy these technologies

all recognize the schools as the sources of a well-trained technical workforce for the future.

With multiple paths to long-term career success, it makes perfect sense for leaders from education and industry to work shoulder to shoulder to inform and cultivate the educational paths for people who are interested in these careers.

Raising Expectations for Suppliers and Vendors

School buildings are not merely physical structures; they are learning environments that directly affect students’

academic achievements, personal development, visions of future careers, and in the longer term, their workforce readiness.

The recent “Infrastructure Report Card” from the American Society of Civil Engineers, however, gave America’s school facilities a grade of D+. ASCE cited widespread issues with building systems, limited capacity, deteriorating conditions, and a lag in keeping pace with operations and maintenance issues.

Have high expectations beyond signing the contract and hold industry partners accountable for delivery.

Recent infusions of grants, along with other funding sources, mean that many schools can now make good progress in overcoming these infrastructure challenges. As school leaders and officials engage in the planning, construction, and improvement of their buildings and building systems, they should also raise their expectations for their suppliers and vendors who provide these technologies and support services.

What should you expect from an industry partner? At a minimum, suppliers and vendors should be able to successfully design, implement, and service the technical solutions they sell. An industry partner should also be willing to go the extra mile required to support your educational mission and vision.

Education leaders should expect partners to share in the commitment to making K–12 education work for everyone: students, educators, staff, and their greater communities. It’s not only the buildings and technical solutions that create the optimal environment for learning and long-term success.

What should you look for in an industry partner? Look for a well-established organization with a proven track record of delivering on the core mission of education in the areas of academics and workforce development. Engaging students and providing teachers with resources related to STEM, such as energy audits, green energy exploration, digital Internet of Things (IoT), makerspaces, living labs, and sustainability programming go beyond the sale, yet encompass far more than off-theshelf programs.

All buildings and all communities have their own needs and aspirations. The right industry partner will listen carefully to discover what’s most important to solving the most pressing problems. Only then is it possible

to cocreate and implement a comprehensive plan for aligning and achieving educational and workforce development goals.

Getting Started

Have in-depth conversations with your suppliers and vendors about industry partnerships. Technical solutions are only part of the conversation; understand that value-added programming can be positioned in ways to select a vendor, so it’s important to discuss educational partnerships in parallel with technical and implementation planning.

Consider, too, incorporating value-added partnership requirements in upcoming requests for proposals to align with the STEM education, academic programming, and workforce development elements that best suit your school or district and that align with key infrastructure needs.

Once an industry partnership is underway, it can be difficult to monitor the program’s implementation and to ensure that the partner delivers on the pledges and overtures made during the selection process. Having the right people in place to hold everyone accountable and drive the programs through to completion can lead to good results.

At the end of the day, any number of vendors can provide school infrastructure upgrades, green energy, and IoT solutions, but only some are willing and able to go that extra mile. Have high expectations beyond signing the contract and hold industry partners accountable for delivery. These partnerships can ultimately be fundamentally important for your school or district, its students and educators, and the community.

Steve Hoiberg is the director of the EMPOWER+ program at Siemens Industry, Inc. Email: steve.hoiberg@siemens.com

INDEX OF ADVERTISERS

ASBO District Membership page 1

ASBO Education Guide page 4

ASBO Meritorious Budget Award inside front cover

BMO �page 36

Certified Administrator of School Finance

and Operations inside back cover

Edunomics Lab �page 23 Equitable

page 14

Horace Mann �page 26

QBE �page 30

SBO Perspectives page 17

Security Benefit �page 20

Siemens page 42

US Retirement & Benefits Partners �page 33

Horace Mann has helped educators find more than in student loan forgiveness* $600 million

Our Student Loan Solutions program can help your employees find ways to reduce the burden of student loan debt – at no cost to you or them.

Scan the QR code to sign up your district today

*Potential savings of educators assisted by Horace Mann with Public Service Loan Forgiveness from October 2016 through December 2022 based on assumptions established by the U.S. Office of Federal Student Aid.

Horace Mann’s Student Loan Solutions program includes services provided by an independent third party, Tuition.io. Horace Mann is an independent company not affiliated with the Department of Education or the federal government.

Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com.

Intr’Appreneur: A Blueprint of Tomorrow’s Education Today

How a school district achieved innovation and enhanced performance through a total system transformation.

By Mario Chiasson, EdD, Aubrey Kirkpatrick, and David Després

Aquiet revolution is taking place in a southeastern school district in District scolaire francophone Sud in New Brunswick, Canada.

After many years of unsuccessful technology initiatives aimed at creating a more innovative culture, the district leadership had an epiphany: Technology is only a tool. The district needed to redefine learning, teaching, and leading to align with the needs of the new economy.

This is a story of how a school district sought to achieve innovation and performance through a total

system transformation. It was not a leap of faith; it was a leap of leadership!

In the Beginning

In the early 21st century, the merger of globalization and the information technology (IT) revolution pushed the world from connected to hyperconnected. Organizations are less structured and workplaces are malleable (physical, virtual, and hybrid), nurturing an open ecosystem

In District scolaire francophone Sud in New Brunswick, Canada, the focus is on personalized, authentic learning that addresses the community’s needs.

COURTESY OF DISTRICT SCOLAIRE FRANCOPHONE SUD, NEW BRUNSWICK, CANADA.

culture that is self-adaptive, self-organizing, and cybernetically advanced.

In innovative work environments, solving the world’s complex problems calls for a new form of organizational culture. This culture is based on more sense making, connecting, networking, nurturing, and harvesting—all direct requirements of Industry 4.0. Competencies in communication and collaborative skills—along with effective leadership, management, and the ability to inspire others—are now considered bare minimum requirements for the workforce.

Society has continued to evolve at a rapid pace, but the education system has not. The result is a mismatch between delivering formal education (K–20) and providing the skills and qualifications needed in the labor force.

Can the current structure of the school system embrace such a transformation? Does the system have the knowledge, the capacity, and the ability to adjust and adapt to these novel approaches requiring new skills development from a personalized and intrapreneurial perspective? (Intrapreneurship is the act of behaving like an entrepreneur while working within a large organization.)

Closing the Gap

District scolaire francophone Sud committed to participating in a longitudinal research project called Intr’Appreneur: Tomorrow’s Education Today (www. sentrapprendre-intrappreneur.com). In short, this project aims to close the gap between the formal education system and the challenges of today’s innovative society.

By shifting the education culture from an ego system to an eco-community, the Intr’Appreneur project is creating a platform where schools, community members, primary healthcare providers, business partners, and research institutions collaborate to contribute to the “connected innovative community learning network.”

The Intr’Appreneur project is making schools an integral part of the community, weaving together schools, primary healthcare, community, and industry stakeholders by personalizing the learning and teaching experiences and enriching them through designated professionals in the community. The community is the classroom, and the school is transformed into an innovative learning community center that addresses the needs of the community.

System Transformation

To better understand this system transformation, the senior management team has made a significant investment in studying the evolution of leadership, with a focus on transforming the leadership team. This transformation was driven by the adoption of 4.0 leadership principles, which prioritize a more collaborative and empowered approach to decision-making.

The team started to work on a new mindset, structure, and culture by applying proven leadership behaviors, including those outlined in the book Swarm Leadership and the Collective Mind by research scientist Peter Gloor. This approach involves incorporating such principles as using distributed decision-making and empowering team members, leading to a more dynamic and effective leadership structure.

The senior management team—including the director of finance and operations and other key managers—has been instrumental in driving this change and creating a more effective and efficient leadership model.

In September 2019, six of the system’s 38 schools were identified to participate in this project. Since then, 28 schools have engaged in this cultural transformation, which can be described by its three phases of transition.

Phase One: Merge

In the first phase, Merge, the students, teachers, and support staff of the same grade level are together in one

The Intr’Appreneur project makes schools an integral part of the community, and the community a vital part of the school district.

environment called a learning community (LC). For example, a high school could have one LC for grade 9, one for grade 10, one for grade 11, and one for grade 12. In a K–8 school, combinations might be one LC for grades K–2, one LC for grades 3–5, and one for grades 6–8.

By merging subject curricula, all teachers and support staff work collaboratively to cocreate the context of learning while teaching toward grade-level learning outcomes and competencies.

Phase Two: Converge

The second phase, Converge, achieves the convergence of all grade levels. In this phase, the school itself is the LC. All teachers from all the grade levels guide and assist the students with developing their learning outcomes and competencies.

Support staff and community members are considered an extended resource for all students within the learning community. More specifically, everyone is actively engaged in supporting each student’s learnings in a personalized way.

Phase Three: Transform

In the third phase, Transform, the school is rebranded as an innovative learning community center. At this stage of transformation, the community becomes the classroom, and the focus is on personalized, authentic learning that addresses the community’s needs.

Transformation is achieved by connecting schools, communities, and industry stakeholders, and relying on the real-world experiences of professionals and tradespeople to provide authentic learning opportunities. The goal is to create a network that enriches education through interaction with diverse individuals and groups across cities, provinces, and nations.

Transforming classrooms into learning communities and schools into innovative learning community centers requires the support and participation of district school business officials as leadership team members. The support of the director of finance and the support services team was key to developing the new mindset of an ecocommunity within the district.

Corporate services with an understanding of spatial topologies—such as pedagogy, design, information and communications technology, furniture, and acoustics— are vital to create LC spaces where personalized learning and teaching nurture a sense of well-being, flexibility, and community. Corporate services staff members are able to create learning spaces that are multifunctional, engaging, diversified, comfortable, and inclusive, allowing students to learn and teachers to teach in isolation or in diverse groups within the LC.

Determining Impact

Guided by this new mindset, planning for new schools, midlife facility upgrades, and repurposed school space requires a more inclusive community stakeholder visioning exercise.

The Intr’Appreneur project is supported by a worldrenowned research team that asks the overarching research question: What impact, with regard to measurable effect, does the Intr’Appreneur project have on addressing the mismatch between the formal education system and the challenges of the innovative society?

The concept of learning and teaching in spaces described as a learning community has been defined by six research topic areas: (1) leadership, (2) engagement, (3) well-being, (4) environments, (5) outcomes and competencies, and (6) inclusion.

Looking Forward

Even though the Intr’Appreneur project is in its infancy, the preliminary results are promising. The results thus far demonstrate that students and teachers are more engaged in these LCs. While a dynamic collaborative culture is cultivated by the district leadership team, these environments appear to be developing student, teacher, and school principal confidence. The data also show that more efficient and effective management skills are developing the autonomy of students (self-management), teachers (LC management), and school principals (LC and school management).

Traditional classrooms can no longer be the only places to learn; thus, the urgency to consider the Intr’Appreneur project, which enhances the process of knowledge acquisition and skills development required by the new economy. Besides bridging the gap between the formal education system and innovative society, this study will guide the education system in how to inform leaders and, most important, provide a blueprint for the transformation into the 21st-century school.

Additional information about the project can be found at www.sentrapprendre-intrappreneur.com.

Mario Chiasson is director of research, innovations, and change management for District scolaire francophone Sud, Dieppe, New Brunswick, Canada. Email: Mario.Chiasson@nbed. nb.ca

Aubrey Kirkpatrick is director of finance and administration for Anglophone East School District, Moncton, New Brunswick, Canada, and a member of the ASBO International Board of Directors. Email: Aubrey.Kirkpatrick@nbed.nb.ca

David Després is director of administrative and financial services for District scolaire francophone Sud, Dieppe, New Brunswick, Canada. Email: David.Despres@nbed.nb.ca

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ASBO International Leadership Forum: Connection and Introspection

By Anna Billman

Designed around the concept that great leaders are not born, but made through years of training, development, experience, and self-awareness, ASBO International’s Leadership Forum, held in San Antonio, Texas, last February, brought together 256 school business professionals representing 158 school districts. These district leaders gathered for a two-and-a-half day exploration outside their comfort zones, each with the purpose of fine-tuning skills and refining their understanding of the role of a leader: one who influences outcomes while also inspiring others to be successful.

Participants began with a DiSC personality profile assessment, which provides detailed evidence-based insight into leadership style. At its simplest, the DiSC model divides people into four categories based on a

motivating factor: dominance, influence, steadiness, or conscientiousness.

Experiential exercises in smaller groups allowed participants to feel their own natural instincts and reactions at play. “Self-awareness is the accelerant in this learning,” says Courtney Lynch, founder of LeadStar and one of the Leadership Forum’s facilitators. “The better people understand themselves, the better they will be at influencing and inspiring.”

“Coming to this event is about growth and betterment,” she explains. “These leaders spend a lot of time developing others and don’t get a chance to dig in for themselves. This is a chance for them to focus on themselves with a greater purpose.”

Research indicates that adults learn, retain, and are more likely to implement new knowledge if they have

fun in the learning process. “We create fun, joy, and comfort, a place to be authentic,” Lynch says, adding, “and boy do people show up and shine.”

Interpersonal Connections and Intrapersonal Awareness

Participants convened in pre-selected cohorts that represented their roles: state affiliate executives and board members; rising leaders and luminaries; and school business officials and their teams. Select ASBO International Partners—service providers to the industry—participated with school business professionals in problem-solving and introspective exercises.

SBOs shared challenges they were facing—many of which had to do with communication—and explored how they can use storytelling to relay messages to stakeholders and their communities. They conducted personal “energy audits” to reconsider how they might manage their own time and efforts in ways that would optimize their abilities to lead and serve.

DiSC assessment results were shared and participants gathered by types, learning that similar leadership styles do not necessarily mean similar personalities.

Lynch says the program facilitates the development of strategies, best practices, and doctrines to use immediately, while also inspiring broader thinking. “We see lots of understanding around leadership and best practices, but also specifics that people can bring into other lanes of responsibility in their lives, as parents, spouses, friends, siblings, or caretakers,” she shares.

For state affiliate executives and their board members/ staff, programming shone a light on the importance of strategy and governance and how different styles can work together to better an organization.

Paul Bobek, chief financial officer for West Des Moines Community Schools in Des Moines, Iowa, who has attended 19 ASBO International leadership conferences, says, “Every year, ASBO International seems to outdo itself with the Leadership Forum. The smaller environment means you can really get to know some colleagues from across the country and the world, expanding who is available to you for sharing ideas throughout the year.”

“In a 31-year career, I really didn’t recognize soft skills or view school business as a community leadership role until much later,” Bobek shares, adding, “I was more focused on the technical aspects of the job. If I could do it again, I’d lean into these concepts much earlier.”

Jason Schafer, attending as representative of ASBO International Affinity Partner Shutterfly Lifetouch, says, “It was valuable to see the impact it had when

people discovered and understood their styles. Hearing one type describe the challenges they see in working with another—and vice versa—was really enlightening in understanding where another person may be coming from.”

ASBO International Director of Education and Research Cristin Watson notes that in exercises within the program where participants were instructed to research, innovate, and find ways to allocate funds or help teachers do their jobs, the groups that included industry service providers were the first to realize they needed to work together rather than in competition.

Schafer recalls, “For me, interacting with SBOs to understand the true challenges and real issues their districts face was very telling. I was able to get clear on how I can and cannot help, but also watched the workgroup develop a roadmap for change on their issue.”

“For a partner to be able to be a part of this and see the impact of the things we sponsor tells us that it does matter and make a difference to the industry and help school business professionals do their jobs more efficiently and better,” Schafer says, adding, “It was so well formatted, with thoughtful planning and accommodations.”

Lynch says, “It was a privilege to work with a group like this. We want to feel confident our work will improve the world with ripple effects, and this was a nobrainer. Any debate in society that concerns our future tends to come back to education. These people truly are leading and creating our future and yet there’s a humility in the culture. I have such a deep respect for the professionals in this field.”

Looking Forward

Leadership Forum 2024 will take place February 8–10 in San Diego, California, and will build on the DiSC assessment model in ways that will be fresh for returning attendees but still create a strong foundation of understanding for first-timers.

“This group responded so well to the exercises and we are excited about designing the program for 2024,” Lynch says. “School business leaders are obviously service-oriented, and we look forward to taking a deeper dive into how credibility, accountability, and service add value to their roles.”

Education sessions within Leadership Forum are eligible for SFO, CAE, and CPE credits. For more information on next year’s ASBO International Leadership Forum, visit asbointl.org.

Anna Billman is a writer for ASBO International. Email: abillman@asbointl.org

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Honoring Innovation in School Business Management

PINNACLE OF ACHIEVEMENT AWARD RECIPIENTS

Brian Allen

Deputy Superintendent/Chief Financial and Operations Officer; Worcester Public Schools

a private, community-owned childcare center located in the elementary school. The district was able to hire a director and a preschool teacher without worrying about negotiated agreements.

ASBO International’s Pinnacle Awards, sponsored by Virco, Inc., celebrate innovative school business professionals for their resourcefulness and creativity in solving the challenges that school districts face today. Congratulations to this year’s recipients:

PINNACLE OF EXCELLENCE AWARD RECIPIENT

Jeremy Larson, EdD Superintendent

Paris Union School District 95

Paris, Illinois

School-Based Health Center

Faced with challenges in student attendance, increasing staff healthcare costs, and a high number of crisis calls due to mental health concerns, the district partnered with a local hospital to create a healthcare clinic that provides comprehensive care and is tailored to the needs of the community.

Worcester, Massachusetts

Student Transportation Initiative

Faced with significantly increasing transportation costs, limited competition for bids, and a noticeable decline in customer service, Worcester Public Schools moved student transportation from primary contracted services to fully districtoperated transportation for the 2022–2023 school year. The district realized savings totaling $3.5 million last year, added 46 teacher positions and improved transportation customer service.

Bobbie Stuart

Business Manager

Bayard Public Schools

Bayard, Nebraska

Jesse Walck

Business Manager

Panther Valley School District

Lansford, Pennsylvania

Municipal Partnership for Campus Services

Panther Valley had scaled back maintenance staff and tabled many projects due to finances, including a much-needed parking lot repaving. A shared municipal services agreement with municipalities within the district’s footprint allowed the municipalities to perform site work at material cost, in exchange for the district allowing the municipalities to utilize their equipment and facilities when needed.

School-based Childcare Initiative

Lack of childcare was a challenge for rural Bayard, Nebraska, and was affecting the district’s teacher recruitment and retention. The district partnered with the city to establish

D S

Honoring Visionary Leadership

The highest honor in school business, the Eagle Awards recognize K–12 business professionals for their exemplary leadership and service to their districts and the school business profession. The awards, sponsored by Equitable, honor leadership, service, and achievement. Congratulations to this year’s recipients.

INTERNATIONAL EAGLE AWARD RECIPIENT

Marvin Dereef Jr., SFO

Chief Financial Officer; Fulton County Schools; Atlanta, Georgia

As CFO of the 89,000-student school system, Dereef is respected for his exemplary leadership, thoughtful approach to stewardship of taxpayer dollars, and focus on students, staff, and the community. In addition to mentoring other school business professionals, he served on the ASBO International Board of Directors, is a frequent presenter for ASBO International conferences and workshops, has served on several ASBO committees, and has written for School Business Affairs magazine.

2023 DISTINGUISHED EAGLE AWARD RECIPIENTS

Assistant Superintendent of Finance and Operations; Old Rochester Regional School District & Massachusetts School; Superintendency Union #55; Mattapoisett, Massachusetts

To say that school business officials juggle many hats is an understatement when considering Howard Barber. Barber serves four school districts with enrollments ranging from 410 to 1,100 students and reports to five school committees.

An active member of Massachusetts ASBO and ASBO International, he has served in various leadership positions, including MASBO president and as a member of ASBO’s Editorial Advisory Committee and Education Advisory Committee. He is a frequent presenter at association conferences, is a Boot Camp presenter, and has written for School Business Affairs magazine.

Assistant Superintendent for Business and Financial Services/CSBO; Joliet Public Schools District 86; Joliet, Illinois

Tamara Mitchell is in her eighth year with Joliet Public Schools District 86, the third largest PreK–8 elementary school district in the state, serving a diverse population of 10,000 students. Like many districts, Joliet PSD 86 is challenged by aging facilities and aging, inefficient mechanical systems. Mitchell works with the director of facilities to address high-priority projects as quickly as possible.

Mitchell’s commitment to leadership is evident in her service to the profession. She is the president-elect of the Illinois ASBO and serves on ASBO’s Editorial Advisory Committee, writes for ASBO publications, and presents at the association’s annual conference.

Assistant Superintendent for Finance and Operations; Fort Sam Houston Independent School District; San Antonio, Texas

Two of the Fort Sam Houston Independent School District’s core beliefs are centered on serving the military child and providing a safe and caring environment.

Working with Joint Base San Antonio–Fort Sam Houston, Julie Novak coordinated the implementation of the school resource officer program, which has grown to two full-time officers serving the district’s 1,600 students.

Committed to giving back to the profession, Novak has served Texas ASBO in a variety of leadership positions, including as president. Her volunteer work with ASBO International includes as a presenter, conference session reviewer, and author.

Julie P. Novak, RTSBA

Howard G. Barber, CPA, SFO

Tamara L. Mitchell

Social Media Marketing: Foundational Terminology

By Nan Wodarz, EdD

Amidst these challenging times, public school leaders must focus on recruiting and retaining staff and students. One of the most compelling ways to market to a specific audience is through social media. Yet, this is an area that many public school districts don’t leverage.

Using social media appears simple on the surface, but using it with intention is actually quite complicated. The terminology alone can be overwhelming. Let’s explore some of the terms used in social media marketing that provide a foundation for launching social media marketing strategies.

Algorithm. An algorithm is a set of rules used to solve a problem. In social media, the term is shorthand for “feed algorithm,” which is the set of rules a social network uses to systematically calculate the position of a post in a feed. For example, if Facebook wants to prioritize posts with the greatest number of “likes,” it adjusts the algorithm of its feed to push those posts to the top.

Understanding the underlying algorithms for each social media platform is key to ensuring that your posts reach your intended audience in the fewest number of clicks or scrolls.

Analytics Analytics is comprised of the data used to find patterns and interpret data related to the performance of your posts. Those data are then used to improve strategy. For instance, a site’s analytics provide information about how long users stayed on a specific page and where they went next. This information can be helpful in organizing a website and minimizing the number of clicks needed to locate information.

Boosted post. A boosted post is a post to your page’s timeline that you can put money toward in order to boost it to an audience

of your choosing. This is the simplest way to advertise on Facebook.

Clickthrough rate (CTR) This analytic represents the percentage of people who not only see your post but also click on it. What counts as a click and what counts as “seeing your post” are different on each platform.

Conversion rate (CVR). This analytic represents the percentage of users who see your post and who then take a specified action—a conversion. A conversion could equate to purchasing a product, signing up for a newsletter, registering for a conference, downloading a document, for example.

Cross-channel. In the world of social media, each network [Facebook, X (formerly Twitter), Instagram, etc.] is considered a marketing channel. Something that is cross-channel, then, goes across several social networks. For example, your district marketing strategy may involve the district Facebook page, Instagram page, and X channel.

Disappearing content. Also called ephemeral content, these posts on social media delete themselves automatically after a set amount of time. Instagram and Snapchat

Stories are notable examples because photos and videos disappear after 24 hours.

Employee advocacy. This is a strategy wherein district employees support and promote the district on their personal social media accounts. This may include sharing content, amplifying the current messaging, or frequently liking and commenting on district posts. One study found that branded messages reach 561% further when shared by employees than when posted through branded channels.

Engagement rate. This metric quantifies how much a post motivates people to interact with it. Typically, the higher the engagement rate, the more compelling the post

Understanding the terminology of social media marketing is crucial to developing an effective campaign.

was. Engagement rate is difficult to compare across social networks because what counts as an “engagement” and what counts as “seeing your post” is calculated differently on each channel.

Evergreen content. This is content that maintains its value over time. For example, an article on strategic initiatives is likely to stay relevant longer than a post about kindergarten graduation.

FOMO. This acronym stands for Fear of Missing Out, which is the feeling people get when they see posts about events or opportunities they want to know more about. Marketing experts often leverage FOMO by making exclusive or limited-time offers that users need to take action on quickly to avoid missing them. For example, think of “early-bird pricing.”

Impressions. This is a metric that measures how many times a post has been shown in users’ feeds. Unlike reach, multiple impressions are

counted for single users if they have looked at a post more than once. Each social network counts impressions differently.

Key performance indicator (KPI). KPI, a familiar concept for most SBOs, is a chosen metric used to measure progress toward a goal. KPIs are the most important statistics to track in order to determine if the objectives of a campaign are being met.

Post impressions. Post impressions simply indicates that a post appeared in a timeline or feed; it does not necessarily mean that people read it, clicked it, or engaged with it in any way.

Reach. This metric tells us how many people have seen a specific post. It differs from impressions in that even if a user sees a post multiple times, it is still counted as one person reached. Reach is an important metric for understanding how large the audience is and measuring progress toward goals.

Evolving Language

Any time we venture into a new realm, there is a new language to learn. Social media marketing is no exception. Social media channels are, in fact, far surpassing former channels like print and radio advertisements. This means that the language will only continue to evolve, and we will have to make an effort to remain current.

With your newfound expertise in social media lingo, you are now ready to tackle some important marketing strategies to enhance the communications of your district. More about that in November School Business Affairs.

Resource

“Social Media Terms and Definitions to Know.” Brandwatch www.brandwatch. com/blog/social-media-buzzwordsmarketers-need-to-know.

Nan Wodarz is interim head of Linden Hall School for Girls in Lititz, Pennsylvania. Email: nanwodarz@gmail.com

Fourth Amendment Update: Avoiding Strip Searches

By Charles J. Russo, JD, EdD

In March 2023, the mother of a middle school student in Oklahoma sued the principal and a school resource officer alleging that they violated her daughter’s Fourth Amendment right to be free from unreasonable searches and seizures (Somasundaram 2023).

The claim alleges that educators stripsearched the student in May 2021 when they suspected that she and a friend were carrying vaping devices even though both denied the accusation. Acting pursuant to a board policy, the principal allegedly asked the student to lift her shirt high enough and spin around so she could “view the minor child’s bra.” The dispute is awaiting trial as this article goes to press.

As educators enhance school safety by preventing dangerous items from entering learning environments, they must develop up-to-date policies in compliance with the Fourth Amendment’s prohibition against unreasonable searches and seizures.

Litigation on the Fourth Amendment

In its first case involving the Fourth Amendment in public schools, New Jersey v. T.L.O. (1985), the Supreme Court upheld the authority of education officials to search students and their property. Later, the Court twice upheld suspicionless drug testing of student-athletes (Vernonia School District 47J v. Acton 1995; Board of Education of Independent School District No. 92 of Pottawatomie v. Earls 2002a, 2002b). Subsequently, the Court invalidated a strip search of a student for drugs in Safford Unified School District No. 1 v. Redding (2009).

New Jersey v. T.L.O.

At issue in New Jersey v. T.L.O. was an assistant principal’s search of a student’s

purse that led to her being adjudicated as a juvenile delinquent for possessing marijuana. Ruling in favor of the State of New Jersey, the Supreme Court justices devised a two-part test to evaluate the legality of searches by school officials. First, school officials must consider whether the search was justified in the first place. Second, the officials must determine whether the search as conducted was “reasonably related in scope to the circumstances which justified the interference in the first place” (341). The Court added that “a search will be permissible in its scope when the measures adopted are reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction” (342).

The Court explained that a search is justified at its inception when there are reasonable grounds for suspecting that the search would turn up evidence that the student violated or is violating the law or the rules of the school based on (1) the nature of the offense, (2) the source of information that prompted the search, and (3) the age and sex of the student. Reasonable suspicion for searches is a subjective measure based on specific facts that must be more than a mere hunch, but significantly less than the probable cause standard applicable to the police.

Because school—also known as administrative—searches are designed to ensure safety where usually large numbers of students and relatively few adults are present, educators need only articulable justification in order to proceed.

Safford Unified School District No. 1 v. Redding

Controversy over the Fourth Amendment in schools continues with regard to an even more intrusive form of searches: strip

Search and seizure continues to be a relevant issue for school districts to consider.

searches. Following T.L.O., courts have reached mixed results over strip searches for personal items rather than drugs or other contraband and whether officials can be personally liable for conducting or ordering others to carry our strip searches.

The Supreme Court addressed strip searches in a dispute from Arizona, Safford Unified School District No. 1 v. Redding (2009). In Redding, an assistant principal ordered a school nurse and an administrative assistant to strip-search a middle school student in an attempt to locate ibuprofen.

Relying on T.L.O., the Redding Court affirmed that the search was unconstitutional because the assistant principal lacked the requisite level of suspicion insofar as he was looking for what he knew were over-the-counter medications. The justices noted that regardless of how much the presence of the pills violated board policy, the assistant principal had no basis on which to suspect that the student was distributing large amounts of drugs or that she was hiding painkillers in her underwear.

At the same time, the Supreme Court decided that the assistant principal who ordered the search was entitled to a grant of qualified immunity. The justices refused to impose personal liability on the assistant principal for financial damages because the law on strip searches was unclear when he ordered the two employees to act, nor were the student’s rights clearly established. Post-Redding, educators and staff involved in strip searches risk being liable personally if they strip-search students.

Later Developments

Following Redding, courts have reached mixed results on strip searches for personal items as opposed to drugs or other contraband. These results highlight the need for boards to have sound policies in place.

In an early case, the Seventh Circuit upheld a drug-related strip search of a student even though his mother refused to consent to a patdown and he became visibly agitated when searched. The court was satisfied that educators met both prongs of the T.L.O. test because they acted on reasonable suspicion (Cornfield by Lewis v. Consolidated High School District No. 230, 1993).

Where school officials asked a student to lift her shirt to look at a cut on her body and examined her cell phone for evidence of self-harm, a federal trial court in New York rejected her claims that they violated her Fourth Amendment rights (Masciotta v. Clarkstown Central School District 2015).

A high school student and her mother sued their school board and various officials who searched her after they saw a depiction of a cat carved into her leg. The cuts on the student led educators to ask her to lower her pants so they could search her for bruises and to lift her shirt to look at a cut on her body. The officials’ actions were prompted by photos on the student’s cell phone giving rise to their fear that she engaged in self-harm. The search did not reveal any bruises or other cuts on the student.

The federal trial court granted the school board’s motion to dismiss the suit. Rejecting all of the student’s claims, the court found that officials did not violate her Fourth Amendment rights because in examining her for signs of possible self-harm, they were motivated by learning whether she might have needed medical care for the cuts. The court indicated that because officials acted out of the concern for the student’s physical well-being, their actions neither violated the Fourth Amendment nor were so egregious as to shock the conscience, the standard she would have had to meet in order to have prevailed.

Conversely, the Sixth Circuit affirmed that school officials in

Kentucky who strip-searched students for money, a credit card, and other items of value were not entitled to qualified immunity (Knisley v. Pike County Joint Vocational School District 2010a, 2010b), meaning they were personally liable for damages. The court pointed out that clearly established case law put the board and its employees on notice that such a search was unconstitutional.

More recently, the Eleventh Circuit affirmed that education officials in Alabama who twice strip-searched a 14-year-old high school student as part of a drug investigation were not entitled to qualified immunity in her suit alleging violations of her Fourth Amendment and other rights (T.R. by and through Brock v. Lamar County Board of Education 2022). The court agreed that the superintendent, principal, a school counselor, and others were not entitled to be shielded from liability when they strip-searched the student in an unsuccessful effort to locate marijuana on her person. The record revealed that during the first search, the principal and counselor directed the student to remove her clothing, lift her breasts, and bend over for an inspection.

Recommendations

Under the two-part test the Supreme Court enunciated in T.L.O., officials can search student property under a variety of circumstances. Moreover, it is worth noting that while the Redding Court invalidated the search for over-the-counter medications as overly intrusive because it was not reasonable under T.L.O., it did not explicitly forbid the use of strip searches in all circumstances, such as when officials might be seeking weapons.

Still, educators should tread with great caution by not strip-searching students and relying on less intrusive means such as handheld wands to detect the presence of metal or other

contraband to ensure legitimate student expectations of privacy.

Even though courts reach mixed results when strip searches are based on individualized suspicion and many cases have not resulted in personal liability, the expense of litigation and the resulting turmoil in districts are costs that cannot be measured adequately. In fact, the human cost in negative feelings and distrust over strip searches that may fester for years may make them not worth conducting. As such, education leaders may wish to consider the following suggestions in devising and revising their policies on intrusive searches.

First, when devising, or more likely revising, strip-search policies, boards should ensure that teams involve representatives of key constituencies because ensuring cooperation provides invaluable assistance. At a minimum, committees should include a board member, the board lawyer, a building-level administrator, the school business official, at least one teacher, a staff member, a local representative of a law enforcement agency, parents, and a student. Having a student member, particularly from secondary and middle schools, can be particularly helpful because they can help gain support from their peers.

Second, policies—which should be incorporated into student and faculty handbooks as well as material sent home to parents—must include clear, precise statements that identify when such invasive searches can occur. Policies should also highlight the fact that because students have diminished expectations of privacy in schools, educators may conduct invasive searches to ensure the safety of all in their schools.

Third, policies should require students and their parents to sign forms acknowledging that they understand and will abide by school rules, especially with regard to grounds for searches.

Fourth, policies should make it clear that educators should perform strip searches only as a last resort after first asking students to empty their pockets. Educators should never touch students during searches. Rather than use strip searches, officials should have students sit in offices or other secure locations with their hands on top of a table or desk to ensure that they are not reaching for anything while officials contact their parents to observe searches of their children using a handheld wand or similar device.

Fifth, should educators find it necessary to conduct more intrusive searches, such as pat-downs or using wands, they should

• Act on accurate information, not uncorroborated evidence;

• Include guidelines and strategies limiting the discretion of school personnel during searches;

• Ensure that school personnel and witnesses in any kind of search are of the same gender as the students to safeguard their privacy rights; and

• Videotape searches as a record of what occurred.

Sixth, boards should provide regular professional development for all staff members to learn how to address searches and what to do should the situation arise.

Seventh, policies should call for age-appropriate instruction for students about the need to avoid bringing contraband to school and what may occur if they are subjected to searches.

Eighth, boards should offer information sessions for parents and community members, similar to those for educators and students, highlighting why they may find it necessary to engage in such intrusive searches.

Ninth, boards should review their policies annually to ensure that they are up-to-date with developments in

state and federal case law and statutes on student searches.

Conclusion

Because legal issues tend to evolve at a faster pace than most areas involving schools, and the cost of litigation continues to escalate, school business officials, their boards, and other education leaders should ensure that their search policies are up-to-date. By keeping policies current, school business officials and other education leaders can enhance the likelihood of helping their boards save money by devising plans designed to protect student safety while avoiding costly legal battles.

References

Board of Education of Independent School District No. 92 of Pottawatomie v. Earls, 536 U.S. 822 (2002a), on remand, 300 F.3d 1222 (10th Cir. 2002b).

Cornfield by Lewis v. Consolidated High School District No. 230, 991 F.2d 1316 (7th Cir. 1993).

Knisley v. Pike County Joint Vocational School District, 604 F.3d 977 (6th Cir. 2010a), cert. denied, 562 U.S. 926 (2010b).

Masciotta v. Clarkstown Central School District, 136 F. Supp.3d 527 (S.D.N.Y. 2015).

New Jersey v. T.L.O., 469 U.S. 325, 341 (1985).

Oklahoma Statutes, Title 70 § 24-102 (2001).

Safford Unified School District No. 1 v. Redding, 557 U.S. 364 (2009).

Somasundaram P. 2023. “Middle-Schooler Forced to Show Bra during Vape Search, Lawsuit Says,” Washington Post, March 13.

T.R. by and through Brock v. Lamar County. Board of Education., 25 F.4th 877 (11th Cir. 2022).

Vernonia School District 47J v. Acton, 515 U.S. 646 (1995), on remand, 66 F.3d 217 (9th Cir. 1995).

Charles Russo, legal issues liaison for ASBO’s Education Committee, is Joseph Panzer Chair of Education in the School of Education and Health Sciences

(SEHS), director of SEHS’s PhD program in educational leadership, and research professor of law at the University of Dayton, Ohio. Email: crusso1@udayton.edu

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ANNIVERSARIES/WELCOME NEW MEMBERS

Congratulations to all of our members celebrating ASBOversaries this month! And Welcome to our newest members, we’re happy to see you.

asbointl.org/Anniversary | asbointl.org/NewMembers

Add To Your Calendar

Empowering School Business Officials with the Power of AI Technology webinar

December 5–6 | Online

Leadership Forum *Registration is Open*

February 8–10 | San Diego, CA

Letter to the Editor

Did a particular School Business Affairs article resonate with you? Did you learn something significant? Take issue with an author’s perspective? Tell us what you think. Send your letter to the editor to asbosba@asbointl.org.

MEET SARAH!

Annual Conference & Expo

The ASBO Staff is excited to see you in National Harbor! asbointl.org/ACE23

Volunteering

Giving back to your profession provides a sense of purpose. ASBO International has several volunteer opportunities with varying time commitments.

https://www.asbointl.org/Volunteer

Asking for a Friend

Have a question for your colleagues on the Network but want to remain anonymous? Email askingforafriend@asbointl.org.

Sarah Viera, Mequon-Thiensville School District Member Since 2017

What advice would you give your younger self?

BE CONFIDENT! Take the time to learn who you are. What are the strengths, accomplishments, and qualities that make you great? Believe in yourself and trust your abilities–you will grow so much personally and professionally!

Equip yourself for success. A complimentary digital copy of the International School Business Management Professional Standards and Code of Ethics is included with your membership!

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Get to Know Charles Warren

Chief Financial Officer

Fort Smith, Arkansas

“Coming from a family of educators, the parent-teacher association seemed as close as I could get to education as an accountant. I served as treasurer and president at the local, district, and state levels and got to know the superintendent. He saw me run meetings and advocate for public education. I believe my work with the PTA gave my bid for a job with the district in 2009 an advantage.”

“When ASBO International’s Certified Administrator of School Finance and Operations (SFO®) designation came to my attention and I realized there were continuing professional education credits available at the conferences, I decided to get involved, and I’ve been back every year.”

“I was told it would take three full years to get comfortable in this industry. For me, that was spot on. You have to experience the cycles of a school year before you get it. I remember the day I went to a required annual training presentation and I understood every slide. I realized I ‘had arrived.’”

Enjoys speaking in film quotes and acting with his wife in local summer musicals and improv shows. “Nobody expects an accountant to do improv.”

“I’ve made contacts with vendors in the AC&E Exhibit Hall that are making our district better and more efficient.”

“Each year I try to choose one district procedure to write. It takes a long time to study each procedure to determine how best to approach, and—more importantly— document, and I am amazed how many situations develop that need to be specifically addressed. I’ve turned more than one of these procedures into classes that I teach for our state affiliate.”

Received ASBO International’s Pinnacle of Excellence Award for an innovative partnership with a community church to prepare and provide food for the district’s high school students while both cafeterias were under renovation.

Learn more about Charles Warren's school business story at asbointl.org/Spotlight

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