asba journal - spring 2011

It Takes a CommunityAmazing Possibilities

Spring 2011 I ASBA Journal 1

l Departments4 President’s Message Effective School Boards Lead to Amazing Possibilities for Student Achievement ByDeeNavarro,ASBAPresident

8 ASBA News ByJulietMartin,ASBAJournalEditor

12 Leadership Matters Celebrate! … A Major Part of the Continuous Improvement Plan

ByJohnGordon,FormerASBADirectorofLeadershipDevelopment

29 Capitol View Legislator Accountability – How Did Your Legislators Vote on Key Legislation in the 2011 Legislative Session? PLUS … Key Legislation and Voting Records ByJanicePalmer,ASBADirectorofGovernmentalRelations

50 Education and the Law New Legislation Means Changes for Associations, School Districts

ByChrisThomas,ASBADirectorofLegalServices

52 Points On Policy How Will History Describe Your Amazing Possibilities and Accomplishments? ByJimDeaton,ASBADirectorofPolicyServices

54 Lessons from Research Regression Toward the Mean ByMichaelT.Martin,ASBAResearchAnalyst

57 Viewpoints Come Together, Right Now, Over Education for Arizona’s Future ByPanfiloH.Contreras,ASBAExecutiveDirector

l features7 Profile in Leadership

ElaineHall,SahuaritaUnifiedSchoolDistrict

11 Sahuarita: Community Art Partnership ByJessieKellerman

14 Helping Kids Succeed: Report from the Field – Good Things Are Happening! ByDerekPeterson

18 Rethinking Parent EngagementByJulietMartin

24 Not-for-Profit Educational Foundations Offer Great Way to Build Support ByNancyDyeandJulietMartin

26 ABEC Conference: Where Business and Education Connect BySusanCarlson

48 Bleak Budget Outlook Makes Serving Students More Challenging ByChuckEssigs

58 ASBA Affiliate Members

Spring 2011VOL. 41, NO. 2

Maricopa USD board member Carrie Vargas was one of the 30 ASBA members who attended Arizona Relations Network training and visited legislators. She is pictured with Sen. Steve Smith, a member of the Senate Education Committee.

2 ASBA Journal I Spring 2011

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arizona school BoarDs association

l officerspresident Dee Navarropresident elect Michael Hughestreasurer Mark Warrensecretary Randy Schillerimmediate past president Debbie King

l county Directors, caucus presidents apache Rose Martinez cochise Carolyn Calderoncoconino Sandra KidmanGila Frankie Dalmolin Graham Roberta LopezGreenlee Vacant la paz Rudy Parkermaricopa Jesus Rubalcava maricopa Scott Holcombmohave William Goodalenavajo Raymond Laughterpima Jim Coulterpima Elaine Hallpinal Irene Patinosanta cruz Harry ClapeckYavapai Karen McClellandYuma Maureen Irrhispanic/native american indian caucus Katrina TalkalaiBlack caucus David Evans

l staffexecutive Director Panfilo H. ContrerasDirector of administrative services Ellen WhiteDirector of policy services Jim DeatonDirector of legal services Chris ThomasDirector of Governmental relations Janice PalmerDirector of leadership Development Karen Beckvarcommunications/Journal editor Juliet Martineducation policy analyst Dr. Terry Rowleseducation policy analyst Steve HighlenGovernmental relations analyst Beth Sauerresearch analyst Michael T. Martinpolicy technician Renae Watsonadministrative secretary Jolene Haleexecutive assistant to the executive Director and liaison to the Board of Directors Shirley Simpsonadministrative secretary Colleen Meeadministrative secretary Elizabeth Sanchezreceptionist Kristi Johnson

publication policy: articles printed herein may be divergent in point of view and controversial in nature. the materials published in each issue represent the ideas or beliefs of those who write them, and not necessarily the views or policies of the arizona school Boards association. © 2011 by the arizona school Boards association.

address all correspondence to:asBa Journal editor2100 n. central ave., suite 200phoenix, az 85004phone: 602-254-1100; [email protected]; Website: www.azsba.organnual subscription rate $24production and Design by s&l printing & mailing1428 W. san pedro • Gilbert, az 85233 • 480-497-8081


By Dee Navarro, ASBA President

Effective School Boards Lead to AmazingPossibilities for Student Achievement

Measuring the role played by school boards inpositively impacting student achievement is atoughtask.Forschoolboardmembers, itoften

feels likethepathtostudentachievementiscrowdedwithobstaclesthatmakeprogressdaunting.ArecentstudydonefortheCenterforPublicEducationcalled“EightCharacteristicsofEffectiveSchoolBoards”providesboardsaroadmapthatputs aside the typical obstacles and compares the habitsandpracticesof schoolboards inhigh-achievingand low-achievingdistrictswhereallotherfactorswereequal. The eight characteristics are listed on the facingpage, and I highly encourage you to review the fullreport, as itprovides anamazing tool forenhancingboardeffectiveness.Interestingly,manyoftheeightcharacteristicscanbe achievedwhenboards take advantageof themanytools for training, team building and governance thatASBAoffers. Key among thefindings is theneed for schoolboardstohave a cohesive visionof high expectations for studentachievement and shared beliefs and values about what ispossible for students. Issues like poverty, lack of parentalinvolvement and other external pressures can’t be used asexcusesorconversationstoppers,butmustbeapproachedaschallengesthatcanbeovercome.Cleargoalsmustbesetthatalignwiththevision,andprogresstowardthosegoalsmustbetiedtoschoolimprovementinitiatives. The study also emphasizes the importance of boardshaving strong collaboration and mutual trust to workeffectively. It states that effective school boards“lead as aunited teamwith the superintendent,” and that they“takepart in team development and training, sometimes withtheir superintendents, to build shared knowledge, valuesand commitments for their improvement efforts.” It alsospecificallyaddressestheneedfor“formal,deliberatetrainingfor new board members” to ensure they are brought up-to-speedquicklyandeffectivelysotheboardmayfocusitsattention on improving student achievement and not onoperationalissues. ASBAoffers individualboard services includingboardretreatfacilitation,strategicplanningguidanceandtheliketo

helpboardsaligntheirvisionandgoalsandmaximizesuccess.Training at ASBA conferences, workshops and webinarsoffers tremendous opportunities for board members andsuperintendents to collectively brush up on best practicesingovernance,hearhowotherdistrictsarehandlingtoughissues,andstayup-to-dateaboutthelatestlegislativeandlegalissues.ProgramsliketheNewBoardMemberOrientationsand Board Operations and LeadershipTraining (BOLTS)offernewboardmembersacrashcourse in their roleasaboard member almost immediately after they are elected.Individualboardtrainingscanalsobeprovidedtoboardsthatdesireit.

Seeking, discussing and disseminating information areother areas inwhich effective boards focus their time andenergy. Effective boards move beyond ignoring problemsor placing blame, choosing instead to be data savvy and“embrace and monitor data, even when the informationis negative, and use it to drive continuous improvement.”Additionally, they purposefully listen to and connect withstaffandthecommunitythrougha“strongcommunicationstructure to informandengageboth internal andexternalstakeholdersinsettingandachievingdistrictgoals.” WhileI’vegivenabroadoverviewofthefindings,thefullreportispackedwithideasthatcanbeimplementedbyboardsateverylevelofeffectivenessinanykindofdistrictto enhance impact on student achievement. I encourageeveryboardmember, andboards as a collective, to reviewthestudyandgatherideasthatcanmoreeffectivelyengageyourcommunityandachieveamazingpossibilitiesinstudentachievementinyourdistrict.n

l presiDent’s messaGe

issues like poverty, lack of parental involvement and other external pressures can’t be used as excuses or conversation stoppers, but must be approached as challenges that can be overcome.


Eight Characteristics of Effective School BoardsWhatmakesaneffectiveschoolboard–onethatpositivelyimpactsstudentachievement?Fromaresearchperspective,it’sacomplexquestion.Itinvolvesevaluatingvirtuallyallfunctionsofaboard,frominternalgovernanceandpolicyformulationtocommunicationwithteachers,buildingadministratorsandthepublic.

Buttheresearchthatexistsisclear:boardsinhigh-achievingdistrictsexhibithabitsandcharacteristicsthataremarkedlydifferentfromboardsinlow-achievingdistricts.Sowhatdotheseboardsdo?Hereareeightcharacteristics:

Though the researchon schoolboardeffectiveness is in thebeginning stages, the studies included in this reportmake itclearthatschoolboardsinhigh-achievingdistrictshaveattitudes,knowledgeandapproachesthatseparatethemfromtheircounterpartsinlower-achievingdistricts.Inthiseraoffiscalconstraintsandanationalenvironmentfocusedonaccountability,boardsinhigh-performingdistrictscanprovideanimportantblueprintforsuccess.Intheprocess,theycanofferaroadmapforschooldistrictsnationwide.

Excerpted from “Eight characteristics of effective school boards: At a glance,” based on a report written for the Center for Public Education by Chuck Dervarics and Eileen O’Brien. Read the full report at www.centerforpubliceducation.org. Copyright Center for Public Education.

Effective school boards commit to a vision of high expectations for student achievement and quality instruction and define clear goals toward that vision.

Effective school boards have strong shared beliefs and values about what is possible for students and their ability to learn, and of the system and its ability to teach all children at high levels.

Effective school boards are accountability driven, spending less time on operational issues and more time focused on policies to improve student achievement.

Effective school boards have a collaborative relationship with staff and the community and establish a strong communications structure to inform and engage both internal and external stakeholders in setting and achieving district goals.

Effective school boards are data savvy: they embrace and monitor data, even when the information is negative, and use it to drive continuous improvement.

Effective school boards align and sustain resources, such as professional development, to meet district goals.

Effective school boards lead as a united team with the superintendent, each from their respective roles, with strong collaboration and mutual trust.

Effective school boards take part in team development and training, sometimes with their superintendents, to build shared knowledge, values and commitments for their improvement efforts.

“… school boards in high-achieving districts have attitudes, knowledge and approaches that separate them from their counterparts in lower-achieving districts.”


We’re helping public school leaders pave the wayto effective school board service

through upcoming training opportunitiesfor candidates and new governing board members.Funding Available!

Enhance Your Fitness and Nutrition Programs! Fuel Up to Play 60 is a school wellness program launched by the

National Dairy Council and NFL in partnership with the Dairy Council of

Arizona that empowers students to eat healthy and be active. The program

has earned recognition across the private and public sectors. United States

Department of Agriculture has joined the effort, and additional support has

been achieved from multiple health organizations and several major corpo-

rations. Research shows that kids who are well-nourished and more

physically active tend to have improved cognitive function,

stronger academic achievement, increased concentration and

better test scores.1,2 The bottom line is that Fuel Up to Play 60

can help improve the health, achievement and long-term

well-being for students in your schools.

Funding opportunities are available on a competi-

tive basis to K-12 schools enrolled in Fuel Up to Play 60.

Funds may be used to support a range of different

program-related activities, such as kickoff and launch

events, in-school promotions, student engagement and

motivation, program implementation, family engagement

and tracking and measurement.

For more information on how to get your district

involved with Fuel Up to Play 60, go to:

www.FuelUpToPlay60.com

D airy C ouncil D airy OF ARIZONA

C ouncil

© 2011 National Dairy Council. Fuel Up is a service mark of the National Dairy Council. © 2011 NFL Properties LLC. All NFL-related trademarks are trademarks of the National Football League1-Action for Healthy Kids (2008). Progress or Promises? What’s Working for and Against Healthy Schools. http://www.actionforhealthykids.org/resources/research-and-reports/progress-or-promises-what-s-working-for-and-against-healthy-schools.html. 2-Action for Healthy Kids (October 2004).The Learning Connection: The Value of Improving Nutrition and Physical Activity in Our Schools. http://www.actionforhealthykids.org/resources/�les/learning-connection.pdf.


Governing BoardSahuaritaUnifiedSchoolDistrict#30

HometownIwasbornandraisedinTucson,butIhavelivedintheSahuaritaDistrictmorethan40years.MyaddressisinAmado,butweliveonfiveacresinthecountry.

A Board Member ForIwaselectedin2000,makingthismy11thyear.Priortothat,IspentsevenyearsastheSahuaritaHighSchoolsecretary.

Books at My BedsideHarryTruman’sMemoir The First YearandDavidBaldacci’sThe First Family (amysterynovel)

InspirationI am inspired by the dedication of our teachers, staff andvolunteersespecially,andemployeesatalllevelswhocontinueto give well over 100% in spite of the present economicconditions.Iamastonishedandamazedatthewonderfulthingsourstudentsaredoing–thingsthatwereunheardof–perhapsundreamedof–whenIwasinschool.

Motto as a Board MemberAlwaysdowhat’sbestforallthekids.

Pie-in-the-Sky Vision for Education Being able to meet the individual needs of every student ateverylevelofabilityandinspireeachonetoreachhisorherfullpotentialwithnoworriesaboutthefinancestoaccomplishthisgoal.

Advice to New Board MembersDon’ttakeofficewithapersonalagenda.Rememberyouareoneboardmemberandhavenopowerunlessyouaremeetinginpublicasaboard.Lookatthebroadpicturebeforeyousetabouttomakechanges.

Greatest Accomplishment as a Board MemberWow!This is a toughie.As I am currently the senior boardmember,andlongestdistrictresidentonourboard,Ihavebeeninstrumental inhelpingtomaintainthehistoricalsignificanceofourdistrict’sculturewhileencouragingneededchangesandimprovementsastheyhavebecomenecessary.Thedemographicsofourdistricthavechangedrapidly,aswehavegrownfromadistrictof2,000studentswhenItookofficetoover5,000atthepresenttime.Ihavealsobeeninstrumentalinchallengingourdistricttodevelopacomprehensivesafetycommitteeandpolicies,whichincludenotonlythecommitteeandtraining,butfollow-upandeducationwhenanaccidentdoesoccur.

Pet Peeve as a Board MemberPeoplewhoneverattendboardmeetings,andnevermakeanefforttocontactteachersoradministratorsaboutaconcern,butgodirectlytothemedia.

Reason I Like Being an ASBA MemberTheongoingeducationinschoollaw,andhowtoadvocateforourstudents,aswellasthewonderfulnetworkingopportunitieswithmyfellowboardmembersthroughoutthestate.

My EpitaphShemadeapositivedifferenceinthelivesofchildren.

ASBA is pleased to feature the 2010 All-Arizona School Board Award recipients in the Profiles in Leadership column in each issue of the Journal.

l profile in leaDership


ASBANEWS

Jamie Vollmer, Billy Riggs to Keynote 2011 ASBA•ASA Annual ConferenceSharingbestpractices,expertiseandinspirationarethehallmarksofASBA’sconferences,andthe2011ASBA•ASAAnnualConference(Dec.14-16)willshowcasetwonationallynotedkeynotespeakers–JamieVollmerandBillyRiggs–whosepresentationswillbothentertainandinspireconferenceattendees.

Invenuescoasttocoast,authorandpubliceducationchampionJamieVollmerhasinformedandentertainedthousandsofeducators,boardmembers,businessleadersandcommunitygroupswithhisenthusiasticpraiseofpubliceducationandhisreasonedanalysisoftheneedforsystemicreform.Hispresentationinspiresincreasedinvolvementinthemostimportantenterpriseofourtime:unfoldingthefullpotentialofeverychild.HisinteractiveworkshopsprovideparticipantswiththetoolstheyneedtoincreasepublicsupportforAmerica’spublicschools.

BillyRiggshasbeencalled“TheDr.PhilofMagic”andisAmerica’ssourceforallthingsattitude.Hisunusualblendofcomedy,music,magicandmotivationleaveaudiencesinspiredtoadopt“TheMagicofAttitude”intheirworkplacesanddailylives.

Billy RiggsJamie Vollmer

Congrats to ASBA Members, Staff Serving on National NSBA BoardsFiveASBA members were named to national boards atthe recent National School Boards Association AnnualConferenceinApril.CindyMatusMorrisswaselectedasaPacificRegionDirector,whileBobCassa andKatrinaTalkalai were elected to the Native American CaucusBoard.BothMikeDeLaOandElizabethSanchezcontinueon theNationalHispanicCaucusBoard,Mike as chair-elect and Elizabeth as secretary. Chris Thomas, ASBADirector of Legal Services, was named to the Councilof SchoolAttorneys (COSA) board of directors as well.Congratulationstoallandthanksforyourservice!

asBa members represented arizona at the native american caucus luncheon

at the nsBa conference. pictured is speaker and author cheewa James with cindy matus morriss (top) and with Bob

cassa and Katrina talkalai (bottom).

Two Arizona School Districts Win National Magna AwardsArizonawasoneofninestatestohavetwoschooldistrictshonoredwithanAmerican School Board JournalMagnaAward,whichrecognizesdistrictsacrossthecountryforoutstandingprogramsthatadvancestudentlearningandencouragecommunityinvolvementinschools.TheSunnysideUnifiedSchoolDistrictreceivedafirstplaceawardforitsProjectGraduationdropoutprogram,whiletheCaveCreekUnifiedSchoolDistrictwonanhonorablementionawardforitsSpanishPartialImmersionProgram.

In2007,Sunnysidewaslabeleda“dropoutfactory”inaJohnsHopkinsUniversitystudy,withonlya63percentgraduationrate.ThedistrictlaunchedProjectGraduationtoimprovethoseoutcomes.Improvingattendancebecameadaily,district-widefocus.Studentsinmiddleandhighschoolsreceivedspeciallessonsinstudyskills.Ninth-graderswhoachievedthe“FourA’s”–academics,attendance,extracurricularactivityandattitude(nosuspensions)–wereeligibletoearnnetbookcomputers.Infouryears,thenumberofgraduatingstudentshasgonefrom505to810,andfreshmanpromotionrateshaverisenby25percent.

InCaveCreek’sPre-Kthrougheighth-gradeSpanishPartialImmersionProgram,halftheinstructionaldayisconductedinSpanishandtheotherhalfinEnglish.Currently,386studentsparticipateintheprogram.Studentshavedonewellonstatetestswhilegainingproficiencyinasecondlanguage.

the sunnyside unified school District governing board and superintendent are joined by steve Dunmore, president, sodexo school services (left), and nsBa’s president-elect c. ed massey (right). Below: cave creek unified school District Governing Board member mark Warren and superintendent Dr. Debbi Burdick also were recognized during the magna awards luncheon.

eva Dong receives the national abrazo award, presented by national hispanic caucus board member harry J. Delgado (left) and nhc chair Kevin carbo sr.


Sunnyside’s Eva Dong Honored with Abrazo AwardTheNSBAHispanicCaucushonoredEvaDong,aboardmemberfromSunnysideUnifiedSchoolDistrict,withtheAbrazoAwardattheNSBAAnnualConferenceearlierthismonth.Theawardisgivenannuallytohonoranindividualwhohascommittedhisorhertime,energyandresourcestoimprovingeducationalopportunitiesforHispanicstudents.

Summer Leadership Institute Features Learning, Resources, InspirationJuly 28-30 Refreshandrefineyourleadershipskillsfortheyearahead!LearnfromtwoengagingkeynotespeakersaswellasanarrayofguestpresentersandArizonaSchoolBoardsAssociationstaff.Thepower-packedconferencewillcovertopicsincludingpublicengagement,superintendentevaluationsandcontracts,datadashboardsandmore.EarlybirdstoFlagstaffcanhearasessionaboutlegalandlegislativechangestotheK-12publicschoollandscapeonThursdayafternoon.Thisisagreatopportunitytostarttheschoolyearatthetopofyourgame.Visitwww.azsba.orgformoreinformation,aprogramagendaandtoregister.


Best Wishes and CongratulationsASBAwishesallthebesttoJohnGordon,whoretiredinAprilaftermorethanfiveyearsasdirectorofleadershipdevelopment.Aretiredsuperintendent,Johnhasworkedone-on-onewithschooldistrictsandboardslargeandsmallacrossthestate.Alwaysprovidinginspirationandguidance,Johnshareshispartingmessage,“Celebrate!,”inthisissue’sLeadershipMatterscolumnonpage12.WehopeJohnandKaytakethatmessagetoheartinretirement.

Speakingofcelebrating,congratulationstoKarenBeckvar,whohasmovedseamlesslyintothedirectorofleadershipdevelopmentposition.Atwo-termboardmemberatScottsdaleUnified,KarenhasbeenleadershipdevelopmentspecialistatASBAforthelastfour-and-a-halfyears.Anewleadershipdevelopmentspecialistwillbenamedinthecomingmonths.

Karen Beckvar has been named asBa’s director of leadership development upon John Gordon’s recent retirement.

Sandra Day O’Connor to Keynote ASBA Law ConferenceSave the Date!The35thAnnualASBALawConferencewillbeheldSeptember8-10attheCamelbackInninScottsdale.Year-in,year-out,theASBALawConferenceisasignatureevent:thebestattendedandbestreviewedeventASBAholds.Thisyear’slineupislookinglikeoneofthebestyet,including:• RetiredSupremeCourtJustice(andArizona’s Own)SandraDayO’Connor• ADay-and-a-HalfSpecialPre-Conference:Law SchoolforSchoolLeaders(registrationlimited)• TheRoleofReligioninPublicSchools:ADebate withNationalExperts• TeachersandtheUseofSocialMedia• AdditionalPlenarySessionsandSIXTEEN BreakoutSessionsonSchoolLawTopicsof CriticalImportancetoArizonaSchoolDistricts

mark your calendars and stay tuned for additional information. You don’t want to miss this one!

ASBA Calendar of EventsMay 201130 Memorial Day ASBAOfficeClosed

June 201124 ASBA Board of Directors Meeting Scottsdale25 ASBA Delegate Assembly Scottsdale

July 20114 ASBA Office Closed IndependenceDay8-10 NSBA Pacific Region Summer Meeting28-30 ASBA Summer Leadership Institute

Flagstaff


JustsouthofTucson,inthesmalltownofSahuarita,thelocalhigh school runs an annual program that aims to visuallyenhancethetownasitcontinuestodevelopandgrow.Twelveyears ago the townof Sahuarita, in alliancewith thePimaAssociationofGovernments,askedSahuaritaHighSchooliftheirstudentscouldcreatefunctionalpublicart,andfromthatsprangtheSummerArtProgram.

The SummerArt Program runs for one month each year,duringwhichtheselectedstudentscomeupwithconceptsanddesignsaswellasglazetilesthatarelaterinstalledontobenchesandgarbagecansthroughoutSahuarita.Inthemostrecentyearoftheprogram,thetownrequestedaseriesoftilemuralsfortheirnewunderpassproject.

“They’re really exceptional students,” says Larissa Laine,oneofSahuarita’sartteachers.Sinceshebeganrunningtheprogram,Ms. Laine chose eight to 12 students per year toparticipateintheprogrambasedonaparticularcriteria.All

participantsmusthavehadat leastgonethroughbeginningart class and from there, Ms. Laine looked at the students’gradesandreviewedtheirartisticabilities.Thesestudentsalsohavetobereliableastheyareexpectedtoshowupeverydayfor theprogramin thesummer,butmost importantly, theymustshowatrueinterestinart.

For theirparticipation, the studentsarepaidanhourly rateinadditiontoreceivingasemesterofartcredit.Yetitisthetown of Sahuarita that is getting the real benefit from theprogram, gaining a sense of character and a unique beautyfromtheartwork.Astothefutureoftheprogram,Ms.Lainesaidsimply,“Idon’tknowifthere’sanendinsight.”

Abouth the Author: Jessie Kellerman is graduating this May from Sahuarita High School and plans to attend Pima Community College in Tucson to continue her studies in the field of photography. Her picture “Madera Canyon” won an Honorable Mention Award in the 2010 ASBA Jack Peterson Photography Contest.

SAHUARITABy JeSSIe KelleRmAn, SenIoR, SAHUARITA HIgH ScHool

Summer Art Program Teams High School, Town to Create Public Art


John W. Gordon, Former Director of Leadership Development

Celebrate! … A Major Part of the Continuous Improvement Plan“excellence is doing ordinary things extraordinarily well!” — John W. Gardner

Many years ago, while cleaning irrigationditches for a farmer during spring break,I was told, “Fill the heel of the shovel first

and the toe will take care of itself.”The farmer had agoal and a timeline: get the ditches ready to water thecrops during theweek Iwas free fromhigh school.Themanagementplanwasthus:makeasfewshovelmovementsaspossible! TheLeadershipDevelopmentDepartmentatASBAhasworkedthroughoutthestate,indistrictsandatconferences,toencourageseniorleaders(thesuperintendentandboardmembers)toutilizeaContinuousImprovementPlanwithfiveprocesses:Plan–Prepare–Act–Reflect–Celebrate(PPARC).The purpose of the cycle is to continuouslyimprove academic performance (results) and sustainexcellenceinoperations(howtheresultsareobtained)thatleadtostakeholderprideandsupport.

“Plan” is the major function of the governing board.The district’s vision and mission are the shared under-standingsthatdrivethedistrictandstaffregardlessofwhoiselectedorwhoishiredasthechiefexecutive.Thegov-erningboardsetsgoalsforthesuperintendenttocarryout.The goals must be aligned with the vision and missionand may be long-range as developed through strategicplanning or more short-term in nature to overcome“wickedproblems”thatpopupfromoutsideinfluencesorthreatssuchaschangesinADMduetoopenenrollment,

newcharterschoolscomingonline,economicdownturnsoremergencies (planehittingaschoolsuchas inRoundValleyUSD).

“Prepare” is the responsibility of the superintendent and his/her team.Plans should be created through collaboration anddeliberation.Whoeveris involvedfeelsthattheprocess ismostimportantwhentheyhavehadahandindevelopingitandmeasuringitsprogress.Thegoverningboardshouldbe provided with the action plans outlining responsiblepartiesandtimelinespriortoimplementationandshouldbeupdatedthroughouttheschoolyear.

“Act” or “Action” is carried out by the employees of the district. Some of the heavy lifting may be accomplished byenlisting the assistance of volunteers such as parent or-ganizations, service clubs, etc. During the year, multiplemeasures should be taken to show progress and identifyproblems.Itisessentialthattheinternalstakeholders(staffandstudents)areprivytothemeasurementofkeyresults.Multiplemeasuresmaytaketheformofsurveys,formativeassessmentsandattimes,intuitiveunderstandings.

“Reflect” or “Reflection” consists of regularly scheduled reviews commonly called “operations checks.” Theoperators(staff,students,parentvolunteers,communityvolunteers)mustbeempoweredtoshowprogress,identifyproblemsandtakecorrectiveorpreventiveactiontomakeimprovementsinthe“plan”alignedwiththemission.Theoperation reviews may be completed during a specialmeeting of the boardwhere questions can be asked andclarificationsprovided.“Reflect”timeshouldbescheduledonayearlycalendarandneverinterruptedbythe“tyrannyof the urgent.” Following such a session, the governingboardmaywanttoprovidefeedbacktothesuperintendentas part of the formative evaluation process in a properlypostedexecutivesession.

time after time, while attending board meetings throughout the state or

wandering the halls of schools, i am struck by the lack of positive reinforce- ment of good work and good deeds.

l leaDership matters


In the view of the author, “Celebrate” is the most important as well as the most underused process involved in the cycle for improvement. Management’sroleismonitoring,supportandrecognition.Compliments and encouragement are much better thancritiqueorcriticism.Timeaftertime,whileattendingboardmeetings throughout the state orwandering the halls ofschools,Iamstruckbythelackofpositivereinforcementofgoodworkandgooddeeds. Recently, while completing a superintendent search,the finalists and I were taken on a tour of a district bya facilitiesdirector.Thedirectorhadbeen thekeyplayerinvolved in building a new addition to a school thatincluded science and computer labs using energy savinggreen construction and installing a new cooler for foodservices.Hehadalsoresearchedthehistoryofthedistrictto help to pass a bond. He explained the changes withpride anddedication. Several of the boardmembers hadnotyetwalkedinthenewadditionnorhadtheyrealizedthepositiveimpactchangeshehadmadeforthestaffandstudents. I have always been fond of the quotes of JohannWolfgangvonGoetheandmyfavoriteis:“Ifyoutreatanindividual...asifhewerewhatheoughttobeandcouldbe, hewill becomewhat he ought to be and could be.”Governingboardmembersandsuperintendentsmusttaketimeeverydaytofindsomeoneorsomethingtoapplaud.Findoutwhatpersonalandprofessionalgoalsstudentsandstaffaspireto.Helpthembecomewhattheyaspiretobe.

More Ways to CelebrateHere are somemore suggestions ofways to celebrate inyourdistrict:

• Seek out a student or staffmember, shake their hand,lookthemdirectlyintheeyeandtellthemhowmuchyou appreciate the job they do and the manner theydoit.

• Cut out a newspaper article highlighting a student or

staffmemberwhomadegreateffortsinathletics,musicortheperformingarts.Sendthearticleandanotetothestudentcongratulatingthemontheiraccomplishment.

• Whenyouaddanewprogram,insistonaperiodicreviewsoyoucanextendcomplimentstothepeoplewhoaremaking changes in line with the district’s mission.Asan example, if you were to add an elementary musicprogram, have the students perform prior to boardmeetings.Experience showsus thatmanyparentswillattendtowatchtheirstudentandmayevenstayforthebusinessmeeting.

• When you change leadership, take time to celebratethe accomplishments made during the tenure of thesuperintendentortenureoftheboardbeforeyoustartanewcycle.

• Ifyouhavepassedabondoroverride, regularly thankthevotersfortheirsupportandprovidereviewsofwhatisbeingaccomplishedwiththeirtaxdollars.

Goodmodelingpaysgreatdividends; it iscontagiousandcancreateanewcultureinyourdistrict.Goethealsosaid,“Kindness is the golden chain by which society isboundtogether.”Bekindtooneanother,itworks! Lastly,H.G.Wellsoncewrote:“Leadersshouldleadasfar as they can and then vanish.Their ashes should notchoke thefire theyhave lit.”Thiswill bemy last articlefortheASBA Journal.Ithasbeenapleasureandanhonortoserveyou,theseniorleadersofthestateofArizona,formorethanfiveyears.Thanksforinvitingme.nAfter five-plus years at ASBA, John Gordon retired in April 2011. His experience as a school district leader brought a keen understanding of the board-superintendent relationship, helping school districts across the state navigate the sometimes treacherous process toward leadership excellence. His easygoing spirit, no-nonsense manner and witty stories will be missed.

PLAN

PREPARE

ACTREFLECT

CELEBRATE

“if you treat an individual ... as if he were what he ought to be and could be, he will become what he ought to be and could be.” – Johann Wolfgang Von Goethe


ThemomentumforHelpingKidsSucceed–ArizonaStyleis accelerating! Since late January, nearly 600 school boardmembers, school leaders and people who support childrenhave attended community meetings in 15 counties acrossArizona.More than2,700studentshavefilledgymnasiums,cafeterias,banquetrooms,classroomsandcommunitycentersthroughout the state to learn about how they can developrelationshipsthatwillhelpthemsucceedinschoolandinlife.

Thereactionofboardmembers,communityleaders,schoolpersonnel, faith community leaders and parents has beenenthusiastically positive, with the only criticism to theworkshop being a resounding“More people need to hearthis!”Participantsaregettingtheir“PromiseCards”mailedtothem,andtheemailsarebeingreturned,reportingthat“goodthings”havehappenedasaresultoftheworkshop.

I wanted to share with you some of the responses we’vereceivedfromparticipants,whosevoiceswillhelpshapethebookthatwillcomeoutofthisproject.Ultimately,wewanttobuildcommunitiesofsupportthatempoweradultstobethestringsthatchildrenneed.

Bruce in Flagstaff writes: “I received my Promise Card, and I want to report that Ihave kept my promises. My first promise was to talk withmyowngrownupkids about theirwebof support, and totellthemaboutthewebmygrandkidsneedtosucceed.The

conversationwithmyownkidswasextremelyaffirming.(MywifeandIfeltthatwewere‘catchersofdreams,’butyoureallydon’tknowuntilyoumeasureandaskyourkids.)MygoodnewsisthatmywifeandIgaveourkidsastrongweb.

“Furthermore,theROYGBIVwasmemorableenoughforme to talkwithmykidsabouthow it relates to theirkids.And,wearealleagerfortheHelping Kids Succeed – Arizona Stylebook.(IonlywishIalreadyhadit!ButIcanwaituntilFebruary!)

“Thank you for the work you do. Keep it up. Arizona’schildren,familiesandschoolsneedit!”Beth in Tempe writes: “Lastnight,Iwasworkingwithagroupofstudentstobuildtheir‘string’ofSenseofPurpose.IaskedastudenttosharehisDream.HetalkedaboutvisitingItalyandParisspreadingLove.ItoldhimthatIcould‘see’witheverystephetakesonhisjourneytheLightandLovethatradiatesfromhim.ItoldhimthatIthoughtitwasafabulousDreamforhisfuture.TheworkofROYGBIVanditsmeasurablewebofsupportallowsmetogetmoreinvolvedingivingkidsallthecolorstheyneedtosucceed.”

Report from the Field – Good Things are Happening!By Derek peterson, international child/Youth advocate


Report from the Field – Good Things are Happening!By Derek peterson, international child/Youth advocate

And Katy in Maricopa County writes:“Derek Peterson’s presentation showed us ‘What Kids Needto Succeed.’ We learned, asPaulHarveyused to say,‘the restofthestory.’Heopenedmymind,andheart,toanewwayofseeingchildrenandyouth,andmyrole in their lives. Imovedfrom the traditional belief that children just need two lovingparentstobesuccessfulinlife,totheunderstandingthatchildrenneed, and benefit from, more substantive connections withmoreadults.

“Helping Kids Succeed’s approach to student achievementshowedustheRuleofFive,wherebychildren,infact,needatleast five caring adults in their lives to build a sufficient‘webof support’ tofilterout thebadandreinforce thegood.Asan‘anchor’ofayounggirlwhocoulduseabiggerandmoretightweb of support, I walked away from Peterson’s presentationthinkingaboutnewwaystoengagewithmyyouthandinvolveherinthecommunity.Ihaveanewframeofmindwithwhichtoenteranysituationthatinvolvesyouthand,forthatmatter,adultswhocareforyouth.”

What We Are Learning1) Whilepeoplearereluctanttocometoevening“workshops”

andareinitiallyskepticalabouttheirworth,afterbeingtaughtaboutthewebofsupportandtheStudentSupportCard,theybecomeenthusiasticsupporters!

2) The best way to get people to attend is through personalrelationship…simplyaskingotherstocome.

3) Everywhere we go, the participants ask for “another”presentationandpromisetoattractalargeraudience.

4) The creativity of school board campaigns is important.Emailsandflyersarenotenoughinthismediafilledworld.We have seen board members get newspaper articles andradiointerviews,putthepromotionalmaterialsinwiththeirlocalutilitybill, andevenput abanner across theirbusiestintersections. We have seen board members, communityactivists and school personnel get energized through theworkofHelpingKidsSucceed!

16 ASBA Journal I Spring 2011 Spring 2011 I ASBA Journal 16

5) The countyworkshops haveus being in-vited to present and keynote at statewideconferences,inordertogainmoremomen-tumfortheinitiative.

6) We’reseeingthatArizonastudentsarebe-coming energized by the work, they canseetheirneedfora“webofsupport”andtheycanunderstandwhattheyneedtodotoself-activateawebofsupportforthem-selves.

Some Outcomes

• School boardmembers statewide are be-comingcompetentwiththewebstoryanditsmeasurablemetrics.

• Some statewideagenciesand foundationsareusingthelanguagefromHelpingKidsSucceedtoworkalongsideASBAtogivekidswhattheyneedtosucceed.

• Ahandfulofteachersareusingthewebofsupportstoryintheirclassrooms.

• Increasingly, Arizonans are focusing on“whatkidsneedtosucceed.”

The work is continuing.Workshops will bestarting up again in earlyAugust. Check thecalendar at www.helpingkidssucceed.org formore information.Thinkabouthowyoucanhelp us continue to share the project withmoreyouthadvocatesandstudentsthroughoutyourcommunity.Andfeelfreetocontactmeat480.220.7477orderek@azsba.orgtoscheduleaworkshopinyourcounty,communityand/orschool.n

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Empowering Parents as Active Partners in the Educational JourneyBy Juliet Martin

When school leaders open the door and invite parents into their world – and teach them how they can be a richer

part of their children’s learning – the parent-

student-teacher balance can lead to greater

achievement.


Professional Learning Community Parent Workshops AlhambraElementarySchoolA survey of parents in Phoenix’s inner-cityAlhambraElementarySchool District conducted last year showed that nearly half (44percent)itsparentshavelessthana12thgradeeducation,andslightlymore than one-quarter (28 percent) have any experience withcollege.Otherissueslikepoverty(92percentofstudentsreceivefreeorreduced-pricefoodservices)andfamilytransienceposechallengesfor thedistrict.Themost surprising informationgleaned fromthesurveycamenotfromdemographicsbutattitudes:only57percentofparentsthoughtthedistrictwas“veryeffective”inmeetingstudentneeds.ItwascleartonewsuperintendentDr.KarenE.Williamsthattherewasadisconnectbetweentheschoolanditsfamilies.Williamsandthedistrictsetouttodevelopprogramstoengageparentsintheirchildren’seducationandmitigatesomeofthechallenges. Whenasked in the surveywhat theyweremost interested inattending,Alhambraparents citedparent classesorworkshops andfeatured speakers on student learning.According toWilliams, thedistrictrealizedthatifitexpectedparentstobeapartnerineducatingtheirchildren,“weneededtoprovideparentswiththeresourcesandtools to make it happen.” Based on the book Professional Learning Communities at WorkbyRichardDufourandRobertEaker,AlhambradevelopedProfessionalLearningCommunityParentWorkshops tofacilitate learningopportunities forparents that empower them toconfidentlyhelptheirchildren. Thedistrict setout todevelopaprogramwhereby“everyonewithin the community comes together in a learning atmosphere,”Williamsnoted.“Inmyhome,ifmydaughterneedstogetonthecomputer,togoontheinternettoresearchsomething,ifshedoesn’tunderstand,Icanhelpherwithit.Notallourfamilieshavethat.Wewanttobringourparentcommunityintogivethemopportunitiesto learnhowtheycanhelp theirchildren learn, andbeconfidentdoingit.” Held during three half-day staff development opportunitiesprovided during the year, theParentWorkshops focused on threetopics:theKaganCooperativeLearningstrategiestoelevateacademicachievementinthehomeandenhancethestudentappreciationforsubjectmatter,classandschool;science,technology,engineeringandmath(STEM),includinghandsonactivitiesandasamplingoflearning

experiencesfromthedistrict’sSTEMSaturdayprogram;and“MathinEverydayLives,”featuringhands-onactivitiestoincorporatemathinafunandinteractivewaythroughouttheday. GriseldaEstrella,whose11-year-olddaughterattendsAndaluciaMiddleSchoolintheAlhambraDistrict,wasoneofnearly60peoplewhoparticipated in theParentWorkshops thisyear.SheespeciallylikedtheSTEMsession,whereshesawhowelectricitypowersthings. “It’simportanttogotothiskindofworkshop,”Estrellaremarked.“It’sachancetoseemoreaboutwhatkidsaredoinginschool.Itletskidsseethingsforthefuture.Childrenstarttoseethingsdifferentlyforthefuture.Childrenandparentsaregettingtobepartofafunexperience,andalearningexperience.Tome,that’sreallyimportant.” Superintendent Williams said Estrella’s response typifies thefeedback they’re receivingabout theprogram.“Parentsverymuchappreciatedtheworkshops,andtheywereveryactivelyengagedintheprocess.Itrekindledaloveofschool.”

Intheeducation“three-leggedstool,”parents,studentsandteachersplayasymbioticroleinacademicsuccess.Ifoneofthosestool legsbecomesshorter, theoptimal learningbalancebecomesupset,andthepathtostudentachievementbecomesinfinitelymorechallenging.Schoolscanworkonmotivatingstudentsandimprovingteacheroutcomes,butifparentsor

influentialadultsaren’tanintegralpartoftheequation,it’seasierforstudentstodisengagefromtheeducationalprocess. Threeprograms inArizona that recentlywonArizonaSchoolPublicRelationsAssociationASPRA*tionAwardshavedevelopedinnovativeparentengagementprogramsthatgobeyondtraditionalparent-as-helperroleslikevolunteeringintheclassroomtoprovidetoolsthathelpmakeparentsstablepartnersintheirchildren’seducation. Socio-economic indicators likepovertyhave long fought against schools in thequest toeducate students andachieveacademicsuccess.Languagebarriersandparentaleducationalattainmentalsocanhaveanimpactonhowchildrenapproachtheireducations.Whilepublicschoolscan’tchangethedemographiccharacteristicsoftheircommunities,schoolscanbuildrelationshipswith parents that begin to change their, and their children’s, attitudes about education and behaviors towardschoolwork.

parents in the alhambra esD learn how to enhance their children’s learning at home during a professional learning community parent Workshop. opposite page: parents spend the day in the classroom learning what their children are doing at cheatham elementary school.


Cheatham Elementary Parent Academy Program LaveenElementarySchoolDistrictAn examination of barriers that prevented some parents frombecominginvolvedledCheathamElementarySchoolintheLaveenElementary School District to create a multi-faceted program tokeepparentsinconstantcommunicationwithteacherstoensurethesuccessoftheirchildren.Nowinitssecondyear,theParentAcademyinvolvesparentsinavarietyofprogramsthatare“buildingasenseofcommunitywithknowledgeatitscore,”saidCheathamElementaryPrincipalMichaelWinters. From the beginning, a group of parents came together withteachers to determine the bestways to involvemore parents, andthe Parental Involvement Committee continues to analyze dataandhonetheprogramstoincreasesuccess.Lettingparentsseewhattheirchildrenaredoingintheirclassrooms,providingclassesaboutcharacterandacceptablebehavior,andaseriesoffunprogramsthatfocusonacademicshavedrawnhundredsofparentstobecomemoreengagedwiththeschool,havetorndownbarriersandhaveincreasedcommunicationamongparents,teachersandtheschool. AtCheathamElementary’sAcademicProgramseveningsheldthroughout theyear,parentscometogetherwith teachers to learnstrategies to help their children be more successful academically.Following a communitydinner,parents attendgrade-level-specificworkshops where teachers provide information and tools to helpparents successfully guide their children to achieve their academicgoals.Onarecentevening,morethan400peopleattendedtheAIMSBingoNight,afun-filledbarbequewherePrincipalWintersasthebingocallersharedwithparentstheimportanceofAIMStestinganddemystifiedthetestbycallingouttermsanddefiningthem.Wintersrecalledthatwhenheannouncedthatthirdquartertestscoreswerethe highest the 950-student school has ever achieved, the crowdcheered.

“Thecommunity is takingownershipof the school,”Wintersshared.“Not only are teachers and students taking ownership ofbeingsuccessful,it’salsotheparentswhoaresteppingup.” Anotherprogramtakesparents through thepacesof a typicalschool day with their child. Each month, a different grade levelparticipatesinTakeYourParenttoSchoolDay,whereparentsstartat7:30a.m.withabriefbreakfastandoverviewfollowedbyfourhoursofactivitiesintheclassrooms.InearlyMay,morethan60parentsofkindergartenersexperiencedeveryaspectoftheirchildren’sday.Thatnumbermakesupmore thanhalf thekindergartenparents, notedNicole Scales, instructional coach and coordinator for the parentinvolvementprograms. “Ourprogramisconnecting families inourcommunitywithour teachers,” Scales said.“It helps teachers understand what thechallengesareinourcommunityandopenstheclassroomtoparents.It’sreallyaboutbuildingrelationships.” Cheatham Elementary also offers a Parenting with Characterprogram that stresses the importance of modeling good characterfor theirchildrenandprovidesparents tools toencouragepositivecharactertraits.Theparentportiongoeshandinhandwithstudentassembliesaboutcharactersothatmessagesbeingheardatschoolarereinforcedathome.TheschoolalsooffersaHomeworkClubwherestruggling students can come with their parents for after-schoolhomeworkhelpandaComputerClub,whichfocusesonmathandlanguageandgivesparentstheopportunitytoworkalongsidetheirchildandteacher. As the second year of the Parent Academy winds down,PrincipalWinters said theyareconsideringaddingmoreprogramsto keep parents engaged and excited about being part of theirchildren’ssuccess. “Myviewofparentinvolvementhaschanged,”Wintersshared.“Itusedtobejustabouthelpingattheschool.Butparentsarehelpingusbyworkingwiththeirkidsathome,andweneedtogetparentsinvolvedanywaywecan.”

New Parent Orientation AlhambraElementarySchoolDistrictAlhambraalsofacesahighlytransientpopulation,withnearlyone-thirdofitsfamiliesbeingmobile.Thathasledtoarevolvingdoor,withkidscomingandgoing.Insomecases,primarygradestudentshavebeentoasmanyas12differentschoolsbeforearrivingintheAlhambradistrict.Theneed to reach theseparents andencouragethemtoremainstableintheirchild’seducationwasgreat,Williamssaid. RatherthandoingoneNewParentOrientationatthebeginningoftheschoolyear, thedistrict targetsnewparentseverymonthtoacquaint them with the district’s high expectations, its vision forstudentsandthemanyopportunitiesitprovidesforparents.Keytotheprogramistheopportunityforparentstomeetdirectlywiththesuperintendentandbeginbuildingpersonalrelationships.Principalsarealsovitaltotheequation:Theymakepersonalcallstoinvitenewparents to the orientation meeting and attend the orientations toencouragenewparentstobecomeactivelyinvolved.

Sincethebeginningoftheschoolyear,thefirst-yearprogramhas seen from 20 to 50 mothers and fathers attend each month.“Theprogramallowsustoforgearelationshipwiththoseparents,andtheyfeelvaluedandappreciated,”Williamsstated.“Wehavetodemonstratetothemthatwetrulydocareabouttheirchildren.Whenyouopenadoorandextendahandtosomeone,thatappreciationgoesdeepwiththoseindividuals.” Elizabeth Sanchez, governing board president for Alhambra,can’tcontainherenthusiasmforandprideintheprogramsastheycomplete their first academic year.“It’s all about the kids, that isuppermost inmymind.Wehave tobe constantly thinking abouthowwecanprovideservicestoourstudentsandfamiliesthatleadtostudentachievement.Wehavetoreachbeyondwhatwe’vedonebeforetofindthingsthatworknotjustforthedistrictortheschoolsbutalsoforthefamilies.”


Deer Valley University DeerValleyUnifiedSchoolDistrict WhileAlhambra’s and Cheatham’s programs are newer, DeerValley Unified School District’s DeerValley University has beenoffered for eight years, drawingparents, communitymembers andschoolemployeestoafive-sessioncoursethatexploresthecomplexissuesthatmakeaschooldistrictrun.ModeledafterasimilarprogramofferedbytheCityofGlendale,DeerValleywantedtodemystifytheschooldistrict’soperationsandbuildlastingrelationshipsbetweenthecommunityandleaderswhoaretransparentandapproachable. BysharingwithDeerValleyparentstheinner-workingsofthedistrict – fromhow thegoverningboardworks to academics andtheins-and-outsofschoolfinances–eachdirectorinthedistricthas“achancetoexplainwhattheydo,andwhytheydowhattheydo,”explainedGoverningBoardPresidentAnnOrdway,anenthusiasticsupporteroftheprogramwhohasparticipatedfromthebeginning. “Asboardmembers,wehearfromparentswhodon’thavethecorrectinformationbecausetheydon’tknowhowitworks,”Ordwaypointedout.“Thereisalotofmiscommunication,misinterpretation,because there isn’t enough information for a parent to make adecisionregardingwhat’sworking.”Shenotedthatwhenpeopletaketheclasses,theyunderstandthebasicsandarearmedwithaccurateinformation. Theprogramenjoyedstrongattendanceitsfirstfewyears,butthensawthenumberofparentsattendingdrop,saidKimRedding,who oversees parent/community involvement for Deer ValleyUnified.The district opened the program up to teachers and thebroadercommunityinadditiontoparentsandhasseenthenumbersincreaseandthedynamicsoftheprogramevolve.

“It’s interesting when you get to see teachers and parents or thecommunityinteract.Youcanwatchtheparents’reactionswhentheyunderstand a particular area,”Redding said.Teachers often answerparents’questions.“Ittakesthemystiqueoutofhowyouselecttextbooks,howthegoverningboardoperates,whykidscan’thavesmallerclasssizes.” Participants can take classes individually or choose to take allfivecoursesandgraduatefromDeerValleyUniversitywithabinderfull of materials. School-level parent leaders who find the classesenlighteningoftenrequestthatthepresentationsbereplicatedattheschoollevelformoreparents.“They’reallbecomingambassadorsofDeerValley SchoolDistrict and sharing informationwith others,”saidSandiHicks,directorofpublicrelationsforthedistrict.“DeerValleyUniversityhelpsthembegintodevelopanunderstandingofanorganizationthatismorecomplexthantheyeverimaginedtheirneighborhoodschooltobe.” Learning at Deer Valley University isn’t a one-way street,Hicks noted.“DeerValley University lets us keep a good eye onthecommunity;it’salisteningpost,sotospeak.There’sabenefittotheassociatesuperintendentsastheyseetheperspectiveofparents,taxpayersinourcommunityandemployees.” DVUparticipantsareespeciallyappreciativeofthevastamountofinformationprovidedaswellasthetimeandcaretakeninpreparingandpresentingit.Sherecallsasessionthisyearwhereparentsvoicedadesireformorerigorousopportunitiesforgiftedchildren.“Whatitdidwasopenedthedoorforconversation.” Duringdifficultfinancialtimes,thatdialogueiscrucial,Ordwaystated.“Themoreinformationthey[thecommunity]have,thebettereveryonecanworktogethertoseewhatwecando.Districtstaffcanexplaintheprocessandbasic information,andPTOscantakethispieceofitandothergroupscantakethatpieceofit. “We’renotmakingwidgetsorphysicalproducts;ourjobistoproducesuccessfulchildrenwhogoontobesuccessfuladults.”n

more than 400 parents and students attended cheatham elementary’s aims Bingo night, which demystified the test and emphasized its importance (left). a teacher from the alhambra esD helps a parent. above: Deer Valley university draws dozens of community members for an up-close look at how the district works.

UNIVERSITYD E E R V A L L E Y

2011


Tips for Parent Involvement Programs1. Bring Food. Foodisagreatwaytodrawpeoplein.CheathamElementaryhashadfooddonatedfromSonic,andtheyreceivedagrant

tohelpfundtheirmodestbudget.

2. Show and Tell.DeerValleyhadgreatsuccesswhentheybroughtinadistrictdumptruckfortheFacilitiesServicesclassandalsosharedallkindsofmobiletechnologythatteachersareusingintheclassroom.

3. Collect and AnalyzeData.AlhambrafoundthattheNewParentOrientationwasn’tasnecessaryattheendoftheschoolyear,asparentswerelesslikelytochangeschoolsiftheymovedinthefinalmonthsofschool.

4. Tweak Your Programs.Allfourprogramshaveevaluatedandadjustedtheirprogramsonanongoingbasistomeetparentandcom-munityneeds.

5. Communication: Make It Early, Creative and Timely.Cheathamfoundthatprovidingascheduleatthebeginningoftheyearletparentsscheduletheactivitiesinadvance,andthatremindersneededtobeinparents’handsatleasttwoweeksout.Considercallingpeople,andsendinvitationsfromprincipalsandthesuperintendent.Multiplechannelsofcommunicationworkbest.

6. Get Started.Noneoftheprogramshasgreatmonetarycosts;theyjusttookmotivatedplanningteamsandstafftime.Itdoesn’thavetobeextravagant,butitdoeshavetobeheartfelt.


Asschoolsfacedecliningbudgetsandtheneedtoengageparentsandthecommunitybecomesincreasinglyvital,educational foundationsofferagreatwaytoraisebothfundsandfriends.Atthiscriticaltimeforpublicschools,findingalternativewaystobringinrevenueismoreimportantthanithaseverbeen.Whetheryourschoolsystemalreadyhas a foundation or you’re considering starting one, it’s importanttounderstandtheinsandoutssothatyoucanfocusyoureffortsonmaximizingfundraisingeffortsforstudentprograms.

Anot-forprofiteducationalfoundationisatax-exemptorganizationformed to assist public schools. It can provide much-needed anddesiredsupportfortheentireschoolsystembeyondlocal,stateandfederal appropriations.The success of a not-for-profit educationalfoundationdependsontheamountofplanningthatgoesintoit. An educational foundation should be a legally incorporatedentity qualifying for tax-exempt status so that donors can receivebenefitsfromtheirgifts.Whiletheprocessforsettingupafoundation–andfindinginformationandinspirationtotakeyourfoundationtothenextlevel–canbedaunting,theAmericanSchoolFoundationAlliance(ASFA)offersavarietyofresourcestogetyourfoundationoffontherightfootandprovidesreal-lifeexperiencesandtipsfromestablishedfoundationsacrossthecountry.

A not-for-profit membership association for public K-12 schoolfoundations,ASFAoffersuniquebenefitstohelpschoolfoundationssaveonadministrativecostssuchasinsurancediscountsandretailerdiscountsandtoincreasefoundations’revenuestreams.TheNewsroomonASFA’swebsiteincludessuccessfulfundraisinginitiativesand50+corporategrantopportunities.Inaddition,ASFAofferseducationalresourcestohelpfoundationslearntohelpthemselvesandprovidesaccesstoanationalnetworkoffoundations.

Best Practices Guide The organization’s Best Practices Guide offers its members aplaybookthatcoverseverythingthatshouldbeconsideredbynon-profiteducationalfoundationstohelpimproveandensurethatthefoundation’spolicies andbylaws are compliant.Thismay safeguardthenot-for-profit’sdesignationwiththeIRS. From setting the foundation’s purpose and vision, strategicplanningandeffectivegovernancetofinancialoversight,dealingwithlegalissuesandsettingvolunteerandfundraisingpolicies,theguidetouchesonmanyoftheaspectsthatnewfoundationsshouldestablishduringtheirlaunchphase.Existingfoundationswillfindtheguideawelcomereviewofspecificareasthatcanbeimprovedtomaximizeeffectiveness.

Not-for-Profit Educational Foundations Offer Great Way to Build Support

By Nancy Dye & Juliet Martin


Other Resources Tohelpfoundationsidentifygrantsforalternativesourcesofrevenue,ASFAprovidesmembersalistof50grantopportunitiesfornon-profitorganizationsandcontinuouslysearchesformoregrantopportunitiesto add to this list.The eligibility requirements of these grantswilldifferdependingonthegrantprovider.ASFAalsohascompiledalistoflawfirmsthatofferprobonoservicesto501(c)(3)organizations.Manyfoundationsarenotawarethattheseservicesexist,butASFAhasidentifiedthefirmsasaconveniencetoitsmemberfoundations.Thelawfirmsconductprobonoworkattheirdiscretion,andASFAdoesnotguaranteethatserviceswillbeprovided.

Newsletters, Foundation Profiles and Members’ ForumNewslettersandfoundationprofilesregularlyoffernewperspectivesaboutissuesofinteresttomembers,andarticlesarearchivedonASFA’swebsitesotheycanbereferencedon-demand.Thisisagreatwaytostaycurrentonthelatestthinkingandtoadoptpracticesofsuccessfulmodelprogramsforyourownfoundation.Anothergreatwaytoshareinformation is through theMembers’ Forum,wheremembers can“chat”andlearnfromotherfoundations’experiencesandstrategiestoachieveyourobjectives.

Annual Conference, Webinars and Consultative Services ASFAalsooffersanannualconferencewherepeoplefromaroundthecountrycometogethertoshareideas,learnaboutbestpracticesandnetworkwithotherfoundationleaders.Accordingtooneconference-goeratApril’sannualconferenceinSanFrancisco,theeventwas“awonderfulcollaborativeforumofpassionateanddedicatedindividualsfocused on the common goal of funding educational programs.”ASFA’s 2012 Conference is planned to be held in Chicago inFall2012.

Member Discount Programs ASFArecognizestheneedforfoundationstosavemoneyandoffersretailerdiscountsbetween5percentand70percentthatwillbenefitfoundations when purchasing items for an event, ordering officesupplies,settingupawebsiteorenhancinge-mailmarketingefforts.Additionally,ASFAmembersreceiveariskmanagementdiscounton

theirinsurancepremiumsthroughtheSchoolFoundationInsuranceProgram(SFIP).OptionalcoveragesuchasGeneralLiabilityisalsoavailable.Thediscountprogramisdesignedtosaveonadministrativecosts, the savings from which ultimately leaves more funding forstudents!n

Nancy Dye is the executive director of the American School Foundations Alliance. Visit the ASFA website at www.asfalliance.org for more information about how your foundation can tap into the extensive array of resources available to its members.

Top 5 Tips for Educational Foundations

1. Establish “best practices” to protect your foundation’s infrastructure.

2. Purchase sufficient insurance coverage.

3. Establish various revenue streams, e.g., annual fund, unique fundraisers, grant funding, etc.

4. Communicate proposed funding initiatives before asking for money.

5. Promote your foundation’s brand in the community.

Creatings p a c e s f o r e f f e c t i v e

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ABEC ConferenceWhere Business and Education Connect

By Susan Carlson


ABEC ConferenceWhere Business and Education Connect

By Susan Carlson

AccordingtotheArizonaSchoolBoardsAssociationtrainingfor new school board members, “School board members a responsible for broad, futuristic thinking, minute analysis and decisive

action in all areas that affect students and staff in their schools. Everything board members do is focused on providing the best education possible for the children in their community.”

ASBAgoesontoadvisethatthegoverningboardisresponsibleforenvisioningthe futureof thepublic schools in theircommunity.Asaneducationalleader,schoolboardmembersarealwaysseekingnewinformation, learningandexploringways to integratenewresearchintothatcommunityvision.

The Arizona Business & Education Coalition (ABEC), of whichASBA is a foundingmember, is theonlyorganization statewideofbusiness and education leaders, learning and exploring together, tofindcommongroundoneducationalissuesinK-12publiceducation.Sometimes, opinions are quite different from each other. However,after listening to eachother and learning aboutwhat shaped thoseopinions,areasofagreementbegintorise.ABECcreatesmanysettingsinwhichleadersofdisparateopinionscancometogetheranddialoguewithagoaloffindingcommonground.Oneofthoseopportunities,theABEC annual conference, is coming up June 6.ABEC invitesschoolboardmemberstoattend.

Rethinking Today – Preparing for Tomorrow

Businesses, particularly multi-national companies, advocate urgencyin improving the system.Theyareexperiencinga rapidlychangingworldandworkincountrieswithverydifferenteducationalsystems.Craig R. Barrett, retiredCEOandChairmanof theBoard, IntelCorporation, will represent that viewpoint and will issue a call toaction.“Weneedtotakeaction,”hesays,“notdoanotherstudy.”

But school systems in this country have been working on schoolimprovementforyears.Atonetimethefederalgovernmentprovidedfundingforschoolimprovementstrategiesandthenstudiedtheresults.Paul Koehler,DirectorofThePolicyProgram,WestEd,willsharethefindingsandmakesomerecommendationsforArizona.

In today’sfiscalcrisis, though,financial resourcesare tight,andmaybecome scarcer. How can educators consider undertaking schoolreformasbudgetsshrink?Lawrence O. Picus,LawrenceO.PicusandAssociates,will sharestrategies forhigh-performingschools,evenintimeslikethese.He’lldigdeeperintothe“evidence-basedapproach”forallocatingresources.ThisisthemodelforfundingschoolsbeingpromotedbyABECintheirSchoolFinanceReformInitiative,andforschoolboardmembers,it’sverytimely.

Using technology as a tool for increasing learning while savingoperationalfundswillbeexplored.Thomas W. Greaves,CEO,TheGreavesGroupLLC,willtalkaboutthegroundbreakingProjectRED(ReinventingEducation)study.Theresultsdefyconventionalwisdom.

Attheendoftheday–howdoweachievegreatness?Sometimeago,McKinseyandCompanyidentifiedasetofeducationalsystemsacrosstheworld thathavebeen identifiedas topperformers andproducesuccess in the topquarter asmeasuredby international assessments.Buthowdotheykeepgettingbetter?Paul Kihn,Partner,McKinsey&Company,willrevealhoweachofthetop20systemshasachievedsignificant,sustainedgainsinstudentoutcomes.

Followingareafewofthemajorfindingsfromthestudyofschoolsystems,worldwide,astheyembarkonthejourneyfromgoodtogreat: 1) Successcanoccurnomatterwhereorwhenyoubeginthe

journey–andrelativelyquickly.Wedon’thavetowaitfor10yearstoseeit.

2) Similartypesofinterventionsareusedacrosstheworld,ateachstageofthejourney.

3) Leadership matters – both strategic and political leadership.Continuityandstabilityareessential.

WhichbringsusbacktowhyyoushouldattendtheupcomingABECconference.Leadershipdoesmatter.Bringabusinesspartnerortwotoparticipateinlearninganddialogue.Asthelocallyelectededucationalleader in your community, come hear cutting-edge research anddialoguetoinformyourvisionofthefuture.n

Susan Carlson is executive director of the Arizona Business & Education Coalition. ABEC is a long-term effort designed to increase the trust between the business and education communities; acknowledge their synergies and symbiotic relationship; develop respect and understanding for each other’s needs, missions and methodologies; be a credible source for education-related data and their interpretation; and provide a common voice for education in the state.

2011 ABEC Conference Rethinking Today – Preparing for

TomorrowJune 6, 8:30 a.m. to 5 p.m.

Desert Willow Conference Center4340 E. Cotton Blvd., Phoenix

Go to www.azbec.org for more in-formation and to register.


By Janice Palmer, ASBA Director of Governmental Relations

Legislator Accountability How Did Your Legislators Vote on Key Legislation in the 2011 Legislative Session?

The 2011 Legislative Session adjourned sine dieonWednesday,April20at5:25a.m.afterexactlya100-daysession.TheGeneralEffectivedatefor

chapteredbillswillbeJuly20,2011,unless itwaspassedwithanemergencyorretroactivityclause. With anotheryearofbudget cuts (seeChuckEssig’sarticle),changesinretirementcontributionsandlegislationto silenceASBA andothers’ voices in ballot elections, itwas a difficult year for K-12 education.WhileASBA isworking toensureourmembers’voiceswillcontinue tobeheard, allofyouworkingon thegroundcontinue tohavetomakethedifficultchoicestoensureourstudentsdon’tsuffer.Youarethechampionsandwhythesevotingrecords are so key.Your job to ensure that our studentshave aqualityeducation is eitherhelpedorhinderedbylegislativeaction.Wemusthonor thosewhohelpusandholdthoseaccountablewhodonot. While K-12 education overall had a tough year, it’simportant tonote the small victories.ASBAhad a greatyear inworkingwithmembers toamend legislationthatwouldhaveeitherbeenproblematicorharmfultoschools.Inaddition,Gov.Brewerusedhervetostamponanumberofpiecesofdetrimentallegislation.

The following bill summaries representmany of thesignificant policy bills affecting K-12 public educationidentifiedbyGovernmentalRelations.Foradetailedsum-maryofK-12educationbills,pleaseconsulttheLegislativeWrapUpBrief availableonourwebsite at www.azsba.org. Again, please be sure to communicate with yourlegislators regarding their voting record, holding themaccountableforthepositiveandnegativevotescastonK-12educationlegislation.n

asBa had a great year in working with members to amend legislation that would have either been problematic or harmful to schools. in addition, Gov. Brewer used her veto stamp on a number of pieces of bad legislation.

l capitol VieW


2011 Key Legislation and Voting RecordsHB 2002 (school district monies; associations; elections – Kavanagh)Thisbillprohibitsaschooldistrictfrompayingformembershipinanassociationthatattemptstoinfluencetheoutcomeofanelection.ASBA opposed;Chapter169;2011Laws.

HB 2301 (soft capital; uses – Mesnard)This bill allows school districts to spend 50% of unencumberedExtracurricularActivity(ECA)taxcreditmoniesreceivedpriortotaxyear2011onshort-termcapitalitemsinFYs2011-12and2012-13andliftstherestrictionsonuseoftheSoftCapitalAllocation.ASBA supported;Chapter195;2011Laws.

HB 2415 (schools; bullying policies – Yee)Thisbillmakeschangestothebullyingstatutebyexpandingthosepersonseligibletoreport,includeselectronictechnologyandcommunicationonschoolequipment,anddescribesaprocessforinformingstudentsoftheirrightsandsupportservices.ASBA supported;Chapter196;2011Laws.

HB 2581 (STOs; credits; administration – Mesnard)Thisbillwouldhaveincreasedtheindividualandcorporateincome tax credits for private schools with an estimated cost to the state General Fund of $55 million. ASBA opposed;vetoed.

HB 2707 (general fund revenue limit – Lesko)ThisbillcreatesastateGeneralFundrevenuelimitationandoutlinesguidelinesforthegrowthandreductionsinrevenues(i.e.TABOR).ASBA opposed;vetoed.

SB 1186 (tax corrections; STO expansion; class six – Yarbrough)This bill would have created a newindividualincometaxcreditforcontributionstoanSTOthatiscertifiedasanSTOforpurposesofcorporatetaxcredits.ASBA opposed;vetoed.

SB 1201 (firearms omnibus – Gould)Thisbillwouldhaveallowedaloadedweapononschoolgrounds.ASBA opposed;vetoed.


SB 1263 (schools; administrative tasks; reduction – Crandall) Thisbillmakesvariouschangestostatutesgoverning school districts and charter schools, includingmeasures related to bonding, annual reporting and auditrequirements, school closures, procurement procedures, and budget overrides. ASBA supported; Chapter 344;2011Laws.

SB 1329 (public employees; lobbying; political activities – Antenori)This bill would have prohibitedapublicemployeewho ispaid inwholeor inpart fromtaxpayermonies fromlobbyingagovernmentalentityorengaginginanypoliticalactivityduringtheemployee’shoursofemployment.ASBA opposed;vetoed.

SB 1407 (schools; data; noncitizen students – Klein)ThisbillwouldhaverequiredADEtocollectdatafromschooldistrictsonpopulationsofstudentswhoareenrolledandwhocannotprovelawfulresidenceintheUnitedStatesandallowedtheSuperintendentofPublicInstructiontowithholdstateaidforanyviolation.ASBA opposed;FailedSenateThirdRead14-16.

SB 1553 (education; disabled students; empowerment accounts – Murphy)This bill establishes andprescribesrulesandrequirementsfortheArizonaEmpowermentAccountsprogram(essentiallyavoucher)forspecialeducationstudents.ASBA opposed;Chapter75;2011Laws.

SB 1614 (state budget procedures; 2011-2012 – Biggs)This bill, among other provisions, changes theretirement contribution rates from 50/50 to 53% employee and 47% employer. ASBA opposed; Chapter 26;2011Laws.

SB 1617 (budget reconciliation; K-12 education; 2011-2012 – Biggs)Thisbill is the educationbudgetenactmentbill.ASBA opposed;Chapter29;2011Laws.

SCR 1019 (state appropriation limit; reduction – Bundgaard)ThisbillwouldhaveputontheNovember2012ballotspecifiedmethodsfordeterminingthemaximumlimitsonstateappropriationsforFY2013andeachyearafter.ASBA opposed;NeverheardintheHouse.

SCR 1027 (statewide initiatives; periodic reauthorization – Antenori)This billwouldhaveputon theNovember2012ballot the requirement that statewide initiativemeasures affectingpublicmoniesbe reauthorizedafter8fiscalyears.ASBA opposed;NeverheardintheHouse.

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Legislative District 1

Bill Sen. Steve Pierce

Rep. AndyTobin

Rep. KarenFann

HB 2002school district monies; associations; elections

Yes Yes Yes

HB 2301soft capital; uses YES YES YES

HB 2415schools; bullying policies YES YES no

HB 2581stos; credits; administration

Yes Yes Yes

HB 2707general fund revenue limit

Yes Yes Yes

SB 1186tax corrections; sto expansion; class six

Yes Yes Yes

SB 1201firearms omnibus Yes Yes Yes

SB 1263schools; administrative tasks; reduction

YES YES YES

SB 1329public employees; lobbying; political activities

Yes Yes Yes

SB 1407schools; data; noncitizen students

Yes – –SB 1553education; disabled students; empowerment accounts

Yes Yes Yes

SB 1614state budget procedures; 2011-2012

Yes Yes Yes

SB 1617budget reconciliation Yes Yes Yes

SCR 1019state appropriation limit; reduction

Yes – –SCR 1027statewide initiatives; periodic reauthorization

Yes – –


Bill Sen. Jack Jackson Jr.

Rep. Tom Chabin

Rep. Albert Hale


NO NO NO

HB 2301soft capital; uses no no no

HB 2415schools; bullying policies YES YES YES


not VotinG NO NO


NO NO NO


NO NO NO

SB 1201firearms omnibus NO NO NO


YES YES YES


NO NO NO


NO – –SB 1553education; disabled students; empowerment accounts

NO NO NO


NO NO not VotinG

SB 1617budget reconciliation NO NO not VotinG


NO – –SCR 1027statewide initiatives; periodic reauthorization

NO – –

n Vote in accord with asBa position n Vote in opposition to asBa position

– Dashes signify that the bill was either not voted on by the entire body or not voted on in that chamber





Bill Sen. Ron Gould

Rep. Doris Goodale

Rep. Nancy McLain


Yes Yes Yes


HB 2415schools; bullying policies no YES no


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



no YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Scott Bundgaard

Rep. Judy Burges

Rep. Jack Harper


Yes Yes Yes

HB 2301soft capital; uses YES no YES

HB 2415schools; bullying policies no no no


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



no no no


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




not VotinG – –



Bill Sen. Sylvia Allen

Rep. Brenda Barton

Rep. Chester Crandell


Yes Yes Yes

HB 2301soft capital; uses YES YES no



Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



YES YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Lori KleinRep. Amanda Reeve

Rep. Carl Seel


Yes Yes Yes

HB 2301soft capital; uses YES YES no



Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

SB 1201firearms omnibus Yes NO Yes


no YES no


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Nancy Barto

Rep. Heather Carter

Rep. David Burnell Smith


Yes Yes Yes




Yes NO Yes


Yes NO Yes


Yes NO Yes



YES YES no


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Michelle Reagan

Rep. John Kavanagh

Rep. Michelle Ugenti


Yes Yes Yes

HB 2301soft capital; uses YES no YES



Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



YES YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Rick Murphy

Rep. Debbie Lesko

Rep. Rick Gray


Yes Yes Yes




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



no YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Linda Gray

Rep. Jim Weiers

Rep. Kimberly Yee


Yes Yes Yes

HB 2301soft capital; uses no YES YES

HB 2415schools; bullying policies YES no YES


Yes Yes Yes


NO Yes Yes


Yes not VotinG Yes



YES YES no


Yes NO Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Adam Driggs

Rep. Eric Meyer

Rep. Kate Brophy McGee


Yes NO Yes




Yes NO Yes


Yes NO Yes


Yes NO Yes

SB 1201firearms omnibus Yes NO NO


YES YES YES


Yes NO Yes



Yes NO Yes


Yes NO Yes

SB 1617budget reconciliation Yes NO Yes



Yes – –


Bill Sen. John Nelson

Rep. Jerry Weiers

Rep. Steve Montenegro


Yes Yes Yes


HB 2415schools; bullying policies YES no no


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



YES YES no


Yes NO Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Steve Gallardo

Rep. Richard Miranda

Rep. Anna Tovar


not VotinG NO NO

HB 2301soft capital; uses not VotinG no no



NO NO NO


NO NO NO


NO not VotinG NO



YES YES YES


NO NO NO



not VotinG NO NO


NO NO NO

SB 1617budget reconciliation NO NO NO



not VotinG – –


Bill Sen. Robert Meza

Rep. Chad Campbell

Rep. Debbie McCune Davis


NO not VotinG NO

HB 2301soft capital; uses YES not VotinG no


HB 2581stos; credits; adminis-tration

NO NO NO


NO NO NO


NO NO NO

SB 1201firearms omnibus NO not VotinG NO


YES YES YES

SB 1329public employees; lob-bying; political activities

NO NO NO



NO NO NO


NO NO NO




NO – –





Bill Senator Kyrsten Sinema

Rep. Lela Alston

Rep. Katie Hobbs


not VotinG NO NO

HB 2301soft capital; uses not VotinG no no



NO NO NO


NO NO NO


not VotinG NO NO



YES YES YES


NO NO NO



not VotinG NO NO


NO NO NO




NO – –


BillSen. Leah Landrum Taylor

Rep. Ruben Gallego

Rep. Catherine Miranda


NO NO NO

HB 2301soft capital; uses no YES no

HB 2415schools; bullying policies no YES YES


not VotinG NO NO


NO NO NO


NO NO NO



YES YES YES


NO NO NO



NO NO NO


NO NO NO




NO – –





Bill Sen. David Schapira

Rep. Ed Ableser

Rep. Ben Arredondo


NO not VotinG NO

HB 2301soft capital; uses no not VotinG no

HB 2415schools; bullying policies YES not VotinG YES


not VotinG NO NO


NO NO NO


NO not VotinG NO



YES YES YES


NO NO NO



NO not VotinG NO


NO NO NO




NO – –


Bill Sen. Russell Pearce

Rep. Cecil Ash Rep. Steve Court


Yes Yes Yes


HB 2415schools; bullying policies no no YES


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



no YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Rich Crandall

Rep. Kirk Adams

Rep. Justin Olson


Yes Yes Yes




Yes Yes Yes


NO Yes Yes


Yes Yes Yes



YES YES no


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Senator John McComish

Rep. Bob Robson

Rep. Jeff Dial


Yes Yes Yes




Yes Yes Yes


Yes NO Yes


not VotinG Yes Yes



YES no YES


Yes NO Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Steve Yarbrough

Rep. Javan Mesnard

Rep. Tom Forese


Yes Yes Yes




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



YES YES no


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Andy Biggs

Rep. Eddie Farnsworth

Rep. Steve Urie


Yes Yes Yes

HB 2301soft capital; uses no no YES



Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



no no YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Steve Smith

Rep. John Fillmore

Rep. Frank Pratt


Yes Yes Yes


HB 2415schools; bullying policies YES no YES


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



YES YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Don Shooter

Rep. Lynne Pancrazi

Rep. Russ Jones


Yes NO Yes




Yes NO Yes


Yes NO Yes


Yes NO Yes

SB 1201firearms omnibus Yes NO NO


YES YES YES


Yes NO Yes



Yes NO Yes


Yes NO Yes




Yes – –





Bill Sen. Gail Griffin

Rep. David Stevens

Rep. Peggy Judd


Yes Yes Yes




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



no YES YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –


Bill Sen. Al MelvinRep. Vic Williams

Rep. Terri Proud


Yes Yes Yes


HB 2415schools; bullying policies YES no no


Yes Yes Yes


Yes Yes Yes


Yes NO Yes



YES not VotinG YES


Yes not VotinG Yes



Yes Yes Yes


Yes Yes Yes




Yes – –





Bill Sen. Olivia Cajero Bedford

Rep. Sally Ann Gonzales

Rep. Macario Saldate IV


NO NO NO

HB 2301soft capital; uses no no YES



NO NO NO


NO NO NO


NO NO NO



YES YES YES


NO NO NO



NO NO NO


NO NO NO




NO – –


Bill Sen. Paula Aboud

Rep. Steve Farley

Rep. Bruce Wheeler


NO not VotinG NO

HB 2301soft capital; uses no not VotinG YES



NO NO NO


NO NO NO


NO NO NO

SB 1201firearms omnibus NO not VotinG NO


YES YES YES


NO NO NO



NO NO NO


NO NO NO




NO – –





Bill Sen. Linda Lopez

Rep. Matt Heinz

Rep. Daniel Patterson


NO NO NO

HB 2301soft capital; uses no YES no



NO NO NO


NO NO NO


not VotinG not VotinG NO

SB 1201firearms omnibus not VotinG NO Yes


YES YES YES


NO NO NO



NO NO NO


not VotinG NO NO

SB 1617budget reconciliation not VotinG NO NO



NO – –


Bill Sen. Frank Antenori

Rep. David Gowan, Sr.

Rep. Ted Vogt


Yes Yes Yes




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes



YES no YES


Yes Yes Yes



Yes Yes Yes


Yes Yes Yes




Yes – –




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Bleak Budget Outlook Makes Serving Students More

By Dr. Chuck Essigs

ChallengingChallenging


School districts continue to face difficult financialchallenges as they try to balance their budgets forthe upcoming school year. How to serve students

with the continued yearly reductions in revenue is anextremely difficult task. For the 2011-12 school year,districts will be facing the fourth consecutive year ofbudgetcuts,whichnowwillexceed$1billiondollarsonanannualbasis.

Certainly,atnoothertimeinArizonahistoryhaveschooldis-tricts facedsuchfinancialchallenges.Fromthelossofmorethan$200millioninannualrevenueforfull-daykindergartenprograms to the suspensionofmore than $200millionperyearfromthestate’sschooldistrictannualBuildingRenewalformula, thefinancial impact isbeing feltboth inprogramsforstudentsandtheabilitytokeepschoolfacilitiessafeandoperating.However,districtsarestill requiredtogoforwardwithadoptingbudgetsgettingpreparedfornextschoolyear.

Inadditiontothebudgetcutstothestatefundingformula,many school districts must face the issue of decliningenrollment.Thecombinationof a reduction in the fundingavailableperstudentinadditiontothelossofstudentscreatesuniqueproblemsforthesedistricts.Districtsareclosingand/orplanningtoclosemoreschoolsthananyonecanrememberhappeninganytimeinthepast.

ItmaybeanumberofyearsbeforetheArizonaeconomyre-coverstothepointthatthebudgetcutstotheschoolfundingformulafromprioryearscanberestored.Thestatefundingforschoolshas regressed to theFY2006 level. Inaddition,afterthe2012-13schoolyear,theonecenttemporarysalestaxwillendandstaterevenuewillbereducedbymorethan$1billion.Also,thestateiscurrentlydelayingmorethan$950millioninpaymentstoschooldistrictsbymakingpayments(rollovers)inthenextfiscalyear.Therefore,evenastheeconomyrecovers,financialchallengesmayimpactschooldistrictsforanumberofadditionalyears.

Thefollowinginformationwaspreparedtohighlightbudgetissuesrelatedtoschooldistrictsforthe2011-12schoolyear:

• The base level, without teacher compensation, will be$3,267.72(sameasthisyear).

• Transportation amount per mile will increase by$0.02permile.

• The additional assistance for charters will increase to$1,621.97 for K-8 and to $1,890.38 for 9-12 (priortoanycuts.)

• Capital Outlay Revenue Limit (CORL) – the fundingformulawillbe reducedby$63.9million.Non-state aiddistrictswillnotbesubjecttothereduction.

• Also,theCORLfundingformulaistobereducedbyan-other$35million,anditissuggestedbytheLegislaturethatdistrictsuseaportionoftheirEduJobsmoneytomakeupforthisredution.Non-stateaiddistrictswillbesubjecttothereduction.

• TheSoftCapitalformulafordistrictswillbe$188.1million.Thisisanincreaseof$23millionfromthisyear’sreduction.Thiswillleaveveryfewsoftcapitaldollars.Non-stateaiddistrictswillbesubjecttothereduction.

• Fordistrictswithfewerthan1,100students,thestatewideSoft Capital and CORL cuts cannot exceed $5 million.Thiscutisdifficulttoestimate,butitcouldreducethere-ductionsignificantlyforthesedistricts.

• CareerLadderandOPIPprogramswillphaseoutoverfiveyears.ForFY2012,theadd-ontothebaselevelisreducedto4%andtheQTRincreaseis$0.10forelementary/highschooland$0.20forunifieddistricts.

• TheBuildingRenewalformulaandSFBnewschoolfor-mulawillbesuspendedforFY2012.

• 9thgradeJTEDpupilsarenoteligibleforfunding,andthecurrentprovisionoffundingJTEDsat91%continues.

• RestrictionsontheEarlyGraduationScholarshipProgram (EGSP)continue.

• Thecontributionrateforretirement(ASRS)changesfroma50/50splittoemployerpaying47%andemployeepay-ing53%.ForFY2012,theemployerrateforretirementandLTDwillbe10.1%andtheemployeeratewillbe11.39%.However,thestateaidandbudgetcapacityfordistrictsandcharterswillbereducedbyanysavings.Districtsneedtoaccountforthefactthattheresultingdistrictsavingswillbetakenaway.Non-stateaiddistrictsaresubjecttothereduc-tions.n

Dr. Chuck Essigs is the Director of Governmental Relations for the Arizona Association of School Business Officials and was the recipient of ASBA’s 2010 Barbara Robey Lifetime Achievement Award for his leadership and outstanding contributions in support of public education.

certainly, at no other time in arizona history have school districts faced such financial challenges ... the financial impact is being felt both in programs for students and the ability to keep school facilities safe and operating.


l eDucation anD the laWBy Chris Thomas, ASBA Director of Legal Services

The Arizona Legislature was busy this year. Several bills passed that will have a great impact on our association and our districts. For this edition of Education and the Law, we will talk about some of the changes and what they mean to our members.

hB2002 was passed by the legislature and signed by the Governor. this is the so-called “asBa bill.” What does it do and how will it impact school districts and asBa?A. HB2002, sponsored by Representative John Kavanagh,states that “a school district shall not spend monies formembershipinanassociationthatattemptstoinfluencetheoutcomeofanelection.”ItwasdoneinresponsetoASBA’sopposition to Proposition 302, which was a legislativereferendum to dismantle the First Things First EarlyChildhoodEducationprogram.ThelawhasaneffectivedateofJuly20,2011. The law is not a limitation on ASBA directly; sucha restriction by the state Legislature would likely beunconstitutional under the First Amendment’s “right ofassociation”clause.Asa501c3taxexemptorganization,ASBAcanengageinalimitedamountoflobbying,whichincludesgiving monies to issue-based (not candidate) campaigns.Rather,thenewlegislationisarestrictiononschooldistrictsandhowtheycanspendtheirmoneywhich,becauseschooldistricts are political subdivisions of the state lacking anyauthority other than that given to them by the state, theLegislaturecandowithnearimpunity. Rightnow,schooldistrictscannotattempttoinfluencethe outcome of an election. Most, if not all, have becomefamiliarwithsomeoftheserules: • Cannot use school resources to support an

election message “where the communication asa whole unambiguously urges a person to vote in aparticularmanner”

• School employees cannot engage in election activityduringtheschooldayunlesstheytakeleavetodoso

• Schoolboardmeetingscannotbeusedtorelayelectionmessages

And there are many others (Do’s and Don’ts are listed onASBA’swebsite).Theimportantpointisthattheserulesarenotimputedtoorganizationsthatwanttocontinuetohaveschooldistrictsasmembers.Inotherwords,schooldistricts

cannotbelongtoorganizationsthatattempttoinfluencetheoutcomeofanelection.Moreover,schooldistrictslikelyhaveaffirmativeresponsibility toensurethat theydonotbelongto suchorganizations– they areon thehook (up to$500fineperviolation)–ifitturnsoutanaffiliatedorganizationisbreakingthelaw. ASBAischangingtoensureourdistrictsdonotviolatethenewlawbycontinuingtobelongtoASBA.Goingforward,ASBA will not give money to any issue-based campaigns.ASBA will not endorse or do anything that attempts toinfluencetheoutcomeofanelection.Wewill,however,takestepstoensurethattheperspectiveofschoolboardscontinuestoberepresentedduringthedebateoftheeducationalissuesoftheday.Staytunedformoreinformationaboutthat.

Does this new law, hB2002, onlY pertain to asBa? Do i have to worry about other memberships the school district holds?A.NOtothefirstpartandYEStothelatter!ThenewlawisnotlimitedtoASBA.Membershipinotherorganizations–theother“alphabet”educationorganizations,chambersofcommerceandcommunityserviceorganizationslikeRotary,Lions’ andKiwanis – all fall under thenew law aswell. Ifthe district wants to continue to be a member of thoseorganizations, district officials should investigate whetherthe organization ever gets involved in election activity.Adisclosureformmayneedtobesignedbytheorganizationstatingthattheorganizationisawareofthelawandthattheywillnotattempttoinfluencetheoutcomeofanelectionsolongasthedistrictisamemberoftheorganization. Theprohibitionalsoextendstoindividualmembershipsof employees in such organizations if the district pays themembershipduesand/oriftheemployeeparticipatesinsuchorganizationsduringworkinghourswithoutleavetimetaken.Thedistrictmaygrant,aspartofacontractualbargained-forexchange,asumtoanemployeetobeusedforamembershipinanorganizationoftheirchoosing,evenifthatorganizationengagesinelectionactivity.However,thatemployeemustpay

New Legislation Means Changes for Associations, School Districts


thoseduesdirectlyfromhisorherownfunds,havefreedomtousethemoneyforanyusetheemployeewantsandtakeleavetimetoengageinorganizationactivities. Finally, keep in mind this new law is not just aboutwhether an organization – for which the district expendsfunds for membership – itself spends money on elections.It alsoprohibits thatorganization from takingpositionsonelectionsissuesandcommunicatingthosepositions–inanyway–withthepublicoritsmembership.

i heard that the legislature also passed changes to the superintendent performance pay law. What are those changes?A. Last year, the Legislature passed a law mandating thatArizona school district governing boards“ensure that thecontract for the superintendent is structured in a mannerwhereatleasttwentypercentofthetotalannualcompensationandbenefitsincludedforthesuperintendentinthecontractis classified as performance pay.” Because of problems ofimplementationincalculatingbothsalaryandthefullamountofemployeebenefits,thelawwaschangedthisyeartorequireschooldistrictgoverningboardsto“ensurethatthecontractforthesuperintendentisstructuredinamannerINWHICHUP TO twenty per cent of the total annual SALARYincludedforthesuperintendentinthecontractisclassifiedasperformancepay.” Theeffectivechangeofthislawistoallowboardstojustlimittheperformancepaytosalaryaloneandthentosettheperformancepayamountatanynumber(yes,includingzero)withaceilingof20percent. Iwillsay,however,thatthosedistrictsthatsetsuperinten-dentperformancepayatzeroorataverynominalamountwillbebreakingthespiritofthelawandinvitingtheLegislatureto come back with a much more restrictive law that isconsistentwiththelaw’scurrentintenttorequiremeaningfulperformancepayforsuperintendents.Agoodruleofthumb–oratleastsomethingthatisdefensible–istosetsuperintendentperformancepay at aproportionalpercentage amount thatis no less than the percentage of what other staff, perhapsteaching staff that gets Classroom Site Fund performancepay,gets.

speaking of performance pay, i understand there was a big decision coming out of the arizona court of appeals that limits which employees can receive compensation under the classroom site fund What is that decision and what does it say?A.TheArizonaCourtofAppeals,DivisionOne,hasissuedadecisionthatmakesitclearthatonlycertifiedteacherscanbepaidfromClassroomSiteFundmonies(Prop.301). ThecaseisReevesv.Barlow,anditinvolvesamandamusaction(amandamusactionisanactionbyaharmedindividualtocompelapublicofficialtodohis/herjobunderthelaw)whereby four individuals of the Window Rock UnifiedSchoolDistrictwere denied participation in their district’sClassroomSiteFundPerformancePayplan.Theindividualswere employed, respectively, as a physical therapist/schoolpsychologist; speech pathologist/therapist; speech languagepathologist: and registered nurse.The speech pathologist/therapistalsoheldacertifiedteachingcredential. TheArizonaCourtofAppealsruledthatWindowRockUSD acted within its authority in denying three of theindividuals fromparticipating in that district’sCSF teacherperformancepayplanbecausethedistrictdidnothavetheauthoritytoincludeanyonebutcertifiedteachersintheplan.Inaddition,theCourtstatedthat,forthespeechpathologist/therapist who held a teaching credential, the district haddiscretionnottoincludehim/herintheplanandthereforemandamuswasinappropriate(mandamuscannotbeinvokedwhenagovernmentofficialhasdiscretionunderthelaw). WhatthismeansisthatdistrictsthatarepayingcertainClassroom Site Fund monies to non-certified teachers,includingindividualswhoarecertifiedinotheroccupationssuch as nurses or librarians – unless those individuals arecertifiedasteachersunderA.R.S.§15-502B–areviolatingthelaw. This isapplicable forbasesalary increases,performancepayincreasesand“menu”itemssuchasteachercompensationincreases,teacherdevelopmentorteacherliabilityinsurancepremiums.Thisopinionisadeparturefrom–andeffectivelyoverrules – an Attorney General’s Opinion from 2001(AGO I01-014), which advised that districts were allowedtoincludenon-certifiedinstructionalstaffin15-977plans,iftheindividualseither1)taughtatleast50percentofthetimeor2)wereinvolvedininstructionthatispartoftheschool’seducationalmission. Charter schools are specifically exempted from thisopinionsincethereisnotalegalrequirementtobecertifiedtoteachinacharterschool. We are not advising that districts change their plansfor the current contract year. However, moving forwardin subsequent contract years, we believe districts willhave to make changes consistent with this Court ofAppealsdecision.n

asBa will not give money to any issue-based campaigns. asBa will not endorse or do anything that attempts to influence the outcome of an election. We will, however, take steps to ensure that the perspective of school boards continues to be represented during the debate of the educational issues of the day.


How Will History Describe Your Amazing Possibilities and Accomplishments?

Doyou,likemanyofus,experienceenjoymentandenlightenment when looking at old photographs,viewing artwork created long ago, exploring

museums, visiting libraries and ancient buildings (or evenmore recent structures such as old railroad stations andtheaters),andlisteningtomusicandwatchingmoviescreatedinyearsgoneby?Remnantsfromformertimescanenlargeour understanding of prior generations, inform us aboutevents that shaped theworld inwhichour ancestors lived,planned, worked, celebrated andsuffered, and lay out the facets ofourheritage. Each event, no matter howseemingly insignificant, is athread woven into the patchworkof history. History – a moremeaningful word when renderedto be“his story.”Without a senseof the history of our family, ourcommunity,ournation, theworldat large, we cannot appreciatemanyofthefundamentalelementsthat combined into making uswho we are. Gaining knowledgeofhistoricalperspectivescanbevitalforavoidingrepetitionof prior misjudgments that led to unfortunate results.Without preservation of information, thoughts andideas, solutions and products, and evidence of successesandfailures,manyofhistory’slessonsarelost. Inretrospect,weoftencometoregretourfailuretorecallmore clearly features from our past.We earnestly wish wewouldhave collected, protected andpreservedmuchmorethanwedid, including the images, voices, cards and lettersfrompersonsimportanttousduringthestagesofourlives.As groups, organizations and communities, we look backremorsefullytotheconsequenceofinadequateappreciationforourlegaciesandthelackofvisionthatledtothedeclineand destruction of important places and things now gone

forever.Try aswemay, over timeour recall andmemoriesbecome progressively less distinct, the details fade and theseparationoffactfromfantasygrowsmoredifficulttodiscern.

Recording the History Your Governing Board is ShapingGoverningboardmembersoftengive insufficientcredencetotheirimportantroleintheshapingofhistory,creatingthestoryoftheschoolsystemasaninstitution,oftheadultsandyouth associated with the institution, and of the activities

andlearningexperiencesduringthatperiod of their lives. Some of thehistoryisrecordedinclasspictures,inyearbooksthatexhibittheappearanceof students and staff membersat a point in time, by banners ingymnasiums and with portraits onwallsandtrophiesincases.However,muchof themostvaluableevidenceand records of the meaningfulconsiderations and determinations,andtheensuingeffectsofgoverningboardactions,aremisplaced,damagedordestroyed. Although the environmen-

tal, technological and specific circumstances ebb andflow, there is much truth to the saying that history re-peats itself. History does not judge the merits of thedeliberations and actions of the past; rather, historyprovidesthematerialfromwhichjudgmentsaremade.Themoreaccurateandcompletetherecords,thegreaterthelike-lihoodthatwarningsandencouragementcanbothbegleanedfromreflectionontheoutcomesofideasandexercisesthatsomeone once perceived as potentially providing amazingpossibilities. Knowing the role individuals and collectivecommunitiesplayedinwhetherornotthedesiredoutcomeswereachievedcanserveasvaluablelessonsexposingthehighandlows,theanguishandthedelightsresultingfrompoliciesandpracticesinthepast.

if we lived in an ideal world, the preservation of historical matter would be a practice

everyone valued. reality being what it is, however, school

officials must, at a minimum, satisfy the duties placed on

them by law.

By Jim Deaton, ASBA Director of Policy Services

Being a board member means making history and being a part of history. Tomorrow, today will be another moment in the past. How well are your records being preserved? Will they provide an accurate historical record concerning what happened with your amazing possibilities?

l points on policY


Theprimarydutyandfunctionofagoverningboardistoweighandestablishpolicies formalizingtheexpectationsfor the school system, the parameters for its operation andthe boundaries defining the nature, manner, breadth andlimitationsonpracticeswithinthesystem.Today,thenswiftlyarrivingtomorrows,createtherealityonwhichaseatedboardfocuses. Itwill notbe long,however, before the governingboardwillbecomprisedofdifferentmembers,caughtupintheir individual and momentary realities, and the work ofpredecessorboardsishistory.Thestudentsandemployees,thevictoriesanddefeats, thegainsand losses,eventhephysicalstructures,willalsobecomehistoricalmatter.Howwilltheyberemembered? Ideally, everyone would become much better atidentifyingwhatwillbeofhistoricalimportance,whatshouldbekeptandwhat shouldbediscarded.Otherwise,onwhatdowerelytoestablishhowandwhenacommunityanditsschools conceived amazing possibilities and if they did ordidnot convert them into accomplishments.Alas, the idealis frequently illusive.Therefore, aplanmustbedevisedandfollowed.Agoverningboardandtheschoolsystemitguidesneed direction for sorting and determining what to keepandforhowlong.Towardthatend,bureaucraticasitis,thebalanceofthisarticlewilldescribeaprocessalreadyinplacetoachievemanyofthoseobjectives.

Preserving Your District’s HistoryIfwe lived in an idealworld, thepreservationofhistoricalmatterwouldbe apractice everyonevalued.Realitybeingwhatitis,however,schoolofficialsmust,ataminimum,satisfythedutiesplacedonthembylaw. Public school systems are political subdivisions of thestate.Therefore, they are subject to the laws that prescribethe obligations of political subdivisions related to publicrecords.VariousArizonaRevisedStatutesdescribeparticulardutiesconcerningthecreation,maintenance,disclosureandreportingofpublicrecords. Forschoolsystems,subscriberstoASBAPolicyServicesshouldhaveintheirGoverningBoardManualspolicyEHB–Data/RecordsRetentionanditsaccompanyingregulation.

Thatinformationhelpsequiptheinstitutionstocomplywiththe records laws. Included in those documents is referenceto the very specific General Retention Schedules forSchoolDistrictsandCharterSchoolsissuedbytheRecordsManagementDivisionoftheArizonaStateLibrary,Archives,andPublicRecords(ASLAPR).TheSchedulesprovidefinitedirectionsontheretentionanddispositionofanextremelybroadarrayofpublicrecords. Dependingonthetypeandnatureofgivenrecords,theretentionperiodcanrangefromaperiodasbriefasadaytopermanent–permanentbeingdefinedasaperiodofnotlessthan500years.Forexample,allminutesofgoverningboardmeetings from theoriginof a district and every successivedocument in the policy manual must be permanentlypreserved.That, along with the retention of all the othermaterialthelawrequires,producesalargevolumeofrecords.Schoolscan,however,reducethespaceneededtostoreandproperly preserve public records, particularly longer termandpermanentones,byarrangingfortransferofasubstantialportionoftherecordstoASLAPRforpreservation. Both the retention and the disposal of records mustbe performed in compliance with the legal requirements.Penaltiesforpublicofficialsandofficerswhofailtoabidebytherecordslawsrangeinclassificationfrommisdemeanorstocriminalacts.Andthelawsapplytoeveryoneconsideredtobeacustodianofpublicrecords–awiderarrayofpersonsthan might be imagined – including board members aspublicofficials. Furthermore, advances in technology are drivingthe development of new requirements for retention anddisposition of records produced by electronic means.Although specific requirements are yet to be establishedfor some types of digital records, the introduction to theretention schedules include the statement,“Public records,includingelectronicrecords,notlistedinthisschedulearenotauthorizedtobedestroyed.”Therefore,governingboardsarestronglyencouragedtobecomeinformedaboutandconfirmthat their school system’s records retention and dispositionprogramisinplace,isfullyfunctionalandcomplieswiththepublicrecordslaws.n

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l lessons from research


Regression Toward the Mean is a statisticalphenomenon well-known to researchers. It is thesortofknowledgethattheaveragepersonwouldnot

beexpectedtoknow,butwhichresearchersusetorecognizehowinformedpeopleare.KnowingaboutRegressionTowardtheMeanchangesthewayyouinterpretdata. RegressionToward the Mean occurs where individualmeasures that are in theupperor lower tailsof abell curveshowupclosertothemean(i.e.average)whenretested.Thisoften occurs in achievement tests.Knowing this, vendors ofeducationalprogramswillfrequentlyguaranteethatifyouusetheirprogramonyourlowestscoringstudents,theywillshowa large gain in scoreswhen retested.RegressionToward theMean is the real guarantee.Conversely, yourhighest scoringstudentswilltendtoshowlowerscoreswhenretested.

Chance ObservationsWhile test scores are taken by the average person to be anaccuratemeasurementofknowledge,toresearchers,atestscoreiscalledan“observed”score,nottobeconfusedwiththe“true”score.The“true”scoreisanephemeralideaofwhatknowledgeisactuallypossessedbythetesttaker.Theobservedscoreisoneproducedbyatestthatislikelynotanaccuratemeasurementofthatknowledge. The knowledge actually possessed by any student isa disconnected subset of what was taught. Students don’tremembereverything theywere taught.Theyrememberbitsandpiecesofoftendisconnectedfactstheyweretaught.Thequestionsthatmakeupatestareanother‘bitsandpieces’subsetofwhatwastaught(oratleastshouldbe!)becausetestscannotaskabouteverythingthatwastaught.

However,testsaskquestionsaboutfactsthatgenerallyarenot themost important things that are taught. If tests askedquestionsaboutthemostimportantthings,thennearlyallofthestudentswouldanswerthemcorrectlyandpeoplewouldcallthetests“tooeasy.”Sotestsaredesignedtoaskaboutmoreperipheralfactsthatwillproduceabellcurveofresults. Consequently, the “observed” test score represents thechancethatthe‘bitsandpieces’ofwhatthetesttakerknowscoincideswiththe‘bitsandpieces’ofperipheralfactsthatthetestasks,plusthechanceguessesthatcoincide.Thereisnowayto tell whether questions answered correctly were actuallyknownorguessedat.Thereisnowaytotellwhetherquestionsanswered incorrectly were misunderstood or not knownbecauseofabsencesorinattentivenessorwerenoteventaught.

The “True” ScoreWhat we really want to know is the size of the student’stotal subsetofknowledge:whatwecall the“true” score.Wecan’tactuallyknowthe“true”score.Wecanonlymeasureanobservedscorethatrepresentstheextentthatwhatwasaskedmatchedwhatwasknownplusaguessfactor.Whatisimportanttorecognizeisthateachstudent’sobservedscoreisnotatruemeasureofknowledge,butratherachanceintersectionbetweenwhattheyknowandwhatwasaskedplusaguessfactor. Therefore, allobserved scores are actually the combinedchances of the intersection between what was known andwhat was tested plus guessing, not the “true” score. Mostobservedscoreswillbeclusteredaroundthemeaninabell-shapedpattern,withfewerscoresfartherfromthemean.Everystudent’struescorewillbemismeasuredbysomecombinationof chance from intersection and guessing resulting inobservedscores. Theobservedscoremaybeaboveorbelowthetruescore,except in two situations.Very low observed scores probablyhavetruescores thatareallabovetheobservedscoresimplybecause it’s unlikely there are lower true scores that chancemovedupward.Thus,mostof theobserved lowscores likelyhavehighertruescoresthatwereloweredbychance.Similarly,veryhighobserved scoresprobablyhave true scores that arebelowtheobservedscoresimplybecausetherearelikelyfewtruescoreshigher.

By Michael T. Martin, ASBA Research Analyst

Regression Toward the Mean

regression toward the mean simply means when you retest students, the

farther scores were from the mean the less likely it is that the same

combination of chance will move the scores the same amount.


Score Changes from Test to RetestRegressionTowardtheMeansimplymeanswhenyoureteststudents,thefartherscoreswerefromthemeanthelesslikelyitisthatthesamecombinationofchancewillmovethescoresthesameamount.Thus,onanyretest,thetestscoresofstudentswho were at the extremes tend to be closer to the mean(“regress toward the mean”) purely by chance, while a fewstudentswithpreviouslyobserved scores closer to themeanwillnowappear at theextremes.This is important toknowwheneveryoureteststudentswhohavepreviouslyscoredhighorlowonatest. It is the reason that proper research protocols do notutilizeasimpletest/retestprocess,butinsteadrandomlyassignstudentstoan“experimental”groupanda“control”grouptoseeifthereisanydifferenceinthescoresofthesegroupsontheretestsincebothshouldhavethesamechanceevents.Thus,to avoid RegressionToward the Mean, you divide studentsintotwogroupsbyrandomassignmentandusethevendor’sprogramononegroupandyourusualproceduresontheother(“control”)group,thencomparetheresults.

Knowledge Versus ChanceIneducation,werarelyassignstudentstoteachersrandomly.Asaconsequence, therecanbe subtledifferences that influencewhichteachersareassignedwhatstudents.Wherethisbecomescrucialiswiththeassignmentoflowerscoringstudents. Students who are knowledgeable in a subject tend tohaveabroadandlessdisconnectedsubsetofknowledgethatmatcheswellwithnearlyanyquestionsaskedbythetest.Thusthe chance of which questions are asked tends to be muchlessimportant.Inaddition,whentheseknowledgeablestudentsguess,itfrequentlyisbetweenonlytwopossibleanswersratherthannothavingaclueamongfourorfivechoices.Thereforehigh-endstudentshaveamuchhigherprobabilityofthetestquestionscoincidingwithwhattheyknow,sotheythusmakefewerguessesandhavea50percentchanceofbeingcorrect. Lessknowledgeablestudentsaremorelikelytohavewhattheydoknowcompletelymissedbythechoiceofquestions

asked,andwhentheyguesstheyhaveonlya25percentchanceofbeingcorrect.Thustheobservedscoresofthosewithlesserknowledgewilldependverymuchonchanceoverlapsbetweentheirknowledgesubsetandthequestionsaskedonthetest,plustheirguessingsuccesscouldvarywidelybychance. Asaconsequence,studentswithscoresatthetopendofthe bell curve are less influencedbyRegressionToward theMean than studentswith low scores.A studentwith a highobservedscoreprobablyhasanearbytruescore,andthusweareseeingafairlyaccuratemeasureofthestudent’sknowledge.Retestedhighscoringstudentswilltendtohavelowerscoresdue to RegressionToward the Mean, but not dramaticallydifferent.Thustestinghighscoringstudentsforscholarshipsandadmissiontoprogramscanbeexpectedtobefairlyaccurate. Butstudentswithlowobservedscoresprobablyhavetruescores that aremuchcloser to themean, anda retestwouldproduce large score gains simply because a large combinedchanceofintersectionandguessingwaslikelywhatproducedtheirlowscore.Intheretest,itisunlikelythatthesamelargecombination of chance would recur, and thus a higher testscoreclosertothemeanwouldresult. RegressionTowardtheMeanisalsoonereasonwhysimple“value added” measures can be problematic.When you aretalkingaboutstudentswhosebasescoreswereintheupperorlowerranges,youcanexpectthatRegressionTowardtheMeanwill showup in thenext test score.But thenext test scoreswill also have some studentswho scored close to themeanonthebasetestnowhavingalargescoregainordeclinefromlargechanceeventsthatputtheminthetailontheretest.Youroverallbellcurvemaylookthesameonbothtests,butdifferentstudentswill appear in the tails fromtest to retestpurelybychance. More importantly, teachersofhigh scoring studentswilltend tohave studentswith lower scoreson the retest,whileteacherswithlowscoringstudentswilltendtohavestudentswith higher scores on the retest without seeming sense. Itis simply the nature of observed scores to regress towardthemean.n


l VieWpointsBy Panfilo H. Contreras, ASBA Executive Director

Iam reminded of the song “Come Together” by theBeatlesinthesereallydifficulttimesforpubliceducationKthroughUniversity.Iwonderwhattheleadersinthis

statearethinking,andtheintentoftheiractions,whentheycontinuallystarvetheveryinstitutionsthataretheengineforeconomicrecoveryinthisstate.Thesearethefolkswesendtothecapitoltodorightbythepeopleofthestate.DotheyreflectwhatthepeopleofArizonawantthemtodo?Howcanthischange?

TheworkoftheIndependentRedistrictingCommitteehas the potential to change how the election processworks rightnow,but itwill take a lotofwork.Toomany“protected” districts have created the problem.Ten yearsago, thefirstRedistrictingCommissiondid itsworkas anindependent body.A lot has been learned since then, andhopefullythisnewcommissionwilldobetter.Buttheyneedto hear from you!You have to learn and understand theprocessandbecomeinvolvedtomakeadifference. Oneway tocontribute to theconversation is todrawArizona’s 30 legislative and nine congressional districtswith an online tool created by theArizona CompetitiveDistricts Coalition.The tool provides U.S. Census Bureaudata and allowsusers todraw theirownmaps.Visitwww.azredistricting.comformoreinformation. This isnot apartisan issue!Wehaveextremes atbothends,andneithercanworkwellwiththeother.Moderatesonbothsidesareattackedfortryingtorepresentwhattheyfeel themajorityofArizonanswant.Wefirstneed togivethesenobleindividualsallthesupporttheyneedtocontinuetotrytodotherightthing.Sohowdoesitchange?

It isgoing to takea lotofwork,communicationsandcollaboration,andyes,comingtogethertocreatethechangethat is needed to getArizona back on track. Communityorganizations,associations,parents,businessesandeducatorsat all levelsneed to come together, rightnow, to start thework. The Arizona Education Network has done greatwork in researching andpublicizing voting records.Otherorganizationshavefollowedthatlead.Someelectedleadershave heard the call, but more need the encouragement.Somesignsofchangearethere,butthemomentummustbesustained. Southern Arizona has to communicate with CentralArizona. Both must communicate with other parts of thestatetobesureallareonthesamepageonwhatevergrandplanisbeingdeveloped.Weneedtogetpastourindividualegos and work towards the bigger picture and future ofArizona. Inmyview,therearemanypeoplereadytoworktogethertomakechange,whetheritistoworkwithcurrentleadersormakethechangetonewleadersreadytodowhatisbestfor Arizona. Several organizations are doing “advocacy”trainingsincludingASBA.Theobviousnextstepisaction–leaderstakingactionatthelocallevel,whichwillgenerateaction at higher levels.As school board members, you aretheleaderswherethishastostart.Wearereadytosupportyourwork.n

For information about the Arizona Independent Redistricting Commission and its work, visit www.azredistricting.org. Learn more about the Arizona Competitive Districts Coalition at www.azredistricting.com. For information about the Arizona Education Network, visit www.arizonaeducationnetwork.com.

Come Together, Right Now, Over Education for Arizona’s Future

community organizations, associations, parents, businesses and educators at all levels need to come together, right now,

to start the work.


ASBA Affiliate MembersArizona School Boards Association

appreciates the support for public education shown by its organizational affiliate members.

APS Energy ServicesEnergy conservation, renewable solutionsLindseyMatthews60E.RioSaladoPkwy.,Ste.1001Tempe,AZ85281602-744-5000www.apses.com

APS Solutions for BusinessEnergy efficiency project rebatesJenniferRivera2001N.ThirdSt.,Ste.106Phoenix,AZ85004602-385-0900www.aps.com/businessrebates

Accelerated Construction TechnologiesCatherineWalley22425N.16thSt.Phoenix,AZ85024602-272-2000www.act-az.com

Administrative Enterprises Inc.LeanneAppledorn5810W.BeverlyLaneGlendale,AZ85306602-789-1170

Adolfson & Peterson ConstructionGeneral contractorTamaraCaraway5002S.AshAve.Tempe,AZ85282480-345-8700www.a-p.com

American Building Maintenance Co.WadeMoffet2632W.MedtronicWayTempe,AZ85281480-968-8300

American Fidelity AssuranceDonnaSciulara3505E.FlamingoRd.,#6LasVegas,NV89121800-616-3576

ArcadisInfrastructre, environment, buildingsEdBoot950W.ElliotRd.,#220Tempe,AZ85284480-394-0335www.arcadis-us.com

Arizona Correctional IndustriesBillBranson3701W.CambridgeAve.Phoenix,AZ85009602-272-7600www.azcorrections.gov

ASBAIT(Arizona School Boards Association Insurance Trust)WayneCarpenter5810W.BeverlyLaneGlendale,AZ85306602-789-1170www.asbait.org

Auto Safety HouseSchool bus sales and serviceRudyGarcia2630W.BuckeyeRd.Phoenix,AZ85009602-269-9721www.autosafetyhouse.com

The Bagnall CompanyEmployee benefit consultingMarkW.Bagnall1345E.ChandlerBlvd.,Bldg.1,Ste.103Phoenix,AZ85048480-893-6510www.thebagnallcompany.com

BoardBookScottBallewP.O.Box400Austin,TX78767888-587-2665www.boardbook.org

Burt Hill Architects & EngineersBurtHill2575E.CamelbackRd.,#450Phoenix,AZ85016602-343-7456www.burthill.com

Calderon Law OfficesLegal servicesErnestCalderon2020N.CentralAve.,Ste.1110Phoenix,AZ85004602-265-0004

CCS Presentation SystemsJuliaSolomon17350N.HartfordDr.Scottsdale,AZ85255480-348-0100www.ccsprojects.com

Centennial Contractors EnterprisesLisaCooley4113EubankNE,Ste.300Albuquerque,NM87111505-239-3446www.cce-inc.com

Chartwells School DiningSchool lunch managementJoelMee11634W.MonroeSt.Avondale,AZ85323602-350-4876www.eatlearnlive.com

Core ConstructionJessicaSteadman3036E.GreenwayRd.Phoenix,AZ85032602-494-0800www.coreconstruct.com

Innovative Enterprise-Level Telecommunications Infrastructure

Solutions and Hosted Services

stc-comm.com 888-782-2661 listen.DESIGN.deliver

INSPIRING SUCCESS

Desert Willow Elementary, Kingman USD

dlrgroup.com602/381-8580

Visioning thefuture of

education


D2 Data Driven SoftwareEducation softwareMattWinebright900JacksonSt.,Ste.380Dallas,TX75202972-490-4044www.d2sc.com

D.L.Withers ConstructionDanWithers3220E.HarbourDr.Phoenix,AZ85034602-438-9500www.dlwithers.com

DLR GroupKarenHeck6225N.24thSt.,Ste.250Phoenix,AZ85016602-381-8580www.dlrgroup.com

Dairy Council of ArizonaPatriciaJohnson2008S.HardyDr.Tempe,AZ85282480-966-8074www.dcaz.org

DeConcini McDonald Yetwin & LacyJohnC.Richardson2525E.Broadway,Ste.200Tucson,AZ85716520-322-5000www.deconcinimcdonald.com

Diversified Human ResourcesAnitaGrantham3020E.CamelbackRd.,Ste.213Phoenix,AZ85016480-941-5588

eBOARDsolutionsWeb-based board governance softwareMarkWillis,DianeSandifer5120SugarloafPkwy.Lawrenceville,GA30043800-226-1856www.eboardsolutions.com

Edupoint Educational SystemsJosephKirkman1955S.ValVistaDr.,#210Mesa,AZ85204480-833-2900www.edupoint.com

EMC2 Group ArchitectsArchitects, plannersRonEssley1635N.GreenfieldRd.,Ste.144Mesa,AZ85205480-830-3838www.emc2architects.com

Fennemore Craig, P.C.DeannaRader3003N.CentralAve.,#2600Phoenix,AZ85012602-916-5000www.fclaw.com

First Financial Group of AmericaBenefit Plan Administration, Independent Insurance and Investment ServicesMikeO’Malley2201SanPedroDr.NE,Bldg.1,Ste.2101Albuquerque,NM87110800-365-3860www.ffga.com

GHD Inc.Architecture, civil engineeringTerryWorcester1501S.YaleSt.,Ste.101Flagstaff,AZ86001928-774-7179www.ghd.com

G.V. EnterprisesProject managers, procurement consultingGordonVasfaret9102W.MarshallAve.Glendale,AZ85305623-872-1852www.gventerprises.com

Gust RosenfeldRobertHawsOneE.Washington,Ste.1600Phoenix,AZ85004602-257-7422www.gustlaw.com

HACI Service, LLCScottWright2108W.Shangri-LaRoadPhoenix,AZ85029602-944-1555

HDA Architects LLCPeteBarker459N.GilbertRd.,Ste.C-200Gilbert,AZ85234480-539-8800

Heinfeld, Meech & Co.Certified Public AccountantsGaryHeinfeld10120N.OracleRd.,#100Tucson,AZ85704520-742-2611

Hufford, Horstman, Mongini, Parnell & TuckerC.BensonHufford120N.BeaverSt.Flagstaff,AZ86001928-226-0000www.h2m2law.com

Hughes-Calihan Konica Minolta, Inc.DanSchmidt4730N.16thStreetPhoenix,AZ85016602-244-9944www.hc-km.com

Kennedy Partners LLCAllisonSuriano2222W.PinnaclePeakRd.,Ste.330Phoenix,AZ85027623-374-2478www.kennedyprtnrs.com

LaSota & PetersJackLaSota722E.OsbornRd.,#100Phoenix,AZ85014602-248-2900

Lewis & Roca LLPMaryEllenSimonson40N.CentralAve.Phoenix,AZ85004602-262-5317www.lrlaw.com

M.L. Riddle Painting Inc.MikeRiddle5922N.BlackCanyonHwy.Phoenix,AZ85017602-277-3461


Mangum Wall Stoops & WardenA.DeanPickettP.O.Box10Flagstaff,AZ86002928-779-6951www.flagstaffattorneys.com

Mohave Educational Services Co-opTomPeeler625E.BealeSt.Kingman,AZ86401928-753-6945www.mesc.org

N.L. Booth & SonGeneral contractorRobertBooth3025N.TarraAve.Prescott,AZ86301928-772-0077

NTD ArchitectureScottBeck2800N.44thSt.,Ste.500Phoenix,AZ85008602-956-8844www.ntd.com

The O’Malley GroupFacilities, project, construction managementTimO’Malley,SharonO’Malley80W.StateAve.,Ste.300Phoenix,AZ85021602-906-1905www.omalleyafl.com

The Orcutt/Winslow PartnershipPaulWinslow3003N.CentralAve.,16thFl.Phoenix,AZ85012602-257-1764www.owp.com

Piper Jaffray & Co.WilliamC.Davis2525E.CamelbackRd.,Ste.925Phoenix,AZ85016602-808-5428www.piperjaffray.com

Practice Max, Inc.ChuckEngelmann9382E.BahiaDrive,#B202Scottsdale,AZ85260480-421-9700

Professional Group Public Consulting, Inc.CarolineBrackleyP.O.Box30850Mesa,AZ85275480-699-4458www.pgpc.org

Pueblo Mechanical & ControlsDesign, build HVAC specialistSteveBarry6771E.OutlookDr.Tucson,AZ85756520-545-1044www.pueblo-mechanical.com

RBC Capital MarketsJohnSnider2398E.CamelbackRd.,Ste.700Phoenix,AZ85016602-381-5361www.rbccm.com

Regional Pavement MaintenanceSteveLeoneP.O.Box3778Gilbert,AZ85299480-963-3416www.regionalaz.com

Rodel Charitable FoundationCarolPeck6720N.ScottsdaleRd.,Ste.380Scottsdale,AZ85253480-367-2920www.rodelfoundationaz.org

SAPA Fabricated ProductsAluminum ramps, stairways, all REDD Team productsJanetWray1617N.WashingtonSt.Magnolia,AR71753800-643-1514www.sapafabricatedproducts.com

SCF ArizonaWorkers’ compensation insuranceTodDennis3030N.ThirdSt.Phoenix,AZ85012602-631-2000www.scfaz.com

SDBLisaBentley14700N.FrankLloydWright,#157Scottsdale,AZ85260480-298-9596Schaefer-Smith-Ankeney Insurance(Compass Insurance)CraigAnkeney2002E.OsbornRd.Phoenix,AZ85016602-956-7800

School ReachWilPearson9735LandmarkPkwy.,#100SaintLouis,MO63127800-420-1479www.schoolreach.com

Shade ‘N NetSun and UV protection structuresJoeReda5711W.WashingtonPhoenix,AZ85043602-484-7911www.shade-n-net.com

Smartschoolsplus, Inc.Phased retirement services SandraMcClellandP.O.Box11618Tempe,AZ85284480-839-8747www.smartschoolsplus.com

Snell & Wilmer LLPBarbaraMcCloud400E.VanBuren,#1900Phoenix,AZ85004602-382-6000www.swlaw.com

SodexoKatrinaLewis1842W.WindermereDr.Phoenix,AZ85048480-577-3503www.sodexo.com

SPS + Architects HerbSchneider8681E.ViaDeNegocioScottsdale,AZ85258480-991-0800

Stone & YoungbergFinancialservicesBryanLundberg2555E.CamelbackRd.,Ste.280Phoenix,AZ85016602-794-4000www.syllc.com

Strategic Technology CommunicationsDeborahLong13828N.41stPlacePhoenix,AZ85032480-281-6400

Summit Food ServiceManagementDaveBrewer2703BroadbentPkwy.NE,SuiteFAlbuquerque,NM87107505-341-0508www.summitfoodservice.com

Sundt ConstructionConstructionEdwardMullins2620S.55thSt.Tempe,AZ85282480-309-2347www.sundt.com

Sunland AsphaltAsphalt, concrete, sport courts, tracks, turf and bleachersJohnMcCormack3002S.PriestDr.Tempe,AZ85282602-288-5020www.sunlandasphalt.com

TCPN – The Cooperative Purchasing NetworkMikeChouteau2100N.CentralAve.#220Phoenix,AZ85004602-405-9402www.tcpn.org

Technology CoordinatorsUtilities and building renewal projectsEdSchaffer2116W.DelCampoCir.Mesa,AZ85202888-474-5509www.tc-az.com

Thunderbird MountainFacilities performance servicesDavidJohnsonP.O.Box10130Glendale,AZ85318623-825-1730www.thunderbirdmountain.com

Traaen & Associates, LLCHuman resources management, training and organizational developmentTeriJ.Traaen,Ed.D.,DPA4831E.CalleTuberiaPhoenix,AZ85018602-510-3989www.traaenandassociates.com

TRANEDavePalty850W.SouthernAve.Tempe,AZ85282480-258-9600www.trane.com

Trans-West Network SolutionsDebiCaron5202S.39thStreetPhoenix,AZ85040602-437-3010www.twns.com

Troxell CommunicationsAudio-visual equipmentBobBerry4830S.38thSt.Phoenix,AZ85040480-495-4745www.trox.com

The TrustJaneSchemers333E.OsbornRd.,#300Phoenix,AZ85012800.266.4911www.the-trust.org

Turner ConstructionConstruction management servicesScottEllison637S.48thSt.,1stFloorTempe,AZ85281480-557-4700www.tcco.com

Udall Shumway & Lyons PLCDeniseLowell-Britt30W.FirstSt.Mesa,AZ85201480-461-5300

VALIC Group retirement plans, individual financial servicesSandraJackson11201N.TatumBlvd.,Ste.100Phoenix,AZ85028602-674-2603www.aigvalic.com

Valley Schools Management GroupPatrickDittmanP.O.Box41760PhoenixAZ85024623-594-4370www.vsit.org

Wedbush Morgan SecuritiesErikaMiller2999N.44thStreet,#100Phoenix,AZ85018602-952-6800www.wedbush.com

Arizona School Boards Association2100 North Central AvenueSuite 200Phoenix, Arizona 85004

PRSRT STDUS POSTAGE

PAIDPHOENIX AZ

PERMIT NO 4605

$6.0022906 © S&L Printing 2011

Register Online by July 22 at www.azsba.org. For room reservations, call 1.800.352.4386 by July 6.

Summer Leadership InstituteSummer Leadership InstituteSummer Leadership Institute

July 28-30, 2011 Little America, Flagstaff

Amazing Possibilities

Arizona School Boards Association

Early Bird Session Hear as ASBA staff present “Our New Reality: Legal and Legislative Changes to the K-12 Public School Landscape.”

Leadership Sessions Topics include data dashboards, the board’s role in financial leadership, using communications to improve the district’s image, leading meetings and the board, public engagement, superintendent evaluations and contracts, and ideas for growing and sustaining leadership.

General Session Keynotes Inspiring keynote presentations will focus on student achievement, leadership in troubling times and amazing possibilities for impacting students’ lives. Speakers include Jim Bearden and Ron Barnes.

Goldmine Sessions ASBA staff members share insights and answer questions regarding policy advisories and reviews, open meeting law, how to get involved in ASBA leadership, legislative advocacy, simple rules of order and communications.

Quality leadership and advocacy for children in public schools.

asba journal - spring 2011

Documents