casbo school business summer 2010

california

California Association of School Business Officials Summer 2010

schoolbusiness

THE QUEST TO COMMUNICATEBudgets are tight at same time school communications are critical

LUCKY NUMBER 13?Proposition 13: School funding folly or fair fix?

TAKING BULLIES BY THE HORNSKeeping your district out of trouble on one of schools’ current hot issues

2 | California School Business

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contents departments 9 Checking in CASBO ‘For the members, by the members’– a legacy and a tradition MollyMcGeeHewitt

10 Mail bag

13 Bottom line Finding opportunities in challenging times ReneeHendrick

15 In focus CASBO member profile: Ron Lebs 42 Out & about Photos from the 2010 CASBO Annual Conference and California School Business Expo

44 Book club TheDeathandLifeoftheGreatAmericanSchoolSystem

45 First person We are all ambassadors of the CASBO brand JodiJackson

50 Last words

cover story28 The quest to communicate Budgets are tight at same time school communications are critical JuliePhillipsRandles

interview17 New education secretary weighs in on school funding, proposed cuts Bonnie Reiss talks short-term goals, education budget issues JuliePhillipsRandles

features23 Lucky Number 13? Proposition 13: School funding folly or fair fix? LindaA.Estep

37 Taking bullies by the horns Keeping your district out of trouble on one of schools’ current hot issues JulieSturgeon

Volume 75 Number 2 Summer 2010

23

15

37


publisher

editor in chief

features editor

contributors

editorial assistant

design/layout

advertising art

casbo officers

president

president-elect

vice president

immediate past president

advertising sales manager

Molly McGee Hewitt

Jodi Jackson

Julie Phillips Randles

Linda A. Estep

Dennis Meyers

Julie Sturgeon

Kevin Swartzendruber

Kristen Jacoby

Sharon Adlis

Lori Mattas

Renee HendrickOrangeCountyDepartmentofEducation

Gary MatsumotoHaciendaLaPuenteUnifiedSchoolDistrict

Michael JohnstonClovisUnifiedSchoolDistrict

Sharon KetchersideSacramentoCountyOfficeofEducation

CiCi TrinoAssociationOutsourceServices,Inc.115SpringWaterWayFolsom,CA95630916.990.9999

www.casbo.org

CaliforniaSchoolBusiness (ISSN# 1935-0716) is published quarterly by the California Association of School BusinessOfficials, 1001 K Street, 5th Floor, Sacramento, CA 95814. (916) 447-3783. $2 of CASBO membership dues goes towardthe subscription to CaliforniaSchoolBusiness magazine. The subscription rate for each CASBO nonmember is $20. Periodicals postage paid at Sacramento and at additional mailing office. Send address changes to the CASBO membership department at 1001 K Street, 5th Floor, Sacramento, CA 95814.

Articles published in CaliforniaSchoolBusiness are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in CaliforniaSchoolBusiness is not implied or expressed.

Copyright 2010 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in wholeor in part, without the prior written consent of the publisher.

Published June 2010

ABOUT CASBO

A private, nonprofit corporation,

CASBO was founded in 1928 and

is the oldest statewide school

administrator’s organization in

California. Association members

are the voice of the industry

and oversee all areas of school

business management and

operations, including finance,

accounting, payroll, human

resources, risk management,

transportation, school nutrition,

maintenance and operations,

information technology, purchasing,

school safety and school facilities.

CASBO MISSION

The mission of CASBO, the leader

in school business management,

is to set the standard for best

business practices and policies

that support public education

through high-quality professional

development and effective advocacy,

communication and collaboration.

STRATEGIC PLAN

In April 2007, the association

adopted its new strategic plan

that will serve as a road map for

the organization’s activities for the

next several years in the areas of

administration and governance,

professional development,

advocacy and policy, marketing

and communications, and

membership and partnerships.

For more details on the strategic

plan, visit our website at www.

casbo.org. The plan can be found

under the “organization” link.

http://www.casbo.org

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Summer 2010 | 9

checkingin

CASBO ‘For the members,by the members’– a legacy and a tradition

What does CASBO do for you? What does it mean to you? In your personal and professional life, has CASBO

played a role in your career or leadership development? Interesting questions being asked in interesting times.

Questions that demand and deserve our attention.

CASBO has always been an organization for the members and by the members. Our members are the heart

and soul of this association. We are not a faceless group with a head office somewhere that is run by dis-

interested bureaucrats. We are an incredible organization with a legacy and a rich tradition of true member

engagement and direction. Thanks to the strong foundation that has been built by our member leaders and

professional staff, we continue to evolve and meet the changing and dynamic needs of our members.

The professional world of school business officials has changed dramatically since CASBO was founded in

1928. The profession has witnessed and experienced shifts in demographics, politics, technology and the

arrival of the Internet. Add to this changing school systems that provide more services to student and adult

learners and employees today than ever before, and it’s clear that those founding leaders could not imagine

the world in which we now live. However, I’d venture to say that they could imagine the need for professionals

to band together, to meet together, to share information and resources and to create an association that would

serve the business side of the schoolhouse.

Member leadership and participation at all levels in our association is a CASBO legacy and a continuing tradi-

tion. While the need for involvement and leadership remains, the jobs have changed as society has changed.

We still need members to mentor and network with other members, we still need professional councils to

create workshops and programming, we still need member leaders to participate in a wide variety of com-

mittees. We continue to need members to create and implement our strategic plan and to chart our future

course. In other words, we need you. Your talents, your thoughts, your ideas, your professional expertise – your

leadership.

As a member of your professional staff, I am honored to serve with a team of talented and dedicated col-

leagues who share your vision and your goals. The goals of CASBO are corporate and are not based on any

one individual. We pledge ourselves to continue to partner with you to continue the CASBO legacy and tradition

of “For the members and by the members.”

Together with you, the future holds great possibilities!

Molly McGee HewittInterimExecutiveDirector

Thanks to the strong foundation that has been built by our member leadersand professional staff, we continueto evolve and meet the changing and dynamic needs of our members.


mailbag

Letters to the editorGetting to the greater good

The column in the spring issue of CaliforniaSchool

Business made a compelling argument for the

problems facing all of us due to the inability of the

major political parties to move toward the middle.

I imagine I am one of many who are also question-

ing the actions of both parties, and beginning to

look for other solutions.

I, too, have become weary of the growing sense of

entitlement at all levels of government and society.

What has happened to the sense of making one’s

own way in this life? Grew up poor? Strive to do

better. I did. Success requires sacrifice, but the

payoff is tremendous.

And do some good along the way. Everyone can

find an opportunity to benefit someone or society

as a whole in some way. When was the last time

you walked down the street, looked a stranger in

the eye, smiled and said, “hello.” Finding small

ways to make the world better costs us nothing.

If we all agree to work for what we want, be kind

along the way and give a little back, we will have

made a positive impact on the world.

Shauna Stark

Budget&accountingmanager

SanDiegoCountyOfficeofEducation

CaliforniaSchoolBusiness magazine welcomes “Letters to the Editor” on subjects covered in previous issues. Please send your letters to [email protected]. All letters are edited for content, space and style considerations.

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bottomline

By Renee Hendrick CASBO President

Finding opportunities in challenging times

During difficult times like these, the experience and dedication of casbo members is crucial.

I am very honored and excited to

serve as president of casbo in the

coming year. Though these are very

challenging times for California

schools, with every challenge

comes new opportunities.

During difficult times like these, the experience and dedication of casbo members is crucial. As casbo members continue to be on the leading edge of their profession, we as an organization must be able to adapt to their changing needs.

With this in mind, one goal of my presidency will be to focus on enhancing our professional development programs. To meet this goal we will be launching our first online program and will be looking at new opportunities to deliver professional development in methods that better meet members’ needs.

Resources are limited for all districts, but we must also recognize that the ma-jor reductions in support staff at many districts make the need for training more crucial than ever.

We cannot expect professionals to be successful with added responsibilities without providing the tools and train-ing necessary for the new jobs. casbo members are extremely resourceful and have used networking and peer sup-port to share information and to pool resources for years through our profes-sional councils (formerly known as r&d committees).

Strategically using our resources and our relationships to meet the challenges ahead will be crucial for our school dis-tricts. Our dedication to our profession and the children we serve has consistent-

ly enabled us to tackle these challenges with dedication and perseverance.

A second area of focus during my presidency will be working with our sections and professional councils to implement the new Manual of Proce-dures (mop) and committee structure under our strategic plan. Our member-driven nature makes casbo unique and extraordinary, and we need to be sure that member needs and expectations are always our first priority.

casbo has been instrumental in enhancing and promoting the careers of many school business professionals. We

may have begun our careers with a job and have since seen it evolve into a mul-tifaceted profession. We may have started in one discipline with limited knowledge and responsibilities and today find our-selves with supervisory, management and executive-level positions. Our experiences with casbo have been positive leadership, growth and training experiences.

The skills we acquire in our school districts and through our work on profes-sional councils, section leadership and other casbo committees have given us expanded connections, additional skills in public presentations, management and human resources. The implementa-tion of our mop and the new committee structure will help us to continue to pro-

mote our members and to expand their skill sets.

Finally, I look forward to working with our dedicated casbo staff to explore innovative business models that ensure we are able to continue to grow and pros-per. I am excited to work with Immediate Past President Sharon Ketcherside on a new task force that will examine our partnerships with associate members – a key segment of our association.

It will be a challenging year ahead, but I am confident that the dedication of your casbo executive board and staff will also make this an exciting and rewarding year. I look forward to seeing you at the many upcoming casbo events.


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infocus

Summer 2010 | 15Photography by Hope Harris

Ron Lebs Sense of contribution is key to his career, personal life

“Tenacious” is one of the words Ron Lebs modestly uses to describe himself.

Add to that descriptors like “optimistic” and “engaged” and you begin to get a

good picture of just who Ron Lebs, deputy superintendent, business and support

services, for the Capistrano Unified School District, and member of CASBO’s

Governance Implementation Team (GIT), really is.

Lebs earned a bachelor’s degree in finance/accounting from Cal Poly San Luis

Obispo. After graduating, he volunteered with a relief and development organi-

zation in Peru, and then worked as a general contractor before finding a home

in school business in 1996. His school business career includes experience as

a CBO and facilities director for Sylvan Union School District, and as a project

supervisor for King City Public Schools.

On behalf of CASBO, Lebs has served as chair of the Central Section Facilities

R&D, has been a key member of the GIT which spent three years re-engineering

the policies and procedures that govern the association, and is currently chair

of the State School Facilities Professional Council. He also spent 18 months

assisting in the rewrite of the Proposition 39 charter school facility language

alongside Sandra Silberstein, CASBO’s former advocacy and policy director, and

is a frequent speaker at CASBO workshops.

And he’s committed to two key goals: contributing and making a difference.

“There is something very noble about what we do in schools; I feel a sense of

accomplishment when I can come to work each day, create a better environment

for the students and contribute to the educational community as a whole,” Lebs

described. “That’s a personal value.”

When it comes to making a difference, one way Lebs met that goal recently was

with his dedication to updating CASBO’s Manual of Procedures (MOP). “I like

being engaged where I can have an impact and make a change. CASBO is about

growing leaders and helping them become the next generation of school busi-

ness officials. The MOP rewrite takes CASBO into the next generation and creates

policy that reflects who we are today and where we’re going.”

Lebs is also optimistic to the core. “I have a realistic approach. Times are tough

and will be for the foreseeable future. We have to be prepared for the long haul,

remain focused and surround ourselves with a committed team that shares those

same values. I’m fortunate to have found that in my own district, as well as with

my colleagues in CASBO,” he said.

As for the reasons behind his involvement in CASBO: “You should always have

several people on speed dial that are smarter than you,” Lebs joked. “CASBO is

the best way to collaborate with colleagues, increase your impact and multiply

your knowledge base. And, we all need someone to commiserate with from time

to time.”


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By Julie Phillips Randles

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New education secretary weighs in on school funding, proposed cutsBonnie Reiss talks short-termgoals, education budget issues

Bonnie Reiss, an operating advisor to a private equity

firm and former advisor to Gov. Arnold Schwar-

zenegger, was appointed California State Secretary

of Education by the governor in February. In appointing Reiss, Schwarzenegger called her a “dynamic

and driven advocate for public education in California,” and a “proven ally in upholding the academic standards that make our public university system the best in the world.”

Reiss succeeds former Education Secretary Glen Thomas, who stepped down in early 2010. Previous education secretaries in the Schwarzenegger administration are Dave Long, former superintendent for Riverside County; Richard Riordan, former mayor of Los Angeles; and Alan Bersin, former San Diego schools superintendent.

The secretary of education is the primary education adviser to the governor and is charged with creating, promoting and supporting the governor’s policies that ensure access to qual-ity education for all Californians. The secretary also serves as the governor’s chief liaison to the state Board of Education. As education secretary, Reiss also oversees projects that benefit California’s children, especially after-school programs.

Since 2007, Reiss has served as operating adviser to Pegasus Capital Advisors, a private equity firm committed to investing in and developing scarce resources, commodities and sustainable companies. From 2003 to 2007, she served as senior adviser to the governor, advising him on major policy initiatives including education, the environment and children’s issues. From 1994 to 2003, Reiss served as founding president of the Inner-City Games Foundation, later renamed After School All-Stars. In 1988, she founded the Earth Communications Office where she led the effort to use media for public awareness campaigns of environmental issues. She has also worked as an entertainment lawyer, accountant, producer and writer.

Reiss has served on the University of California Board of Regents since 2007. She serves on the board of directors for After


Bonnie ReissNew education secretary weighs in on school funding, proposed cuts

continued on page 20

School All-Stars and the Governor and First Lady’s Conference on Women. In 2007, Reiss received the William S. White Lifetime Achievement Award from the u.s. Department of Education for her advocacy in public education. She was the 2006 recipient of the Advocate of the Year Award from the University of Califor-nia Student Association. From 2004 to 2006, Reiss served on the California State Board of Education.

Reiss has a bachelor’s degree in business administration from the University of Miami and a juris doctorate from Antioch Law School.

She recently spoke with casbo about her life, her plans for her time in office and the current state of public education in California.

CSB: What is the last book you read?Reiss: “The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being,” by Daniel J. Siegel.

CSB: What is the best advice you have ever received? From whom?Reiss: From Arnold (Schwarzenegger) about 25 years ago. It was really about don’t let what other people think determine the path you want to take. If you believe in yourself, follow that path. It was both the advice he gave and watching him put it into action that had such an impact on me.

CSB: What is one of your hidden talents?Reiss: I like to write poetry, the kind that looks at things with a different view of the world, somewhat like the movie “Into The Wild.”

CSB: You’ve been a trusted adviser to Gov. Schwarzenegger for many years and you know him as well as anyone. What is his long-term vi-sion for public schools?Reiss: I guess it would be for parents to be given enough choice within the public school system that parent involvement forced accountability with schools and districts, and thus forced the education product to be up to par. It’s consistent with the idea that if schools are failing, parents should be able to transfer their kids to another school. It’s consistent with a philosophy of how do we make sure parents have all the information they need, that it’s easily understood, and then give them choice. He believes that is what it will take to create a better product. The other phi-losophy he has is for the state to have very high standards and then to have real systems of accountability in place. Then, to step back and get out of the way of school superintendents.

CSB: There are only a few months left in the governor’s administration, what do you hope to accomplish in such a short time?

Reiss: There are a few initiatives the governor has begun that still need to be pushed further. One is digital textbooks. California is in the lead in the country and we want to make sure that gets pushed as far as it possibly can. Then there’s looking at making sure the reforms passed last year are really implemented. Also pursuing more stem (Science, Technology, Engineering and Math) work – that math and science are advanced as much as possible. How do we see what models like those in Singapore are doing and support similar models? The other thing that is com-ing up is the 50th anniversary of the California Higher Education Master Plan, so that’s a priority. Looking at reliable, consistent funding for higher education and encouraging the Legislature to be looking at some mechanisms to give reliable funding to higher education. Both the governor and I are committed to working with all three systems (k-12, community colleges and uc/csu) to support keeping their greatness. Career tech educa-tion is also a big priority for him and he’s asked me to see if we can advance that.

CSB: Each person who has held the secretary of education position has had a unique perspective. What special skills and experiences do you bring to the job?Reiss: I think that I have perspective both from being on the state Board of Education and the uc Board of Regents. And having run after-school programs, I’ve probably been in more low-income schools than most people. So I bring kind of a holistic look at how everything is connected and interconnected.

CSB: By anyone’s reasonable definition, California schools have made tremendous cuts over the last several years. The Sacramento Bee finally said as much in a March 2010 editorial. How can we continue to have the highest academic standards for our students in the coun-try, and among the very lowest levels of per-student support for our students, and still hear from elected leaders like the governor that there is still room to cut?Reiss: Whether its cuts next year or that the federal dollars are not coming, getting to the bottom line, the truth is schools have had budget problems when California and the u.s. have eco-nomic downturns. Of course our schools have been impacted. That’s a given. With that said, funding is really only one part of the equation. But because it’s only one part, the governor believes strongly that ultimately why California is impacted worse across the board when there is an economic downturn is that the kinds of taxes the state relies on are the kind that are very volatile. Even in the downturn years, personal income was off by 3 percent, but state tax revenue was off 23 percent. That is a core problem for the California budget which will impact everything,

Summer 2010 | 19

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continued from page 18

and that’s very bad for every entity that relies on state funding. When you have a roller coaster system of revenues, that is going to create those problems.

The other one is a significant rainy day fund that California doesn’t have, so when you do have ups and downs, a prudent state, like a prudent family, would not spend everything. They would put money aside so that when you have a downturn, you’re not cutting all these programs. Proposition 98 was put forth by the Education Coalition and supported by the voters and it’s a complicated system. But ultimately, the Proposition 98 formula itself is subject to the economic volatility based on the ups and downs of the state.

Funding is not the only part of the equation; no one would deny that reliable funding is very important. It’s really important for people within education not to say ‘just give us more money.’ They have to have an open, honest conversation about the other parts of the equation.

CSB: One of the governor’s budget proposals is to require that school districts implement a $1.5 billion revenue limit cut by targeting spe-cific central office expenses. How do you see this proposal? Does the

governor really believe that local school boards have not made the right decisions in implementing the $1,200 per ada in cuts that have come their way over the past 18 months?Reiss: In recent discussions with the governor and in participat-ing in meetings with superintendents, let me say that I believe the governor is willing to look at and talk with some Education Coalition members like your organization about how that looks in terms of if there is flexibility. Let’s look at flexibility not just in finances, but with other issues. I think that in recent discussions, because the governor is seeing the success superintendents are able to have, he’s willing to look at more flexibility issues, as long as it’s within the context of all issues, not just funding. z z z

Julie Phillips Randles is a freelance writer based in Roseville, Calif.

Do you have an opinion or a comment on this article? CaliforniaSchoolBusinessmagazinewelcomes “Letters to the Editor.” Please send your letters to [email protected]. All lettersare edited for content, space and style considerations.

Bonnie ReissNew education secretary weighs in on school funding, proposed cuts

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It seemed a good idea at the time. Now, 32 years after California vot-

ers overwhelmingly passed the People’s Initiative to Limit Property Taxation, commonly known as Proposition 13, the state teeters on the edge of a fiscal abyss and some observers wonder if the 1978 anti-tax measure must shoulder at least part of the blame.

Spearheaded by lifelong tax fighter Howard Jarvis along with Paul Gann, Proposition 13 aimed not only to roll back

Lucky Number 13?Proposition 13:

School funding folly or fair fix?

By Linda A. Estep

and stem the rapid rise in property taxes at a time when California was experienc-ing explosive growth, it imposed strict rules on the ability to raise taxes of any kind in California.

For many property owners it meant they would see a stabilization of taxes, allowing them to remain in their homes instead of being priced out by soar-ing market prices and accompanying tax rates. It was an especially welcome relief for those on fixed incomes, and it

provided predictability of property taxes each year.

SERRANO V. PRIEST

For public agencies such as school districts, Proposition 13 meant a severe reduction in revenues derived from property taxes, although the California Supreme Court had ruled more than a decade before in Serrano v. Priest that a finance system for public education

feature

Summer 2010 | 23


based solely on property taxes was unconstitutional, and that those revenues must be more equitably distributed among districts. The revenue-limit funding formula was established after that, using monies from property taxes and state aid for general purposes in school districts.

“Runaway local property taxes are what led to Proposition 13,” explained Dennis Meyers, casbo assistant execu-tive director, advocacy and policy. “Ser-rano v. Priest was about equity.”

But the passage of Proposition 13 meant a smaller pool of revenues to distribute to local governments and school districts. Subsequent legislation reallocated approximately $2.7 billion in property tax revenue from schools to cities, counties and special districts, ac-cording to the California Budget Project, an independent fiscal and policy analysis organization. The result was less reliance on property tax revenues by schools and more state responsibility for school finance. While the pain wasn’t imme-diately felt, many longtime educators

note that funding for schools did begin to diminish after Proposition 13 passed, and they believe it has been a factor in the downward spiral of funding.

“I’m not blaming Proposition 13 as the cause, but it is undeniable that per-pupil funding, as ranked against other states, has gone down since Serrano, and the decline has steepened since Proposi-tion 13,” said Renee Hendrick, casbo president and executive director of business services at the Orange County Department of Education. Hendrick be-lieves the added state control over fund-ing has adversely affected how available funds are spent, and that a return to more local control is what districts really need and want.

Las Virgenes Unified School District Superintendent Donald Zimring agrees, noting that in the 1950s and ’60s the focus in California education was on what was needed in order to teach effectively. Now, he says, the focus is how to spend the money available. He acknowledges that his area posted high approval of Proposi-tion 13, but that the population is coming to grips with the fact that education fund-ing as it is now doesn’t work.

“People were losing their homes,” he acknowledged of the pre-Proposition 13 era. “My taxes doubled in a short time. Ardent education supporters were los-ing their homes,” said Zimring, chair of casbo’s Professional Standards & Lead-ership Committee and a past chair of the Professional Development Committee.

SPLIT ROLL

Zimring also raised the issue of commercial real estate tax rates being modified and, in essence, being calculated differently than residential property. That very sentiment has long been the rallying cry of the California Tax Reform Association headed by Lenny Goldberg.

Proposition 13 caps property taxes to no more than 1 percent a year under the same ownership, with a small inflation adjustment up to 2 percent. Only if the property changes hands is it reassessed at its current value. Goldberg has argued for years that commercial and industrial property owners have skirted higher tax rates through complicated disguised sales. And even if the commercial prop-erty does not change hands, he believes a “split-roll” approach to taxation – where commercial properties would be taxed according to market value, not rates es-tablished years ago and increased only slightly each year – is a more equitable tax plan for California.

“We have an analysis of what coun-ties receive now in property taxes and what they would receive if a split-roll system were implemented,” Goldberg said. His figures indicate substantial increases in property tax revenues are possible with a split roll, and that some larger counties could see well over $100 million more.

“Any discussion of split roll would involve funds going to schools,” Gold-berg added.

The idea has never generated enough steam in past years to get anywhere, but Goldberg believes there now is a growing interest in the concept. “We have a plan and campaign to go for it. Our strategy is to make it real and concrete. Many orga-nizations are willing to help.” Goldberg said he believes casbo would be a wel-come addition to the list of supporters for a split-roll application to property taxes.

HIGH HURDLE TO CLEAR

Changing Proposition 13 in any way is a high hurdle to clear, however. It continues to be a popular component of the state constitution (Article 13a) and generally is regarded as “untouchable.” Tinkering

Lucky Number 13?

Proposition 13 is often called California’s “third rail,” something politicians cannot touch without fear of retribution at the ballot box. Others simply call it California’s Folly.

Summer 2010 | 25

with the mechanism of the measure that saved many from losing their homes is a minefield where few dare to venture. There have been attempts, but each was resoundingly turned back or defeated.

There are also those who feel chang-ing the rules for commercial property owners would be an anti-business move, while others contend a state with crum-bling infrastructure and inadequately funded schools is what will drive busi-nesses out of the state.

Jean Ross is the executive director of the California Budget Project and believes Proposition 13 has been a major factor in the woes of school finance, but not the only one. With the state assuming more responsibility for funding education, she points out that education competes with prisons, health care and higher educa-

tion, among other things. She believes the loss of local control, such as district boards of trustees having the ability to set tax rates, has had a huge impact.

“Local control has disappeared. Board members don’t fear the wrath of voters. In other states, school boards can raise tax rates. If I could suggest one change it would be (lowering) the two-thirds vote requirement of the Legislature to raise taxes,” Ross said.

“Local control is good, but you must watch the equity implications of local control,” she added.

Few, if any, political observers in California have the breadth of knowledge of Dan Walters, columnist for The Sacra-mento Bee. Walters is not so quick to lay the ills of California budget issues and school finance at the Proposition 13 door-

step. He says it is far more complicated than that, pointing to manipulations by lawmakers and governors over the years that impacted school funding.

Recalling the popular anti-tax revolt of 1978 Walters said, “The Legislature had the opportunity to do things before Proposition 13. If it hadn’t happened, something else would have,” he stressed. “Proposition 13 did have a role, but it is not a simple question.”

DEFENDING THE MEASURE

Anyone looking to pick a fight with the proponents of Proposition 13 had better be wearing protective gear. The Howard Jarvis Taxpayers Association is ready to dispute all claims of unfairness, and Executive Director Kris Vosburgh delivers

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a buzz saw of talking points defending the popular measure, especially when it comes to school funding.

“We spend more on teachers than any other state,” Vosburgh said, adding, “The cta is the most muscular force in California politics. Proposition 13 ex-acted nothing with regard to how much is spent on education. The Serrano suit premise was that kids weren’t getting an equal education. Serrano is what limited revenues.”

Vosburgh describes complaints about so-called damaging effects of Proposition 13 as “incestuous nonsense and wishful thinking,” pointing instead to the mismanagement of funds available to local governments and school districts. He says many school administrators per-petuate the urban myth that Proposition 13 has caused the drain of funding for schools.

“The reason the state doesn’t have enough money is that we don’t have enough money,” he said, citing unem-ployment in the state. “What we’re see-ing is that people are fleeing the state because of high taxes. California has the

highest corporate income tax. We’re low in tax rates, but the value of property is higher.”

Vosburgh predictably is opposed to the split-roll concept, claiming that busi-nesses pay more in taxes than people think because every time there is an improvement made on the property, the value of the improvement gets assessed at market value.

In 1978 almost two-thirds of Cali-fornia voters swept Proposition 13 to victory, and it remains as popular today as it was then. Jarvis and Gann’s measure prompted 4 million people to flock to the voting booth in order to approve what altered the way this state collects and spends tax revenues. It is often called California’s “third rail,” something politi-cians cannot touch without fear of retri-bution at the ballot box. Others simply call it California’s Folly.

The likelihood of dismantling the components of Proposition 13 seems dim, if not impossible, given its popularity. And taxing commercial real estate dif-ferently than residential historically has been an uphill battle at best. Some insist it could drive business out of the state.

The Howard Jarvis Taxpayers Asso-ciation is fiercely protective of the provi-sions embodied in Proposition 13, and is accustomed to criticism. It maintains that people who believe Proposition 13 is re-sponsible for diminished school funding do not know or recall the history of the Serrano v. Priest ruling and subsequent action by the state to assume responsibil-ity for school finance.

Some observers contend that the provision in Proposition 13 requiring a two-thirds vote for any tax increase has had the unintentional consequence of limiting funds available to schools. One initiative, Proposition 39, did meet voter approval in 2000, reducing the require-

ment to approve school bonds from two-thirds to 55 percent.

According to the National Education Association, one of several organizations that calculate per-pupil spending nation-ally, education funding in California was declining five years before the passage of Proposition 13, and its steepest decline came 10 years after Proposition 13 was approved.

MAKE IT WORK

So, was it a good idea to roll back and significantly limit tax increases in 1978? For many homeowners at the time, even those who were mortgage-free but drowning in a tsunami of property tax, it was a lifeline. But was it any more than a single element in the perfect storm of the 1970s involving more than a taxpayer revolt?

Howard Jarvis died eight years after Proposition 13 was enacted. He was a fiery anti-tax advocate, embraced as a people’s champion by some, dismissed as a kook in search of a platform by oth-ers. On election night June 6, 1978, with almost 60 percent of the voters having just approved Proposition 13, he stood before television cameras and reporters to declare, “We, the taxpayers, have spo-ken. We have made clear our goal. Now we are watching you, the legislators. It is your responsibility to make Proposition 13 work.” z z z

Linda A. Estep is a freelance writer based in Fresno, Calif.

Do you have an opinion or a comment on this article? CaliforniaSchoolBusinessmagazine welcomes “Letters to the Editor.” Please send your letters to [email protected]. All lettersare edited for content, space and style considerations.

While the pain wasn’t immediately felt, many longtime educators note that funding for schools did begin to diminish after Proposition 13 passed.

Lucky Number 13?

Summer 2010 | 27

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Summer 2010 | 29

cover

By Julie Phillips Randles

We are living in the information age. E-mail, niche publications, smart phones, tweets, customized news reports – there’s information out there and we want it. Now.

Yet as accustomed as we have become to on-demand in-formation delivery, perhaps school business leaders should ask themselves if they are as responsive as they could be their audi-ences’ similar desire for information.

How does your district or county office of education dis-seminate information? Is it enough? Is it accurate? Does it tell your story? Is it hit and miss?

While unprecedented financial times for California schools are today’s reality, so is the information age analogy. Perhaps we’ve reached one of those genuine now-more-than-ever situ-ations. Now, perhaps more than any other time, it’s crucial to communicate with our myriad audiences. The issues are com-plicated, the messages, important.

And maybe the financial cost is not as great as it seems at first glance. In fact, according to one school communications expert, communication is not an expense, it’s an investment.

“Our publics want information, they want it accurate and they want it now,” said Molly McGee Hewitt, casbo’s interim executive director. “In times of crisis, we need to re-evaluate our priorities, and if the priority is a vibrant public education system, then we need to win friends. We cannot do that if no one knows about our programs or supports us.”

Here’s a look at the key issues in school industry commu-nications, tips on how to develop an effective communications

T he

quest to commun icate

Budgets are tight at same time school communications are critical

program or improve an existing one and common missteps to avoid along the way.

What’s in a name?

Pick an era or pick an industry and you’ll find various names for the departments which handle communications tasks. Public relations. Marketing. Public information. Not great labels today, say the experts.

The name for the entity and staff that communicate on behalf of a district or county office does matter, and the proper name for the departments and professionals tasked with sharing and receiving information should be “communications.”

“pr or public relations are terms associated with spin or ob-fuscation. They have become synonymous with manipulation or deception, and should be avoided at all costs,” said Hewitt, who in her career as a school communications expert has trained more than 5,000 superintendents and school board members in com-munications methods. “If we want to have credibility, we need to use terminology and concepts that resonate with our publics.”

Rich Bagin, executive director of the National School Public Relations Association (nspra), has additional suggestions for department names. All focus on the idea that communication should be a “two-way method of working with people and com-municating with people.” He suggests incorporating terms like communications, public engagement or public accountability in department names and titles.


Another option, “constituent relations,” suggested Jac-queline Price, retired assistant superintendent of Capistrano Unified School District and a former president of nspra. At the same time, Price bristled at the importance of honing in on just the right name. “You can call it anything, but it’s really the art of behaving responsibly and the commitment to behaving responsibly,” she said. “If that (the name) really makes a differ-ence in people’s support or the notion of responsible professional behavior, then go for it. If it holds people back because it’s seen as spin, change it, because the need is too great.”

Whatever title is selected, once a communications team is in place, it’s time to talk about appropriate delivery systems that provide information to the publics that districts serve in ways they understand and embrace, Hewitt recommended.

“We must consistently and clearly communicate factual information in language that everyone understands, and find a variety of methods to do that,” she said. “We cannot depend on the school site or pta newsletter to do the job. We must also provide training opportunities at all levels in public schools to successfully share our story.”

It’s a science

Those who work as communications professionals are aware that some see them as party planners or cheerleaders, rather than trained experts. But the experts remind that communications is a profession with a knowledge and resource base – and usually a range of college degrees to back it up.

In fact, communications pros say their role should be that of a key consultant, and that they are best used when conferred with at the management level before a decision is made.

Trinette Marquis, director of communications for the Twin Rivers Unified School District, an institutional casbo member, described her duties this way: “I may have heated debates (with district leaders), but that’s my role – to come in to these decision-making areas and give them a head’s up on where the soft spots are and where the attacks might come from.

“The most valuable thing communications directors can do is help you think through how you handle large decisions, espe-cially the large, painful decisions you are being forced to make,” said Marquis. trusd earned the 2010 Leadership Through Com-munication Award co-sponsored by nspra and the American Association of School Administrators.

In other words, school business officials and district leaders at all levels must be open to learning new skills and exploring new ways of reaching internal and external publics.

“If we need accounting advice, we seek out the professionals who can help us. If we need specialized information in almost any other area of education – from food service to facilities – we seek it out,” described Hewitt. “Why should school communica-tions challenges be any different? Let’s acquire the expertise we need to do the job.”

Picking personnel

While large districts may have a central communications professional, districts with fewer than 10,000 students often assign communications tasks to staff members who have a background in the field, the proclivity, or in some cases, simply draw the short straw.

But the experts say there are better ways to decide just who should take on communications tasks, and various options for affordable outside help. Hiring a trained, experienced profes-sional is always best as making communications an add-on to an executive’s existing duties tends to fail.

“We pay competitive salaries for handling human resources, for those who oversee our money, for those who provide the di-rect service of education, so why not pay a competitive salary for the individual helping to coordinate and guide the very opera-tion of the school district?” questioned Price. “Saying you don’t have the time or money is a cop out, and is very shortsighted.”

Bagin suggested contracted services as another option. A professional can do the job quickly, cleanly and package informa-tion in a way that is easily understood. Complicated issues like funding and budgeting require clear, strategic communication that is best delivered by an expert.

Simply can’t hire a pro? Enlist every employee as an am-bassador, suggested Price. “We, as a school system, need to impress upon our employees the importance of acknowledging that everyone involved in the school system has a role in com-munications. Individual people, collectively, have enormous power. Most live in the community and are believed sources,” Price noted.

the quest to communicate

Our publics want information, they want it accurate and they want it now.

continued on page 32

Summer 2010 | 31

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Whoever takes on the role, the goal is clear, said Bagin: “You are trying to get people engaged so they see the dilemmas you are facing.”

Facing opposition

Any district which has recently hired a communications professional has likely felt the backlash from labor groups and parents who question, often publicly, the need for a “highly paid hack.” In fact, fear of facing this sort of opposition can stop any plans for hiring a communications expert in its tracks. Think again, the experts say.

Price is firm in her belief that a response from labor should not derail the commitment to professional communication. “It’s not a luxury, because it gets down to who we are and how we function as an institution. So to say someone is making too much money to do that is to question the whole validity of the institution.”

In fact in the current environment, with demands for infor-mation coming from myriad hostile sources including unions,

continued from page 30


parents and the media, standing up to the opposition becomes a necessity.

School districts are often afraid to share their side of the story on budget cutbacks or collective bargaining, Hewitt noted. “They don’t want to get into a paper war with the unions, so they remain silent. This silence is too expensive for districts’ credibility and for the importance of the issues. It is not about standing up to unions or opposition, it is about telling the truth and communicating facts that the public has a right to know,” she said.

After all, these same sources are using communications techniques to the hilt, and if districts don’t have the resources to deliver timely, factual information, they are left without a response.

“Being able to effectively communicate in a bargaining crisis is certainly a challenge. You need to be prepared to withstand the attacks that invariably come, and still remain poised. These skills are best developed before you need them, and are then sharpened with experience,” Hewitt said.

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Summer 2010 | 33

Key influentials are free

Every community has them and like it or not, they hold meetings in grocery stores, on soccer fields, during pick-up in school parking lots and in malls. “They” are the key influentials in a community.

nspra’s Bagin suggests creating a database of key influen-tials and bringing them together for a face-to-face meeting with the superintendent and school board president. Once a relation-ship is established, engage the group in helping the district com-municate when an issue comes up or news breaks.

Simply having a genuine conversation with community leaders goes a long way toward building consensus about the issues and reinforces that everyone in the community has a stake in schools.

“Open doors and face-to-face conversations still influence people,” Hewitt said. “It takes courage and conviction – but no funds are needed. Being unavailable and inaccessible only reinforces negative perceptions.”

You are trying to get people engaged so they see the dilemmas you are facing.

http://www.ascip.org


Open doors and face-to-face conversations still influence people. Being unavailable and inaccessible only reinforces negative perceptions.

Funding, in the form of grants, is often available to cover the costs of a communications program, Hewitt reminded. Grants are available to reach such goals as improving parent involve-ment, parent training, and for sites with a large non-English speaking population – all key to the communications function.

Parent-teacher groups and school foundations may also provide funding for public engagement tasks. Communications costs can also be included in school bond campaigns.

Common missteps

In addition to the “to-do” list, there are few pitfalls to avoid.The first – don’t shoot the district in the proverbial foot.

“When boards and superintendents get in conflict, when the community is up in arms or collective bargaining is controver-sial, we can present an image to the public that is not always positive,” said Hewitt. “Instead, send a message that how we do business is as important as what we do.”

Also, use electronic communication wisely – while afford-able and efficient, electronic communication is not always the best choice, noted Marquis. “Be prudent about what you send and when and how you say it. Send too many e-mails and your message is diluted,” she said.

Finally, don’t go dark and choose not to communicate at all with audiences. “If you are not communicating or if you create a communication void, the critics will clearly fill it,” Bagin said. “You create frustration from target audiences who can’t find out what’s going on in the system.” z z z

Julie Phillips Randles is a freelance writer based in Roseville, Calif.


Ready, set, go

The experts shared a number of key communications strategies and tactics districts and county offices should implement immediately. As Price reminded, “we are communicating every minute of every day, whether we’ve planned for it or not.”

• Establish a key message. Agree at the district level what key message should go out to the community. Everyone, from board members to site staff, should know the district’s mission and vision.

• Know your audiences, both internal and external. For schools, they include voters, parents, employee groups – classi-fied, certificated and administrators – business leaders, unions, nonprofits and key influentials.

• Survey your community. Use an online survey tool to question those in your database about the community’s priori-ties for its schools.

• Involve the school board. Along with the superintendent, the board is the public face of the district. The board must carry the message about what’s happening in local schools.

• Seek help from professionals who live in the district. Give real estate agents school tours and show them every nook and cranny. They’ll leave saying “I’ve been there, the schools are clean, safe and well-run.” Ask parents who work in it improve and manage your website.

• Create a community task force and tap district parents who are communications professionals. Ask them to assist with events and distributing your key message.

• Be truth-tellers. Those involved in the communications function at a district must tell both sides of any story, contact the media with bad news as well as good and create a reputation for being honest in all communications.

• Keep communications interpersonal. Decades of research show it’s the most effective method. Create a team of ambassa-dors – parents, grandparents, friends of your schools – and use the team to connect schools with their communities.

• Keep the dialogue going. Don’t only turn to constituents when you want something. Communicating with transparency all the time about the mundane and the monumental creates relationships and establishes a goodwill bank account in case a withdrawal is necessary when controversy hits.

• Join community groups. Encourage school leaders and administrators to get involved in community organizations. When present at these groups’ meetings and events, com-municate effectively with the owners of your institution – the taxpayers.


Summer 2010 | 35

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Summer 2010 | 37

In the good old days, teachers, principals, deans and counselors handled the situation at the site level when kids called each other names in the bathroom or picked on someone in the cafeteria. But cyberspace has broadened students’ opportunities to belittle, and the stakes for school districts have escalated. What was once a site-based issue now includes responsibilities at the central office level.

TAKING BULLIES BY THE HORNS

Keeping your district out of trouble on one of schools’ current hot issues

feature

By Julie Sturgeon



The examples abound. The American Civil Liberties Union was brought in to handle a case where boys ganged up on a student in the Upper Lake Union Elementary School District, kicking him in the head and stomach on the locker room floor while yelling slurs at him.

He was one of the luckier victims. Four months before that case settled in June 2008, bullying led to 15-year-old Lawrence King’s death when a classmate shot him in the head at e.o. Green Junior High School in Oxnard, Calif., over his sexual orientation.

On statistics and studies

According to statistics in Wayne Sakamoto’s folders, 30 percent of a district’s students are involved in bullying: 15 percent are instigators, 10 percent are victims and the rest are observant bystanders watching the action unfold. This director of Safe Schools in the Murrieta Valley Unified School District, an institutional member of casbo, also has health studies showing that 16 percent of children who are bullied report headaches compared to just 6 percent who say they aren’t a victim; 42

percent have sleep problems compared to 23 percent who are not bullied; 28 percent experience anxiety as opposed to the 10 percent of the unharassed; and 49 percent show moderate depression against 16 percent of those who aren’t picked on.

“The impact is very clear academically – if I do not feel safe, I am not ready to learn,” Sakamoto concludes. “And if we have bullying going on unchecked, we have lower attendance from students calling in sick or just truant.”

Not to mention that when bullies rule the roost, kids know the adults have lost control, and they respond by disconnecting from their environment. Altruistic behaviors drop off sharply.

In the past it was enough for the vice principal to sit down for a chat with bullies to show them the error of their ways. “Hello, the vice principal is not a counselor,” said Loretta Middleton, senior director of student support services at the San Diego County Office of Education, an institutional member of casbo. “Intervention is not just about talking to a person. That speech sounds like Charlie Brown’s teacher, ‘wah, wah, wah,’

and goes in one ear and out the other.” Instead, it’s time to go from impromptu reactions to research-based programs and professional best practices.

“If we ignore these things, we’re just as guilty as the kids that are doing the bullying. It’s our job to keep the kids safe,” she added. And therein lies the problem.

Legally bound

Politicians, of course, stepped in to make things better via laws. California Education Code Section 48900 has addressed school violence and crime expulsion rules for years, but on Jan. 1, 2009, it added: “(r) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act, as defined in subdivisions (f) and (g) of Section 32261, directed specifically toward a pupil or school personnel.”

Coupled with Section 234, aka the Safe Place to Learn Act, which spells out what must be in a discrimination and harass-ment policy, the two laws place the burden of policing bullying squarely on school leaders’ shoulders.

But none of these mandates are helpful in determining the point when student interaction crosses the line into bullying. Elizabeth Gill, a staff attorney with the aclu in Northern Cali-fornia, considers common phrases like “that’s so gay” overheard in a cafeteria conversation a serious, hurtful slur. However, “what we really care about is bullying that rises to the level of harassment based on a protective characteristic – that’s what schools are legally culpable for,” she noted. So in reality, Gill admits, that casual conversation in the cafeteria probably won’t land the district in hot water.

Whew, because trying to stamp out teasing is unrealistic, pointed out Donald “Dino” Velez, a partner in the San Francisco office of Dannis Woliver Kelley, formerly Miller Brown & Dan-nis, a full-service education law firm and an associate member of casbo. And in his experience, “that’s so gay” responses in a conversation fall under teasing. On the other hand, Gill advises administrators to follow a formal complaint procedure if a stu-dent reports that someone uses a racial slur or derogatory term as they get off the bus every day.

A legal quagmire

If the difference in the two examples escapes you, join the club. To illustrate the legal quagmire, consider these two recent cases:

• Two students in the Poway Unified School District were continually harassed about their sexual orientation, despite

The impact is very clear academically – if I do not feel safe, I am not ready to learn.

Summer 2010 | 39

turning to the administration and asking for help. In one com-plaint, administrators offered to let one of the complainants change gym clothes in the coach’s office, but throughout the chain, no one investigated or tried to halt the incidents these victims were reporting. Eventually, the students simply left school to stop the bullying, and a jury believed the logs they kept of the events. The courts found the school district liable to the tune of $400,000.

• Students in Beverly Hills Unified School District made a YouTube video at a restaurant after school using personal record-ing equipment to deride a fellow classmate. The victim wound up in the counselor’s office crying the next day, and adminis-trators suspended the filmmaker. On Nov. 16, 2009, one of the disciplined students filed a lawsuit against the administrators on grounds of violating her First Amendment rights.

So doing nothing when asked to step up to the plate landed one district in hot water, while taking a swing at an issue that wasn’t a school jurisdiction proved just as disastrous for another.

“There are different ways of protecting people besides going full bore on discipline – these are the political and legal ramifica-tions that need to filter back to the district office,” Velez stressed. His colleague, Marilyn Cleveland, a partner in the same firm and chair of casbo’s Associate Member Committee, counts this lesson in communication as one of the most important take-aways. The Wild West mentality where schools fend for themselves can’t continue.

If we ignore these things, we’re just as guilty as the kids that are doing the bullying. It’s our job to keep the kids safe.

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Heading bullies off at the pass

According to Velez, most school districts adopt the board policies and regulations proposed by the California School Boards Association, which closely follow the relevant statutes. Essentially, these take a “thou shalt not” approach to handle bullying incidents rather than spelling out proactive ways to teach tolerance.

And yet the prevention programs work, according to a study funded by the u.s. Department of Justice, which discov-ered physical bullying dropped from 22 percent to under 15 per-cent over the course of five years when students were exposed to initiatives like the Olweus Bullying Prevention Program. Count Sakamoto among Olweus’ fans – he has applied this model in his consulting work with the California Department of Education and the Department of Justice.

It starts with appointing a task force or school safety com-mittee comprised of principals, members of the district office,

“Leadership has to have a policy for dealing with bullying, and it needs to come from the school board and the central of-fice,” Cleveland advised. Who gets the ball rolling is irrelevant – human resources, the superintendent’s office, risk manage-ment – because in the end, it’s a group effort to implement.

Four years ago, Sakamoto surveyed the 42 districts that feed into San Diego County and discovered only two had a spe-cific bullying policy. Gill, too, cites ignorance of the law as the most common response she encounters from school districts.

“So we say, ‘yes, it’s on everybody’s radar, we should have a policy,’ but most districts do not,” Sakamoto pointed out. Of course, it needn’t be a stand-alone section; Sakamoto says it’s legal to fold the consequences into the conduct code or harassment paragraphs already in place. “But I like having a separate policy because it helps us clearly define our direc-tion,” he added.


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counselors, classroom teachers, classified staff, local law enforce-ment officers and mature students. Their first task is to assess the hard numbers on bullying in their boundaries via focus groups, surveys, interviews and a peek at suspension/expulsion data. “We find when we ask kids beginning in late elementary grades, ‘Who gets picked on?’ they’ll tell you. It helps to see which groups are victimized frequently,” said Sakamoto.

Once you’ve gathered the information, risk management best practices demand you take action on it. This is where the prevention, suppression and intervention action plan comes into play. For example, if elementary kids are excluding certain class-mates at recess, the action plan would be to organize structured games for everyone, or establish playground buddies to reach out to the outcasts.

Paying the piper

The final step in the Olweus blueprint: an intervention plan. This is where adults need to be trained to work with skill development among the bullies, the victims and the bystanders – and where school leaders like Renee Hendrick start laughing and crying in the same breath. Hendrick, casbo’s president and the executive director of business services for the Orange County Department of Education, knows character education curriculum and Peer Assistance and Leadership (pal) programs are making inroads into bullying issues. A few years ago, pal received $500,000 in operating funds.

Today, that’s been slashed enough to cover a single employ-ee salary – one employee to train peer counselors at junior and senior high schools to mediate on conflict issues. The character education grant has also dried up. Gill’s reaction: “Well, I don’t have tons of practical advice. I understand there are budget constraints. It’s also the law. So, you have to do what’s in there regardless of how much it costs you.”

Hendrick is hoping that since character education was built into the curriculum over the last few decades, it will continue

in the lesson plans even without a formal program. “However, without ongoing professional development, new teachers or those from other districts will not be aware of the program phi-losophy,” she noted. “The responsibility [for bullying interven-tion] still goes to the school sites, but during these budget times our office has to look at ways to cut, or find an alternative way to deliver that service.”

Some districts have found other delivery methods. At San Diego coe, Middleton is combining the bully pulpit with the response intervention methods such as Ready to Learn. Either Sakamoto or someone from the School Law Enforcement Part-nership (slep) attends school staff meetings for a few minutes of face-to-face instruction throughout the school year in Murrieta, and they are working to include anti-bullying stories in the mix for volunteer reading sessions with parents. Gill’s office also will put school districts in touch with outside groups like slep which are willing to provide gratis training on bullying topics.

“Often schools are saying, ‘We don’t need this. We don’t have time for it.’ Well, ok, but you’re legally required to address bullying,” Gill said. “Administrators should not be thinking, ‘How can I avoid these obligations?’ They should be thinking, ‘This is how I can implement these in a creative way.’”

Hendrick doesn’t disagree, but she knows first-hand just how ugly district accounting books look. “These programs have been safe up until this point, but we have real concerns about what will happen in the next couple of years. The cuts districts are having to make are incredibly large – counselors are being cut, assistant principals are being cut. We’ve not seen what that means yet to these types of programs, and that’s a little scary.”

Indeed, the number of expulsions in her county is rising, although she can’t say for sure these students were kicked out for bullying per se. “My biggest concern, with the financial situation, is that we’ll lose sight of problems like bullying. That, unfortunately, is sometimes the case until it becomes an urgent issue,” she warned. z z z

Julie Sturgeon is a freelance writer based in Indianapolis, Ind.


Leadership has to have a policy for dealing with bullying, and it needs to come from the school board and the central office.


CASBO officers are all smiles during the president’s leadership recognition dinner. (l-r) Past President Eric D. Smith, incoming President-Elect Gary Matsumoto, outgoing President Sharon Ketcherside and incoming President Renee Hendrick.

Eric D. Smith, deputy superintendent, Santa Barbara School Districts, displays the immediate past president’s plaque during the president’s leadership recognition dinner and awards ceremony.

Awards ceremony MCs entertain the crowd during the president’s leadership rec-ognition dinner, (l-r) Jeannie Goobanoff, retired member and conference chair; and Shauna Stark, budget & accounting manager, San Diego County Office of Education.

Kevin Smith, outgoing Southern Section president, receives his award of recognition from Ruth Ann Hall (l), director of purchasing services, Twin Rivers Unified School District, and Guiselle Carreon (r), director of purchasing, Grossmont Union High School District.

Attendees visit the booths during the opening night of the California School Business Expo.Immediate Past President Sharon Ketcherside passes the presidential gavel to CASBO President Renee Hendrick.

Please send in your Out & About photos from CASBO events along with the names of the people in the photos and the event where the photo was taken. Digital photos may be sent to [email protected].

Summer 2010 | 43

out&about

Summer 2010 | 43

Keynote speaker Bruce Jenner jokes with the audience during the second general session.

Don Zimring (r), superintendent, Las Virgenes Unified School District, receives the Sky Joyner Award from associate member Ron Pregmon (l).

(l-r) Loreen Farrell, director of fiscal services at Northern Humboldt Union High School District; Bennie Howard, director of facilities modernization atOak Grove Elementary School District; and Sandy Austin, director of internal business services at the Solano County Office of Education, take in the sights at the opening night of the California School Business Expo.

(l-r) Lettie Boggs, Colbi Technologies Inc., pictured with incoming CASBO President Renee Hendrick and Nina Boyd from the Orange County Department of Education.

(l-r) Renee Hendrick, incoming CASBO president; Nancy LaCasse and Ron Bennett, School Services; Molly McGee Hewitt, interim CASBO executive director; Sharon Ketcherside, outgoing CASBO president; Jeannie Goobanoff, retired member and conference chair; and Greg McDermott, outgoing Associate Member Committee chair, pictured during the associate member hospitality night.

Premier-level associate member California Financial Services and CASBO leadership pictured at the California School Business Expo. (l-r) Patricia Paulsen, Mark Epstein and Hamid Yosafi of California Financial Services; Sharon Ketcherside, outgoing CASBO president; Michael Dodge, California Financial Services, and Renee Hendrick, incoming CASBO president.

Annual Conference

SacramentoC A S B O


CASBO book club

Popular Ravitch book comments on school reform movements, new directions

CASBO book club participants can unite

this summer in reading “The Death and

Life of the Great American School System:

How Testing and Choice Are Undermining

Education,” a frequently discussed new

book by Diane Ravitch.

In this recently

published book,

Ravitch, an education

historian and former

assistant secretary

of education, ana-

lyzes research and

uses interviews

with educators,

philanthropists

and corporate executives

to question the reforms that have been

recommended to the American public

education system.

She also discusses the various reform

movements that have been proposed in

recent decades, from boosting educational

standards and emphasis on standardized

testing to school choice and attempts to

identify what makes for “quality teaching.”

Once a believer that “competition and

incentives will improve education,” Ravitch

now says, based on 40 years of experi-

ence, that reforms like No Child Left

Behind have failed to make an impact on

the lowest performing schools and that

charter schools have mixed records.

In the end, Ravitch concedes that there is

no single solution for school reform and

recommends instead a movement toward

renewed educational values and strong

neighborhood schools.

Join your CASBO colleagues in reading

this timely and informative selection this

summer.

CH

ILD

RES

TRA

INT

BASI

C D

ESIG

N

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Summer 2010 | 45

firstperson

We are all ambassadors of the CASBO brandBy Jodi JacksonCASBODirectorofCommunications&Marketing

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A s Toyo ta wa s g o i n g t h o u g h

massive recalls, analysts commented that the bad publicity would hurt Toyota’s brand. We’ve all heard the term “a company’s brand” or “brand image,” but what is a brand exactly? In simple terms, it’s a company’s reputation. It’s what people think and feel about them. And what people think and feel leads to behaviors. In Toyota’s case, it caused people to buy, or not buy, its cars.

A brand is equally important for an association like casbo. A strong brand image leads to support – support from employers, school boards and colleagues for things like membership, attendance at workshops, section events and the annual conference.

Realizing the importance of a strong foundation in this area, the previous member-driven strategic plan called for the development of a casbo brand. The first step in developing a brand was clari-fying who we were as an association and what we stood for. So we began asking our members. We received input through a member survey, brainstorming sessions among various committees and the board. And of course, we looked at our mission statement and strategic plan to see what they said about our goals and values.

What we discovered could be boiled down to one word: “professionalism.” And not coincidently, the theme of pro-fessionalism can be seen throughout many strategies of the current strategic plan. What also surfaced was that casbo is a convergence of many things: col-lective knowledge, collaboration and experience. With all of those concepts

in mind, and under the guidance of the member-driven casbo branding task force, a logo, the foundation of casbo’s brand, was developed.

Once the logo was approved by the board of directors, the next step was to use it properly and consistently to rein-force our image of professionalism. One of the ways is through following consis-tent standards in the use of our logo, fonts and colors – from PowerPoint presenta-tions and fliers for section events to logo items or committee reports. Correct use of the logo, colors and fonts – no matter how small it seems – plays a part in the collective perception of our association.

To help us all stay on track, the Stra-tegic Plan’s Communications and Mar-keting Implementation Team, comprised of casbo members, came up with a tip-

sheet identifying the “Top 10 Guidelines of Consistency.” The document includes simple things like correctly resizing the logo, using the official casbo typefaces, and logo “do’s” and “don’ts.” The docu-ment can be found on the website under the “forms and brochures” link.

Our logo and brand are icons of which we can be proud. Our logo is unique to us and has a meaning behind it that represents who we are. It is also federally trademarked. We invested time and effort in its creation, and we can help maintain its integrity through proper usage. We are all ambassadors of the casbo brand – it is both a privilege and a responsibility.

To see the meaning behind the casbo logo, go to the following link: www.casbo.org/logo_meaning.


CASBO 1/4 page Magazine Ad (3.875”x5”)for Orbach, Huff + Suarez LLP

May 20, 2010

White Background - Note: OH+S to select black or white background

With budget restrictions growing tighter,now is the time to look to PARS for cost-savingretirement plans to achieve fiscal savings while

helping you drive resources back to the classroom.

Contact us today and let us develop one for you!

Drivingresources

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800.540.6369 ext 127www.pars.org

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� Retirement Incentives � CSBA GASB 45 Solutions Program� Alternatives to Social Security

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Summer 2010 | 47

The California School Boards Association, in association

with Piper Jaffray & Co., has partnered with the California

Association of School Business Officials, and enhanced the

Certificates of Participation program.

û Fixed and variable interest rate options

û Flexible prepayment provisions

û Capitalized interest

û Flexible repayment schedules

û Low cost of issuance

û Education Code 17406 financings

California School Boards Association 3100 Beacon Blvd. | West Sacramento, CA 95691 | 800.266.3382


advertiserindex

Accounting, Auditing and Financial ServicesVavrinek, Trine, Day & Co LLP(909) 466-4410www.vtdcpa.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 16 & 27

Vicenti, Lloyd + Stutzman LLP(626) 857-7300www.vlsllp.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 20 & 21

ArchitectsWLC Architects(909) 987-0909www.wlc-architects.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 40

Bond CounselJones Hall(415) 391-5780www.joneshall.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 31

Consulting / AdvocacySchool Innovations & Advocacy(800) 487-9234www.sia-us.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 12

Consulting ServicesGASB 45 Solutions(916) 371-4691www.csba.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 10

Vavrinek, Trine, Day & Co LLP(909) 466-4410www.vtdcpa.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 16 & 27

Vicenti, Lloyd + Stutzman LLP(626) 857-7300www.vlsllp.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 20 & 21

Contractors / Construction ManagementBernards(818) 336-3536www.bernards.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 39

Roebbelen(916) 939-4000www.roebbelen.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 22

SGI Construction Management(626) 395-7474www.sgicm.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 36

Cooperative PurchasingThe Cooperative Purchasing Network(713) 744-8133www.tcpn.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 4

U.S. Communitieswww.uscommunities.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 19

Emergency 24 Hour ServicesAmerican Technologies, Inc.(800) 400-9353www.amer-tech.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 16

Eye CareVSP(800) 852-7600www.vsp.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 35

Financial and Human Resource SoftwareInfinite Visions/ Windsor Management(888) 654-3293www.infinitevisions.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Smartetools(760) 242-8890www.smartetools.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 32

Financial ServicesPiper Jaffray & Co.(800) 876-1854www.PJC.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 14

Stone & Youngberg LLC(800) 447-8663www.syllc.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 11

Fire & Water Damage RestorationAmerican Technologies, Inc.(800) 400-9353www.amer-tech.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 16

FurnitureVirco Manufacturing Corp.(800) 813-4150www.virco.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . Back Cover

Insurance - Benefits and ServicesAmerican Fidelity Assurance Co.(866) 523-1857www.afadvantage.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 44

ASCIP(562) 403-4640www.ascip.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 33

Keenan & Associates(310) 212-0363www.keenanassoc.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 27

Schools Excess Liability Fund (SELF)(916) 321-5300www.selfjpa.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 36

Self Insured Schools of CA (SISC)(800) 972-1727www.sisc.kern.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 31

Standard Insurance Company(800) 522-0406www.standard.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 21

Legal ServicesAtkinson, Andelson, Loya, Ruud & Romo(562) 653-3200www.aalrr.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 10

Dannis Wolver and Kelly(562) 366-8500www.mbdlaw.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 25

Fulbright & Jaworski LLP(213) 892-9323www.fulbright.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 35

Jones Hall(415) 391-5780www.joneshall.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 31

Orbach, Huff & Suarez, LLP(310) 788-9200www.Ohslegal.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 46

Orrick, Herrington & Sutcliffe, LLP(413) 773-5494www.orrick.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 31

www.vtdcpa.com

www.vlsllp.com

www.wlc-architects.com

www.joneshall.com

www.sia-us.com

www.csba.org

www.vtdcpa.com

www.vlsllp.com

www.bernards.com

www.roebbelen.com

www.sgicm.com

www.tcpn.org

www.uscommunities.org

www.amer-tech.com

www.vsp.com

www.infinitevisions.com

www.smartetools.com

www.PJC.com

www.syllc.com

www.amer-tech.com

www.virco.com

www.afadvantage.com

www.ascip.org

www.keenanassoc.com

www.selfjpa.org

www.sisc.kern.org

www.standard.com

www.aalrr.com

www.mbdlaw.com

www.fulbright.com

www.joneshall.com

www.Ohslegal.com

www.orrick.com

Summer 2010 | 49

advertiserindex

AD PAGE INDEX

American Fidelity Assurance Co. . . . . . . . . . . . . . . . . . . . . . 44

American Technologies, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 16

ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . 10

Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Capital Program Management. . . . . . . . . . . . . . . . . . . . . . . 32

Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Fulbright & Jaworski LLP. . . . . . . . . . . . . . . . . . . . . . . . . . . 35

GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Infinite Visions/ Windsor Management . . . . . . . . . . . . . . . . . . 7

Jones Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Dannis Wolver and Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Northern California Carpenter’s Regional Council . . . . . . . . . 51

Orbach, Huff & Suarez, LLP. . . . . . . . . . . . . . . . . . . . . . . . . 46

Orrick, Herrington & Sutcliffe, LLP . . . . . . . . . . . . . . . . . . . . 31

Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Public Agency Retirement Service . . . . . . . . . . . . . . . . . . . . 46

Q’straint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Roebbelen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

School Innovations & Advocacy . . . . . . . . . . . . . . . . . . . . . . 12

Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . 36

Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . 31

Seville Construction Services. . . . . . . . . . . . . . . . . . . . . . . . 35

SGI Construction Management . . . . . . . . . . . . . . . . . . . . . . 36

Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Southwest School & Office Supply . . . . . . . . . . . . . . . . . . . . 46

Standard Insurance Company . . . . . . . . . . . . . . . . . . . . . . . 21

Stone & Youngberg LLC . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

The Cooperative Purchasing Network. . . . . . . . . . . . . . . . . . . 4

The Southern California Gas Company. . . . . . . . . . . . . . . . . . 2

Tyler Technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

U.S. Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . . . . . . . 16 & 27

Vicenti, Lloyd + Stutzman LLP. . . . . . . . . . . . . . . . . . . 20 & 21

Virco Manufacturing Corp.. . . . . . . . . . . . . . . . . . . . Back Cover

VSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

WLC Architects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

sudoku from page 45

Mandate ReimbursmentSchool Innovations & Advocacy(800) 487-9234www.sia-us.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 12

Program ManagementCapital Program Management(916) 553-4400www.capitalpm.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 32

Program/Construction ManagementSeville Construction Services(626) 204-0800www.sevillecs.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 35

Public FinanceStone & Youngberg LLC(800) 447-8663www.syllc.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 11

Rentals of Modular BuildingsMobile Modular(925) 606-9000www.mobilemodularrents.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 40

Retirement BenefitsPublic Agency Retirement Service(800) 540-6369 #127www.pars.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 46

Risk Management ServicesSchools Excess Liability Fund (SELF)(916) 321-5300www.selfjpa.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 36

School Bus Sales Service & PartsCreative Bus Sales(800) 326-2877www.creativebussales.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 22

School ConstructionNorthern California Carpenter’s Regional Council(510) 568-4788www.nccrc.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 51

School SuppliesSouthwest School & Office Supply(800) 227-7159www.southwestschool.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 46

Services/UtilitiesThe Southern California Gas Company(800) 427-6584www.socalgas.com/business/rebates/onBillFinancing.htmlPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Student Information ServicesEagle Software(888) 487-7555www.aeries.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Student Safety SeatsC.E. White Company(239) 218-7078www.cewhite.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 44

TransportationTyler Technologies(800) 433-5530www.tylertech.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . 12

Wheelchair & Occupant Securement SystemsQ’straint(954) 986-6665www.qstraint.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 8

www.sia-us.com

www.capitalpm.com

www.sevillecs.com

www.syllc.com

www.mobilemodularrents.com

www.pars.org

www.selfjpa.org

www.creativebussales.com

www.nccrc.org

www.southwestschool.com

www.socalgas.com/business/rebates/onBillFinancing.html

www.aeries.com

www.cewhite.com

www.tylertech.com

www.qstraint.com


lastwords

PROP13

43%

2008-09If you turn the

imagination loose like a hunting

dog, it will often return

with the bird in its

mouth. ~ William Maxwell

In 2008-09, 70.1 percent of California’s teachers were white; 72.4 percent were female. The student population was 51.4 percent male and 49.0 percent Hispanic, 27.9 percent white, 8.4 percent Asian and 7.3 percent African-American.

Source:ed-data.org

Perseverance is not a

long race; it is many short races one after another. ~ Walter Elliott

Proposition 13 passed in 1978 withalmost 65 percent of those who voted in favor and with the participation of nearly 70 percent of registered voters.

Source:Wikipedia

Student bullying is one of the mostfrequently reported discipline problems at school. 21 percent of elementary schools, 43 percent of middle schools and 22 percent of high schools reported problems with bullying in 2005-06.

Source:YouthViolenceProject

Many persons have a wrong

idea of what constitutes true happiness. It is not attained

through self-gratification but

through fidelity to a worthy purpose. ~ Helen Keller

Excellence is in the details.

Give attention to the details and

excellence will come.

~ Perry PaxtonDo you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to [email protected].

Summer 2010 | 51

http://www.norcalcarpenters.org


http://www.virco.com

casbo school business summer 2010

Documents

casbo of products

casbo nonmember

casbo policies

school funding folly

time school communications

casbo membership dues

casbo membership department

casbo annual conference