CASBO School Business Fall 2011

OF TWITTER AND TABLETSFrom use of social media to iPads, school industry making use of latest technology

Empathy, compassion, kindness have roles in successful leadership

california

California Association of School Business Officials Fall 2011

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GET YOUR GOOD ONReap the benefits of serviceby getting involved now

WORKING FORTHE GREATER GOOD

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contents departments9 Checkingin It‘s a brave new world – embrace it! MollyMcGeeHewitt

13 Bottomline ‘Leading forward’ means a stronger role for CASBO GaryMatsumoto

15 Infocus CASBO member profile: Nina Boyd44 Bookclub TheGoodAmongtheGreat:19Traitsofthe MostAdmirable,CreativeandJoyousPeople

46 CareerRx

47 Out&about Photos from CASBO events

50 Lastwords

coverstory34 OfTwitterandtablets From use of social media to iPads, school industry making use of latest technology LindaA.Estep

interview17 Professor,researcher,author isexpertonurbanschoolreform Pedro Noguera talks with CASBO about future of public schools, funding vs. reform debate JuliePhillipsRandles

features22 Workingforthegreatergood Empathy, compassion, kindness have roles in successful leadership JuliePhillipsRandles

31 Getyourgoodon Reap the benefits of service by getting involved now JuliePhillipsRandles

Volume 76 Number 3 Fall 2011

22

15

31


publisher

editorinchief

featureseditor

contributors

editorialassistant

design/layout

advertisingart

casboofficers

president

president-elect

vicepresident

immediatepastpresident

advertisingsalesmanager

Molly McGee Hewitt

Kevin Swartzendruber

Julie Phillips Randles

Linda A. Estep

Erika Sizemore

Sharon Adlis

Lori Mattas

Gary MatsumotoHaciendaLaPuenteUnifiedSchoolDistrict

Michael JohnstonClovisUnifiedSchoolDistrict

Rich BusePajaroValleySchoolDistrict

Renee HendrickOrangeCountyDepartmentofEducation

CiCi TrinoAssociationOutsourceServices,Inc.115SpringWaterWayFolsom,CA95630916.990.9999

www.casbo.org

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

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

Copyright 2011 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in wholeor in part, without the prior written consent of the publisher.

Published September 2011

ABOUT CASBO

A private, nonprofit corporation,

CASBO was founded in 1928 and

is the oldest statewide school

administrator’s organization in

California. Association members

are the voice of the industry

and oversee all areas of school

business management and

operations, including finance,

accounting, payroll, human

resources, risk management,

transportation, school nutrition,

maintenance and operations,

information technology, purchasing,

school safety and school facilities.

CASBO MISSION

The mission of CASBO, the leader

in school business management,

is to set the standard for best

business practices and policies

that support public education

through high-quality professional

development and effective advocacy,

communication and collaboration.

STRATEGIC PLAN

In April 2007, the association

adopted its new strategic plan

that will serve as a road map for

the organization’s activities for the

next several years in the areas of

administration and governance,

professional development,

advocacy and policy, marketing

and communications, and

membership and partnerships.

For more details on the strategic

plan, visit our website at www.

casbo.org. The plan can be found

under the “organization” link.

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checkingin

It’s a bravenew world –embrace it!

The way we did business even five years ago has shifted.

When I was growing up, I was told we would one day live on the moon, fly to work each day, and robots would

do all the boring and difficult work. I was lied to. Aldous Huxley’s “Brave New World” was required reading, and I

remember having to recite George Orwell’s futuristic monologue about “what would life be like in 1984” in the dark

ages of 1969 in junior high school. I had to go to the library to do research. None of it prepared me for the future.

The first computer I encountered was a huge mainframe in a guarded room that required special air controls and

clothing! It was the size of a large Winnebago RV and was not available for personal use. In a required computer

class in college, I learned two ancient computer languages called COBOL and Fortran. As a seasoned (meaning,

ahem, mature) professional I remember my first electric typewriter, white out, onion paper and ditto machines.

My first office had an IBM Selectric II typewriter, and our school district had one copier for the entire district office.

Today, our younger members do not remember a time without computers, cell phones, social media or the Internet.

My home has Internet connectivity and I can be productive and work from anywhere in the world. I am in contact

24/7 with my family, friends and work via technology. The brave new world is connectivity. No longer do I think,

therefore I am…I tweet, therefore I am! Let’s hope I think before I tweet.

Despite not being prepared for the future, I embrace and welcome it! So much of my life has been improved,

enhanced and changed with technology! I have connected with long lost friends and former students and colleagues

on social media. I track my finances, work more efficiently and generally get more done. I can reach thousands

of our members quickly and economically via e-mail. I can research anything in a matter of seconds from my cell

phone or computer.

This brave new world brings challenges as well. Networking online is not the same as networking in person.

I cannot read your intention or judge your demeanor online. I cannot share coffee with you at a meeting, and making

personal connections is sometimes difficult if I only know you in an electronic environment. An online classroom is

a great learning opportunity – but it is not the same dynamic as an in-person class. Social media etiquette is not the

same as face-to-face manners. I cannot trust everything on the Internet, and I must filter my e-mails. My identity

and my personal finances have to be protected when I shop online, pay my bills or do other business.

The world of professional associations is impacted by this brave new world. The way we did business even five

years ago has shifted. A good website is not a frill – it is a necessity. Customer service is important, but it is not

only how you answer the phone, but how quickly you respond to e-mail. Being a valued resource for your members

means instant access to needed information. The great news in this brave new world is that while our technology

may be changing, people remain the same. As you will read in this issue, doing good is still good for you! That is a

lesson I learned early on that has served me well! Being a responsible user of social media is a part of doing good.

CASBO members have always been what I refer to as “advanced do-gooders!”

As you enjoy this issue, we welcome you to the continual unfolding of the brave new world. In five years, we will

embrace new technology and undreamed-of media. I may just get to visit the moon! The one thing I am certain of

is this – the brave new world will not go away. We cannot pine for yesteryear and the “good old days.” These are

the good old days, and how we embrace them will determine our attitude and our success. Buzz Lightyear had it

right…“to infinity, and beyond!”

Molly McGee Hewitt

ExecutiveDirector


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bottomline

ByGaryMatsumotoCASBO President

We are fighting for great schools.

‘Leading forward’ means a stronger role for casbo

As a cbo, i recognize the role

school business officials play in

our school districts and agencies.

We are often the behind-the-scenes people who make sure that budgets are developed, payrolls are met, bills are paid, food is provided, buses are in operation, buildings function, textbooks and materials are purchased and delivered, facilities are built, it works, the right people are hired, and the entire infrastructure of schools operate with efficiency and effectiveness. Because our work is so often out of public view, your leadership has not always been acknowledged. As the president of casbo, I will work to make sure that your leadership is acknowledged and valued in our districts and in the Legislature.

I call this idea “leading forward.” Leading forward means that casbo must take a greater and more aggressive role in the development of our professional certifications, online learning and profes-sional development efforts. We are mov-ing ahead in all of these areas, and it is truly exciting to see the progress.

Leading forward also means that casbo must take a stronger and more public role in the legislative arena. The officers and board of directors are com-mitted to a strong legislative advocacy platform and program that directly in-volves our members. We do not want to allow our often behind-the-scenes roles to interfere with our legislative agenda. We plan to be in the forefront of proposing and initiating legislative change.

Who better than our members, in all the disciplines that casbo encompasses, to advise and propose solutions to budget

issues and potential legislation? While our association does not maintain a large legislative unit or sport a moneyed pac, we have knowledge and expertise that should and must influence legislation.

We are grateful for the leadership and efforts of our Legislative Committee and staff. While they do an excellent job, they cannot do what needs to be done without all casbo member leaders in-volved, aware and participating.

We have the knowledge and the passion for public education. We live with the realities of bad legislation and laws that hamper, rather than encourage, strong leadership and good business.

If we sit back and do not address these critical issues, we fail as leaders.

What does this mean for you? It means that your professional association, casbo, is going to be moving in bold directions in the future. We are going to protect our valued traditions, programs and projects, but embrace a legislative agenda that is proactive rather than reac-tive. We are not going to wait to be in-vited to participate; we are going to bring initiatives and a strong agenda forward. It means that you will be asked to par-ticipate directly. Whether it is in lobbying outreach, a legislative day at the Capitol, sharing information with your colleagues and district or making calls and writing letters, your leadership will be needed!

Why now? Why not now? Has there ever been a time in public education when the need for rational decisions and

good leadership was more important? We have lived through several years of gut-wrenching cutbacks and bad budgets and yet no long-term solutions for school finance have been proposed that are in the best interest of children. The time for casbo is now.

As I serve my term as president, I am grateful to the members, section leaders and professional council chairs who share their thoughts with me. I have heard your frustration and angst in dealing with restrictive and unproductive legislation. casbo hopes, with your assistance, to make a positive impact. We are not fight-ing to save our jobs – we are fighting to do our jobs and to provide leadership in all areas of school business. We are fighting for great schools. Thank you for joining in this fight with me.


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infocus

Fall 2011 | 15

NinaBoydDiverse career is the hallmarkof this school business leader

Photography by Hope Harris

Name a school business discipline and Nina Boyd likely has experience in it. Boyd,

assistant superintendent of alternative education (ACCESS) for the Orange County

Department of Education, has had a 30-year career in schools that is notable for not

only its many successes, but for its diversity.

In 1981, Boyd took a job as an account clerk with Santa Ana Unified School District. She

went on to hold the positions of buyer, senior buyer and purchasing projects coordinator

before moving on to the Orange County Department of Education. At OCDE, she began

as a purchasing manager before moving into administrative roles. Boyd has served as

administrator of purchasing and contracts, executive director of facilities and operations,

and assistant superintendent of human resources and support services. She took on her

current role in September 2010 – her first foray into the curriculum side of the house.

Boyd says a combination of personality traits and terrific opportunities led to her diverse

career. “The thing that was most instrumental in being able to move into different areas

was that I was not afraid to learn new things,” she noted. “I also had some great mentors

and skill sets that were adaptable. Strong communication is key; I believe in involving

others and I want to learn from others,” she explained.

Task orientation also played a role in her ability to move among the school business

disciplines. “I am hands-on and I ask a lot of questions. When people see you are

willing to work with them, that’s an opportunity for people to engage.”

Boyd joined CASBO at the behest of a purchasing director who said the association

would give her an opportunity to learn quickly and to develop a global perspective.

Boyd’s volunteer work on behalf of CASBO is as diverse as her career. Most recently,

she served as the 2011 Annual Conference Volunteer Task Force chair, and she currently

serves on the Legislative Committee. During her 21-year membership, she has held

the posts of Eastern Section president, Orange County sub-section chair, was a member

of the Purchasing R&D and served on the first Strategic Planning Team. Boyd has also

been active with the Coalition for Adequate School Housing (CASH), serving as a board

member for eight years and as chair of the organization’s Legislative Committee.

She is also an avid mentor who has some valuable advice for young CASBO colleagues.

“Network and understand that there is more than one way of doing things. Be flexible

in your thinking and actions. Understand that your school district comes first and make

sure your district understands your loyalty and commitment. The opportunities will follow.”

Boyd encourages the new generation of school leaders to seek out strong mentors, not

to emulate a single individual, but to gather strategies and techniques. “Most successful

people have a number of mentors that give them something different; maybe it’s how

they engage people, their communication style, professionalism, leadership or dressing for

success. Incorporate positive traits that are adaptable to your personal style,” she advised.


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ByJuliePhillipsRandles

interview

Professor, researcher, author is expert onurban school reformPedro Noguera talks with casbo

about future of public schools,funding vs. reform debate

Pedro Noguera is a sociologist and education

professor at New York University whose scholarship

and research focus on the ways in which schools

are influenced by social and economic conditions

in their environment.

Noguera is the author of nine books, hundreds of journal articles and serves as a frequent keynote education speaker. He holds a number of faculty appointments at nyu including posts in the departments of Teaching, Learning, Humanities and So-cial Sciences at the Steinhardt School of Culture, Education and Development, and in the Department of Sociology.

He is also the executive director of the Metropolitan Center for Urban Education and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings (igems). In 2008, he was appointed by the governor of New York to serve on the State University of New York Board of Trustees.

Noguera was a classroom teacher in public schools in Providence, r.i., and Oakland, Calif. He has held tenured fac-ulty appointments at the Harvard Graduate School of Education, where he was named the Judith K. Dimon Professor of Commu-nities and Schools, and at the University of California, Berkeley, where he was also the director of the Institute for the Study of Social Change.

Noguera’s research focuses on topics such as urban school reform, conditions that promote student achievement, youth violence, the potential impact of school choice and vouch-ers on urban public schools, and race and ethnic relations in American society. Most recently, he has conducted a number of ground-breaking studies on the academic performance of Afri-can American and Latino males. His latest book, “Invisible No


Pedro Noguera

continued on page 20

Professor, researcher, author is expert on urban school reform

More: Understanding the Disenfranchisement of Latino Males” (Routledge 2011), will be published this fall.

Noguera appears as a regular commentator on education issues on cnn, National Public Radio and several other national news outlets. He has earned a number of awards for his work in education including the Scholastic Corporation Education Hero Award, the aesa Critics’ Choice Book Award, the Schott Foun-dation Award for Research on Race and Gender, the Whitney Young Award for Leadership in Education and the University of California’s Distinguished Teaching Award.

His additional book titles include “Unfinished Business: Closing the Racial Achievement Gap in Our Schools,” “Creat-ing the Opportunity to Learn” with A. Wade Boykin and “City Schools and the American Dream: Reclaiming the Promise of Public Education.”

Noguera received his bachelor’s degree in sociology and history, along with a teaching credential, from Brown University in 1981. He earned his master’s degree in sociology from Brown in 1982, and earned a doctorate in sociology from uc Berkeley in 1989.

CSB: What is the last book you read?Noguera: “Beyond the Silence: Instructional Approaches and Students’ Attitudes,” by David Kirkland. I was asked to review it.

CSB: What comes to you naturally? Noguera: Swimming, talking and making new friends.

CSB: What advice would you give to your younger self?Noguera: Don’t be afraid to take on difficult challenges – like learning a new language or making use of new technology.

CSB: What three people, living or deceased, would you like to invite to dinner? Noguera: Mohandas Gandhi, Maria Montessori and Paulo Freire.

CSB: What is the best thing you ever bought?Noguera: My first house. It was a real fixer-upper.

CSB: As a former classroom teacher, a sociologist and a currenteducation researcher, how would you describe the state of the nation’s k-12 schools?

Noguera: The current state of public education is characterized by political confusion and policy failure. Our schools are not getting the support they need to respond to the profound ineq-uities in our society, and to prepare our students for life in the 21st century. More often than not, they are blamed for failures that they do not create.

To a large degree, our students are not being prepared for the complex world they live in because our policy-makers have gotten us focused too narrowly on test preparation.

CSB: In California there’s an ongoing debate on how to fix the public school system. It comes down to two camps – funding or reform. Which is it?Noguera: In California, funding and reform are needed. Schools have been underfunded for many years, especially those in the poorest communities.

Reform is needed because too many schools are failing to provide students with the education they need to be prepared for work or college.

CSB: Are students in urban schools and students in suburban schools getting equal education opportunities? How can we address any in-equities?Noguera: No. Funding is still determined to a large degree by local property taxes, and there are inequities within many districts as well. Money matters because it affects the qual-ity of teachers, facilities and programs. We must address these inequities through laws enacted at the state level. Funds must be targeted directly to students based on their needs.

CSB: You wrote an article called “The future of Educational Change.” Briefly, tell us what you think the future of public education looks like. Noguera: At this point, it is difficult to tell what the future of public education will be. My hope is that we will continue to have a system of public education that is open and accessible to all children. However, that system must look very different than it does right now. We need to provide families with more options and choices with respect to types of schools because our children have so many different needs.

The charter movement has begun to produce some innova-tion in some places, but it has also contributed to greater inequity.

Fall 2011 | 19

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Many charter schools screen students and limit access to the most disadvantaged. However, there are others that are taking on challenging students who have traditionally fared poorly in our public schools. For example, in New York we recently authorized charter schools that will be designed to serve home-less children, students recently released from incarceration and students with limited English abilities. While I am concerned about segregating these students, I am also aware of the fact that these children are often served poorly in many schools. My hope is that by creating schools that can specialize in serving the needs of the most disadvantaged students, we will see better outcomes.

I’m also seeing schools open up that offer personalized learning plans for each student, that use video game tech-nology to engage students and that operate on a different schedule (longer day and longer year). We need different

options for different students. Most importantly, we need strong public schools to ensure the health of our democ-racy and to further efforts to promote equality and justice.

CSB: Many philanthropists and business leaders from outside of the school industry have stepped in to address what they see are the prob-lems with urban schools. What do you think of their efforts? Can change come from the outside?Noguera: I am glad that foundations and corporations have demonstrated greater willingness to provide financial support to schools, however, I am concerned when these organizations attempt to use their financial support to dictate the direction of reform.

Some of these organizations are using funds to implement ideologically driven reforms – such as merit pay for teachers – that have not been shown to be effective and could have a nega-tive impact on schools.

CSB: You have spoken about the “do’s and don’ts of educational leader-ship.” For our readers who are the leaders in school business at district and county offices, what are some of the “do’s?” Noguera: The main “do’s” for administrators in the business of-fices of school districts is to be fiscally prudent and creative. Dur-ing difficult financial times like these, we must make sure that every dollar is well spent. We must also find ways to give school administrators flexibility in how they use funds even as we also ensure transparency and accountability.

We must also find ways to do more with less, and to use the funds at our disposal to further reform, innovation and research-based changes that help us to create more effective schools. z z z

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

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

Pedro NogueraProfessor, researcher, author is expert on urban school reform

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Fall 2011 | 21


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Fall 2011 | 23

feature


Take a long, hard look at any membership organization and you’re sure to find dedicated members who donate time and expertise to the group. Apply that same level of stare to casbo and what you’ll find is a host of members who tirelessly volunteer to run committees, facilitate training and put on an annual conference for hundreds of colleagues.

casbo’s history as a member-driven organization is practi-cally legendary among education associations. casbo members literally dictate and drive the association’s initiatives, goals and programs. And they do “in the trenches” work to make things happen.

All of this volunteering and giving back begs the question – what’s the deal with this dedication?

It turns out that there is science to back up the human desire to serve, be compassionate and, by extension, lead with empa-thy. In fact, it seems science can explain why some folks might be described as serial volunteers. Science also tells us what the giver, or doer, gets from the acts of service, how it affects those on the receiving end, and how service and compassion actually improve organizations.

It’s fascinating stuff, this virtuous circle of helping ourselves by helping others. And while all of those chronic volunteers might not understand what is happening at the neuroscientific

Working forthe greater goodEmpathy, compassion, kindnesshave roles in successful leadership

level when they are doing what they do, one thing’s for sure, science, ongoing research, anecdotes from the education com-munity and successful outcomes support its value.

WHAT SCIENCE SAYS

Despite that old saying about nice folks finishing last, the opposite is actually true. For humans, science seems to back up survival of the kindest.

Dacher Keltner is a psychology professor at the University of California, Berkeley, and director and co-founder of the uni-versity’s Greater Good Science Center (ggsc). Keltner and his colleagues at ggsc study the psychology, sociology and neu-roscience of well-being. Since 2001, the center has been at the forefront of a new scientific movement to explore the roots of happy and compassionate individuals, strong social bonds and altruistic behavior, essentially the science of a meaningful life.

Keltner, a national authority on the nature of human good-ness, says current science is blowing apart the assumption that to get ahead, one must serve his or her own self interest. In fact, the opposite is true – serving the greater good trumps self interest every time, and creates greater personal satisfaction and stronger organizations.


This isn’t just feel-good information; there is actually measurable activity at the neuroscientific level that shows the benefits of serving others, both as a leader or as a cause-based volunteer.

“What we’re learning is that we have parts of our brain and nervous system linked to dopamine and oxytocin circuits that are activated when we give and serve,” Keltner explained.”So when we give and are charitable, we derive very deep pleasure; pleasure that is as strong as when we receive.”

These benefits can also be derived when humans serve as philanthropic leaders of organizations, or when they donate time and expertise to a cause.

“We get a kind of pleasure in seeing others’ welfare en-hanced. We get an enabling feeling of satisfaction and delight in other people doing well. Neuroscientifically, people get a burst of dopamine in the rewards circuits of the brain,” Keltner said. “Other people’s joys are contagious and can build your own joy.”

Science also shows that there are genes for empathy and altruism – genes that some humans carry, and others don’t. But whether it’s in everyone’s genes or not, teaching the importance of giving and serving is always an option.

“It’s important to think about the social conditions that make volunteerism more gratifying,” Keltner explained. “There is a really provocative finding that wealthy individuals give less as a portion of their income. That tells us that in communities with the greatest capacity to give to the public good, people don’t do that. I believe it’s because we don’t teach this; it’s part of a 30-year culture of self interest.”

With this in mind, when he’s providing training for leaders in business, health care, government and education, Keltner often tells them they “need to return the privilege of leadership. They are in a position where the greater good is in their hands.”

EMPATHETIC LEADERSHIP

Dr. Helen Riess is an assistant clinical professor of psychiatry at Harvard Medical School and the director of empathy research and training in the department of psychology at Massachusetts General Hospital.

Her research into empathy shows that empathetic lead-ers are more attuned to what motivates others, and are able to harness that empathy to galvanize others for a common cause. The ability to understand other people’s thoughts, feelings and desires actually makes for a strong leader.

Rather than doling out tasks or coldly making assignments, empathetic leaders motivate staff to tackle a problem by asking ‘if you could do anything you wanted about this problem, what would you like to do?’

“They find out what people bring to the issue that is innately important to them. A good leader will get at this information in a skillful and powerful way, and a lot of this is about approach.

The empathetic leader might find a personal story and use the energy and passion in the room to further the organization’s goals,” Riess explained. “This approach unleashes a lot of power and energy.”

Empathetic leadership need not be synonymous with sappi-ness, but is instead assertive, without being autocratic. In addition to being a more humane approach, the bottom line is – it works.

Coldly tell people what to do and those on the receiving end perceive it as a threat to their own autonomy and become self-involved and self-attentive, Riess said. “The limbic system in the brain is going to react with some degree of defensiveness.” Appeal to the positive aspects of people’s emotions and the limbic system instead causes a response infused with openness and creativity.

“We are not creative when we are protecting ourselves. We are just trying to get out of harm’s way,” Riess described.

Allow staff to approach a problem by asking ‘what’s im-portant to you?’ or ‘what are you passionate about?’ and the imagination takes off; solutions are found. “Empathy can open the eyes of anyone we are trying to teach or motivate,” Riess said of empathy’s role in the education community.

Keltner summed up the benefits of considerate leadership this way: “In the area of leadership, we are finding that to the extent that people lead in empathetic ways, their organizations are stronger, they derive greater respect and they create a com-passionate form of leadership.”

Working for the greater good

When we give and are charitable, we derive very deep pleasure; pleasure that is as strong as when we receive.


Fall 2011 | 25

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In an interview with the Boston Globe, Keltner noted that being in a caring state of mind triggers the vagus nerve that runs down the spinal cord and slows the heart rate. He said he’d like to see doctors prescribe altruism to treat issues like anxiety, depression and obsessive-compulsive disorder.

FIRST-HAND EXPERIENCE

Two men, one in public schools and one in the public eye, know first-hand what it means to be both empathetic leaders and tire-less workers for the greater good. Their stories are living proof of what Riess and Keltner have shown through science. And both say their lives are better after experiencing an adversity that led them to be advocates.

Mick Founts, superintendent of the San Joaquin County Office of Education and a casbo member, can pinpoint the mo-ment when adverse circumstances led him to take action.

While serving as the director of alternative programs for sjcoe, he received a call from a probation officer telling him that four of his students had been killed in a gang shooting. It was not the first time that his students had lost their lives to gang violence, but this outcome was more than Founts could take.

“I was driving down Airport Way in Stockton and I pulled over and I cried on the side of the road for 30 minutes,” Founts recalled.

In the weeks that followed, he began to ruminate on just how many kids had been lost to gang violence or drugs. “These kids are dying – a lot of them are dying – and as a parent you think about the parent who has just lost their child. It seems with these things you end up having an epiphany; you get to a point where you are called on to do something,” Founts said.

What Founts did, at what he says was one of his lowest moments, was sit down at his computer and write the outline for a new educational approach for at-risk students. He called the program “one,” and it was based on his belief that “each individual is important, but when we work together, miracles can occur,” Founts said. “We changed our entire program based on this idea.”

The changes were revolutionary. Desks were eliminated and students were required to sit at tables facing each other. Students from rival gangs were mixed at school sites rather than assigned by geographic location. Students were put into “unusual situa-tions” to expose them to a different life with different people. Think trips to Yosemite, San Francisco or Tahoe, and dinner in a white- tablecloth restaurant.

THE PAYOFF

So what exactly are the most altruistic among us getting from their volunteer work, service and focus on the greater good? The payoffs are two-fold. Science tells us we get a biochemical boost, while individual experience shows that we end up help-ing ourselves while we are working to help others.

“You get a little dopamine hit when you are able to ac-complish something that is important to you,” Riess explained, and that boost can be intense. “If you are motivated by helping others, the more you engage others in that, the more motivated they are to do more.”

Create a group that works cohesively toward a shared mis-sion and another chemical comes in to play – oxytocin. This hormone is a bonding hormone, and research shows that when oxytocin is administered or delivered naturally, there is more empathy, more bonding and more good feelings among the group, Riess said.

“Empathy is a neurobiologically mediated capacity, and we don’t understand all of the mechanisms, but some people do have a greater genetic endowment for appreciating others’ predicaments. Sociopaths aren’t moved at all by others’ pre-dicaments, so we know the human brain has a huge range from sociopath to Gandhi,” Riess said.

Working for the greater goodcontinued from page 24

Fall 2011 | 27

“We gave them a different idea of what it meant to be educated; that it includes social and emotional growth, not just academics,” Founts explained. “The kids shared lack of expe-rience, and then they shared an experience. It’s telling these young people that your life is important, but it’s when you work together, that’s when things happen.”

Other changes were also instilled including “graduation by exhibition,” which requires each student to qualify and quantify what they have learned and how they have grown. Their final projects must address what they learned on their quests, how

well they understand the concept of the “one” program, a tradi-tional academic report and a post-graduation plan.

Founts is reflective about how advocating for at-risk stu-dents has impacted him professionally and personally, and he’s pleased with his transformation into an empathetic leader.

“I wish I could have started earlier, and that’s part of the work I need to do,” Founts shared, “to get others to start earlier on the road. There is seldom a day that I don’t cry because I am so sad about the loss of the human potential of our kids. That empathy can result in harshness in other areas because I under-stand that this thing – education – is not political. When people don’t view this work as important, there is a hard side because I am so totally invested in the well-being of these kids.”

Jeff Bell, news anchor for kcbs Radio in San Francisco, au-thor and national spokesperson for the International ocd Foun-dation, uses his struggle with obsessive-compulsive disorder as an incentive to serve the greater good.

“I believe that purpose and service are the biggest moti-vators available to us,” said Bell, who came to the realization after years of struggling with severe ocd. He vividly recalls laying in a hammock and making what he calls a bargain with the universe.

“I’ll go public with my ocd and get a sense of purpose for myself and be of service to others if it will help me get better,” Bell recalls reciting from the hammock. “That simple act of greater-good motivation allowed me a level of inspiration that I

never had before. I had to look outside the box and use purpose and service to motivate myself.”

It wasn’t long before Bell developed what he calls “the great-er good perspective shift” to incentivize himself to do the work that ocd treatment requires, and to give purpose to his struggle.

The philosophy encourages people to make a “greater good” choice to serve something that is bigger than them-selves and their personal struggle. “A greater good choice must inherently involve objectives bigger than ourselves,” Bell ex-plained. “It must offer, in some concrete way, the opportunity

A greater good choice must inherently involve objectives bigger than ourselves. It must offer, in some concrete way, the opportunity to be of service to others, enhance our own sense of purpose, or both.

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to be of service to others, enhance our own sense of purpose, or both.”

What Bell has learned from experience is backed by empiri-cal science. “Studies are showing that when it comes to motiva-tion, purpose and service are at the top of the list,” Bell said. “There’s something incredibly powerful about being of service to others.”

Bell’s revelation is now part of the message he shares with groups nationwide as a motivational speaker.

“If you are doing anything less in the workplace than serv-ing, you are sending a mixed message,” Bell said. “Think about the mission statements that organizations have. Far too often,

the people who work there have never seen the mission state-ment. What message are we sending if the mission says we’ll do all of these wonderful things, but it doesn’t line up with what’s actually happening? Actions in the workplace convey the overall priorities of the organization.” z z z


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

Working for the greater good

Studies are showing that when it comes to motivation, purpose and service are at the top of the list.

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Fall 2011 | 29

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feature

The benefits are proven. The return on investment is guaranteed. The value of the aid is real. Perhaps all of this coverage about the benefits of service and empathetic leadership has you ready to raise the bar on your own commitment to serving the greater good.

Concerned about finding oppor-tunities? There’s no shortage of groups or causes to support, many of which have particular appeal to those in school business. Getting involved has specific

benefits for school business leaders, as casbo Executive Director Molly McGee Hewitt can attest.

“It’s so easy to get siloed in your own division. When you start volunteering, it opens your eyes,” Hewitt said. “It’s hap-pened to me so many times when I’ve volunteered – I never anticipated it – but I would leave enlightened.”

Volunteering has additional benefits, Hewitt noted, especially if some of the causes you support are at your own dis-

trict’s school sites. “It personalizes who you are when you go out to sites from the district office. You also get to see the particular needs at the sites when you spend time in the facilities. We don’t always get to do a 360-degree audit. Vol-unteering at the site level provides that opportunity.”

Here’s a glimpse at some organiza-tions which could use your assistance, and a list of some introductory ways to get in the game.



Turning personal adversityinto outreach

Jeff Bell, news anchor for kcbs Radio in San Francisco, motivational speaker, author and national spokesperson for the International ocd Foundation, recently launched The Adversity2Advocacy Project, a nonprofit dedicated to showcas-ing the transformative power of turning a personal adversity into advocacy, and providing online resources for individ-uals looking to explore and benefit from this process.

Bell said the objectives of Adversity-2Advocacy are to inspire the public with profiles of individuals who have turned a personal adversity in to advocacy; to showcase the empirical evidence sup-porting the value of giving back to those who are facing the same challenges; and

to facilitate participation and action by identifying advocacy opportunities for people with specific adversities.

The organization is launching a national call for stories this month, and is teaming with professional journalists across the country to help tell selected stories.

“There’s something incredibly pow-erful about being of service to people, and now we’re finding that there is a very special extra motivating factor in helping

people also facing one’s own challenge,” Bell explained.

That’s where the Adversity2Advo-cacy concept comes in, Bell said, “turn-ing a personal adversity into advocacy and connecting your service to the exact struggle you have faced – it’s a circle of giving; helping self by helping others.”

For more information on Adversity-2Advocacy or to share a story lead, go to www.adversity2advocacy.org or contact Bell at [email protected].

Ending a stigma withthe help of youth

If you’d like to get involved in an organi-zation that’s having a transformative im-pact at school sites nationwide, consider bringing Let’s Erase The Stigma Educa-tional Foundation (lets) to your district.

Founded in 2009, lets is a non-profit organization dedicated to erasing the stigma of mental illness by funding and developing educational programs, mentoring opportunities and research to empower youth to change the perception of mental illness.

lets operates at the school-site level by establishing clubs that begin conver-sations about such issues as bullying, teen suicide, eating disorders, cutting, self-harm and substance abuse. Clubs are provided with the materials and re-sources to begin the conversation about the disorders affecting today’s youth so that the students themselves can educate their peers and communities about men-tal illness, provide access to resources and connect kids with others who care.

Grants of $1,000 are available to each school that starts a lets club. Current clubs are focusing on learning about the various disorders by bringing in speak-

It’s so easy to getsiloed in your owndivision. When youstart volunteering,it opens your eyes.

ers or films, are receiving training on the symptoms of disorders and are volun-teering for mental health related service opportunities.

Robert Villanueva, a longtime high school wrestling coach and the volunteer West Coast regional director for lets, is passionate about the cause. His passion is fueled in part by his personal experiences with bipolar disorder.

“When I got sick, there was no one to talk to,” Villanueva recalled. “We cur-rently have a number of clubs nationwide and we are focusing on establishing infra-structure and launching new lets clubs at a host of additional schools in the new school year.”

For more information on lets, visit www.lets.org. The group expects to have a new guidebook with information for advisors and students available as the new school year gets underway.

Service opportunitiesin the school industry

Here are a few additional ways to give back, right at the school-site level:• Start a service group for students on various campuses that engages students in volunteering. After all, the best leader-ship is modeled leadership, Hewitt noted. • Start a supply closet program to collect school supplies to be distributed to sites.• Donate your professional expertise – things like newsletter production, data-base assistance, resume creation or website design – to your colleagues or district sites. • Donate vacation days to a colleague dealing with a chronic medical issue.• Start up or donate to a “prom closet” that provides formal clothing for stu-dents who might not otherwise be able to afford it.

Fall 2011 | 33

• Gather professional clothing and donate it to transitional living centers that help the unemployed find jobs and get back on their feet. • Provide a meal to a colleague whose family may be struggling with a medi-cal or financial issue.• Volunteer to read to students.

“Volunteerism is so strong that we could impact so many of the assistance programs that are out there and so many people. It doesn’t have to be the govern-ment; it can be us,” Hewitt said. z z z


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cover

ByLindaA.Estep

Embrace them or ignore them, but one thing is certain – social media and their new technology cousins are here to stay, holding the key to effective communication with certain publics which already use those channels and devices in their everyday lives.

Facebook and Twitter accounts were once the playgrounds of teenagers and college students who shared their whereabouts, their whims, even their personal lives with people they chose – and some they didn’t. Social media can be an open book of conversation or a controlled channel for specific top-ics and messages between selected groups. It is in this new universe that technology experts predict communications channels will expand the delivery of education services.

Certainly there are school districts in California and across the nation that have launched social media accounts, mostly to deliver a managed message. But technology experts outline much greater potential for social media in schools, opening windows for a fresh look at reaching targeted audiences and establishing two-way dialogue.

Of Twitterand tabletsFrom use of social media to iPads, school industry making use of latest technology


“I think social media such as Facebook and Twitter could be effectively utilized in well-managed environments where a com-mon goal and purpose are kept (in) the minds of those participat-ing,” said Greg Blount, chair of casbo’s Technology Professional Council and director of support services and information tech-nology at the Merced City Elementary School District.

Blount sees opportunities for principals to use Facebook for teacher collaborations or for parent discussions about school is-sues. Superintendents could establish an account to communicate with citizens and community leaders, or even other superinten-dents. Transportation departments could use social media to alert parents of route changes, delays and accidents. Child Nutri-tion personnel could have an account to discuss healthy eating and menus. Attendance clerks, using a calling system such as SchoolMessenger, can include Twitter and Facebook as a means of notifying parents of attendance issues, something Blount’s own district has implemented and is exploring how best to use.

Imagination the key

“The list of possibilities is endless. Every area of school administration and education could make use of social media. If properly managed, social media could be one of the strongest

Of Twitter and tablets

communication tools in a school district administrator ’s toolbox,” Blount said. “Every area of school administration and education could make use of social media. The benefit could be the building of better relationships between school and community.”

Acknowledging that district websites can serve a similar purpose and remain at low risk because content can be con-trolled, Blount says schools are in a stage of transition where current one-way communication can evolve into public con-versations with proper oversight. Without controls, the public conversation can be embarrassing and even dangerous.

Carl Fong, casbo member and information technology executive director for the Orange County Department of Edu-cation, agrees that the two-way communication channel carries a risk of embarrassment. “When you post on Twitter, it is there forever,” he noted. But he also pointed out that state legislators routinely use Twitter to stay in touch with constituents, and that in a natural disaster where computer systems are down, alerts could be transmitted via Twitter.

Above all, care must be taken in how such accounts are used by school personnel. Accounts for school business must be sepa-rate from personal accounts, he cautioned. He sees possibilities in establishing a help desk with a Facebook account, and teacher collaboration could be enhanced using Twitter or Facebook.

casbo member Michael Dodge has extensive experience working in school districts in both business and it areas. He believes educators are missing the boat by ignoring the power of social media as a communication tool.

“Administrators struggle with the concept of using social media when they prohibit its use on campus,” said Dodge, regional manager for California Financial Services. “There are very few school districts that open up social media for student use, but in human resources they pull up social media to check on potential employees.”

If properly managed, social media could be one of the strongest communication tools in a school district administrator’s toolbox.


Fall 2011 | 37

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Connecting with parents

Dodge feels social media is a tool that could be used to connect with parents. “If we want more parent involvement, we need better communication tools.” He points out that many young parents feel comfortable texting a teacher, while older genera-tions are still averse to e-mail. “We must find a way to make it work in schools, for both the parents and kids. I don’t see social media going away. It is here to stay. And kids use it for more than games.”

Social media will not replace all tools of communication, Dodge stressed, but it will certainly be one of the communication tools available. “The more ways to reach parents and kids, the better off our kids will be,” he added.

Interest in the use of social media as a means of communi-cation in schools is growing and where there is interest, there is usually someone ready to step in to fan the spark of curios-ity. At the annual conference of the National School Public Relations Association in July, two half-day pre-conference workshops were presented, offering insight to the “new com-munication wave of social media.”

The introductory workshop, entitled “Social Media Boot Camp,” promised to teach the basics of various social media, how to build a social media presence in districts and what pitfalls to avoid. The second workshop focused on implementing strate-gies in the delivery of messages using low-cost social media tools and determining which ones best suit district needs.

The two workshops were aimed at district communica-tions directors and public information officers, who are often the starting point for the launch of new outreach programs aimed at parents and the general public. A joint effort between communications departments and it personnel could result in the design of customized platforms for internal and external audiences.


CASBO to presentiPad webinar series

For those interested in learning how and why an iPad can be useful

in the work environment, CASBO will offer a 14-hour online series of

workshops beginning in October and running through March.

The monthly webinars will be conducted by CASBO Deputy Executive

Director Tatia Davenport. A final two-hour presentation will be offered

at the CASBO Annual Conference in April.

Each 90-minute session will present practical uses of the device and

the various applications available for business personnel, as well as

educators. The sessions will allow interactive participation while using

the iPad.

The cost of the workshop series will include an iPad for each participant.

There will be a pre-registration requiring a deposit for the classes,

and iPads will be ordered and shipped to enrollees before the start of

the first workshop. Participants will then be able to actually view the

webinar on the iPad or view the webinar on a computer with the iPad

in front of them as they learn the functions and complete assignments

that will be turned in.

The workshop will have a price for CASBO members and another cost

for nonmembers.

The iPad workshop was born out of interest expressed by members

wanting to apply newer, more nimble technology for use in their daily

schedules. The device is more easily transported from meeting to

meeting than a laptop, and can be synchronized with another office

computer, transferring files from one to another. E-mails can also be

accessed and answered using the iPad.

“This workshop will provide a great starting point to move into the

newer technology,” Davenport said. “When people see what can be

done with a couple of applications, it becomes contagious. Our goal

is to light that fire and let them continue to explore.”

For more information on the iPad webinar series, contact Tatia Davenport

at (916) 447-3783, ext. 2249 or by e-mail at [email protected].

– LAE

continued from page 36

Administrators strugglewith the concept of using social media when theyprohibit its use on campus.



On the horizon

The ability to reach education target audiences extends far beyond social media platforms. Within the walls of our institu-tions, devices can be available that are much more cost and time efficient if the barriers of skepticism and resistance to change are pushed aside.

District and county office technology experts believe that in the near future smartphones – such as the iPhone, Android and other similar devices – will be common classroom learning tools, eventually replacing desktop computers and laptops. Even tablet devices such as the iPad that are just now showing up in classrooms could be replaced by the smaller phone and will level the playing field, according to Dodge. Phones cost less.

Dodge noted that even many underprivileged students carry a cell phone in their pocket with access to the Internet or social media. “The cost is cheap,” he explained. “With a smart-phone, you can do almost anything and the smaller screen is commonplace for the kids.”

Blount agrees cell phones will find their way into the class-room as a tool, but it will not necessarily be the only device used. “I don’t think there is a one-size-fits-all solution for teachers and schools… I do think whatever is used in the classroom will need to be small, easy to use, well connected and inexpensive. Those are the factors that get new technology into classrooms. The smartphone comes close to that.”

While there are still software compatibilities to overcome in some of the new equipment, Blount and his peers envision a new world in the delivery of services, both in the classroom and administrative offices.

Going to the iPad

In the Stanislaus County Office of Education, approximately 60 cabinet members and other administrative staff have been


Before the iPad, wewere doing this workon paper. The iPadeliminates several steps.

using iPads in their daily work for over a year. Jane Johnston, assistant superintendent, administrative services, says they are still evaluating the iPad, but so far the tablet is being embraced for its mobility, ease of use and ability to support many applica-tions relevant to work.

As a work instrument, the iPad or other tablet device is far less unwieldy to take and use in meetings, and can perform the same functions as a laptop when standard business applica-tions are purchased and installed. Users can sit in a meeting all day long without worry of recharging the iPad. With its instant “on” function, users can quickly take notes on the spot or retrieve information without waiting for the device to boot up. One of the biggest advantages of the device is that it is a cost-efficient tool with a screen large enough to easily read documents and e-mail.

The iPad is proving particularly useful to special educa-tion staff who previously worked with a much more expensive device that had short battery life. Today, costs have been reduced significantly using the iPad installed with a software designed for use with students with autism and other com-municative disorders.

Fall 2011 | 41

Here's what some of our Attention2Attendance clients say:

"I especially like the automatic letter genera-tion. System is very easy to understand and straight-forward in use."

- Arnel Sison, Counselor

"I think the program is excellent. It makes it super easy to keep track of student absences and do something about it!"

- Norma Gonzales, Community Liaison

"I love this - very efficient." - Frances T. Donison, Guidance Counselor

MAR_11_0083E_05

[email protected]

Better Attendance, More Revenue. Here’s how to get there.

Trend and Problem IdentificationAttendance Letter GenerationParent Conference Management

Call us to learn why school districts nationwide are consistently seeing better attendance with Attention2Attendance.

First, you need kids in their seats and you need parents to know when they’re not.

At SI&A we help you manage attendance by using timely analysis of your attendance data to identify at-risk students and to get and keep kids in school:

You no longer mail attendance letters; we do that for you. The letters are compliant and address both excessive excused and unexcused absences. You focus on parental outreach, not writing letters. The results:

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his results to teacher and principal within minutes without ever putting pen to paper.

“The iPad is lots more efficient. Before the iPad, we were doing this work on paper. The iPad eliminates several steps,” he said. “It takes a little practice, but it is like hitting a golf ball. You get better after you try it a few times. We have not tapped all of its potential. It is a marvel.”

Rick Bartkowski, director ii in the instructional support services division at scoe and a casbo institutional member, began using an iPad in January and has never looked back. His work has become much less cumbersome when visiting class-rooms to collect and record data. Using a customized software developed by the Turlock Unified School District, he can enter a district classroom, observe what is going on and file his report on the tablet as he travels from room to room, easily reporting

Of Twitter and tabletscontinued from page 40

http://www.kristoflaw.com

Fall 2011 | 43

Bob Gausman, Stanislaus coe divi-sion director for technology and learn-ing, praises the tablet for its many func-tions and ease of use, but feels it will not necessarily replace the laptop, desktop or smartphone. “I believe iPads and laptops will co-exist for quite a while.”

Beginning in October, casbo will offer a series of online workshops de-voted to the use of the iPad as a viable tool in the work environment. Please see the sidebar to this article on page 39 for details. z z z

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

http://www.afadvantage.com

http://www.sevillecs.com


CASBO book club

Fall selection shares traitsof admirable, joyous leaders

This fall, CASBO members participating in

the association’s book club will be reading

“The Good Among the Great: 19 Traits of

the Most Admirable, Creative and Joyous

People,” by Donald Van de Mark.

In this book, Van de Mark, a longtime

journalist for CNN, CNBC and a number of

television news programs, takes an in-depth

look at what makes a group of leading high

achievers also, simply put, good people.

Relying on the teachings of psychologist

Abraham Maslow, Van de Mark identifies

the 19 traits of self-actualized people.

These traits, shared by only a minority of

the world’s leader achievers, include aware-

ness, decency, empathy and happiness.

Van de Mark points out that these leaders

are also loved by their associates, staff and

competitors, and are often known for caring

deeply for others and for positively influenc-

ing their communities.

Along the way, the

author shows how

the same key traits

are exhibited by

successful people

in all walks of

life – from the

famous to the

dedicated but

not widely

known.

At the end of each chapter, the author

includes a number of “takeaways” that

allow readers to identify, practice and nur-

ture the key traits in themselves and others.

These takeaways are designed to create

a direct route to personal and professional

achievement.

Join your CASBO colleagues in this great

read which includes interviews with U.S.

Sen. Bill Bradley, professor Joseph Camp-

bell, Rev. R. Maurice Boyd, Dr. Andrew Weil,

Warren Buffet, Muriel Maffre of the San

Francisco Ballet and others.

Cerritos, California Monday, November 7, 2011

Providing legal services to California’s school districts for over 30 years.

Atkinson, Andelson, Loya, Ruud & Romo A Professional Law Corporation

Library Outreach Program

2011 Education Law Conference

For additional information or to register,

please contact Keesha Clark, James Baca, or Paul Loya at (562) 653-3579, or visit our website at www.aalrr.com

Cerritos · Fresno · Irvine · Pleasanton · Riverside · Sacramento · San Diego

Stockton, California Tuesday, November 15, 2011

Fresno, California Thursday, November 17, 2011

Save-the-date and join us for our 2011 Education Law Conference Building Sustainability in Education

http://www.aalrr.com

http://www.cewhite.com

Fall 2011 | 45

sudoku

answers on page 49

9 1 86 2 73 5 45 3 92 4 68 7 11 8 34 6 27 9 5

3 2 64 1 58 9 76 4 17 5 82 3 99 6 25 7 31 8 4 3 6 2

9 8 14 7 56 5 41 3 97 2 82 1 68 9 35 4 7

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As a school business official, your professional

portfolio includes your education, training, profes-

sional certifications, skills, talents, experience and

expertise. Regardless of your specialty, you bring a

wealth of knowledge to your job on a daily basis. For

most CASBO members, their work is not a “job,” it

is a profession – a serious profession that requires

daily decisions that positively and directly impact

students, school districts and employees.

Serious professionals take their work to heart. Typi-

cally, you do not work a 40-hour week – you work

until the work is done. You keep your eye on the

task at hand and are continually looking for ways

to improve, reduce costs or increase efficiency. It is

part of your DNA.

What you often do NOT do is look after your own

career. Too often, your professional advancement

and success take a back seat. While this humbleness

of spirit and dedication is admirable, we believe that

it is possible to advance your career while at the

same time maintaining your work ethic and integrity.

The magazine feature we are introducing in this

issue, “Career Rx,” is designed with all CASBO

members in mind. Whether you are starting your

management/professional career or entering into

your final work years, we want you to maximize your

professional impact and enhance your career. Each

issue of California School Business will include a

“Career Rx” column addressing an area of career

development. Our goal is to provide you with nuggets

of information to help you to focus positive attention

on your career.

This year, CASBO launched a web-based Career

Center and Career HQ at the Annual Conference

& California School Business Expo. CASBO will

be expanding IT certification programs including

upgrades to CBO Certification and adding Director

of Fiscal Services Certification, Director of Human

Resources Certification and a specialized School

Business Professional I, II or III Certification. Please

watch our newsletter and e-mail for the introduction

of the new programs and enhancements. Our goal

is to launch these initiatives in late fall/early winter.

What does the future look like for school business

officials?

The need for competent professionals has never

been greater, and that need is sure to continue.

School business is changing and requires leaders

who will meet the coming challenges with integrity.

For example, jobs may not have the same titles,

we may utilize a variety of new technologies and

we may need to use outside contractors or service

providers more often – but the need for top-notch

leaders will continue.

New opportunities are coming. Many seasoned

professionals are nearing retirement and contem-

plating the next phase of their lives. While no one

can predict with absolute accuracy the numbers, it

appears that close to 40 percent of school business

officials in management positions will reach retire-

ment age in the next five to 10 years. This means

that job openings will be there.

Will you be ready to seek them out? Will your resume

and expertise earn you the job? What can you do

today to prepare for the future?

Become actively involved in CASBO. Attend your

section’s events and get involved with your local

professional council. Make contacts, become visible

and share your expertise.

Take a look at your education and training. If you

have not completed your undergraduate education,

do it now. A bachelor’s degree will be a minimum

requirement in the future. If you have completed

your undergraduate education, look at obtaining

a master’s degree or doctorate. Take a look at the

Wilkes University School Business Master’s Degree

program. This is an online program designed for

school business professionals. Your education is

vital to your future success.

Look at your professional development. Are you not

only keeping current, but expanding your knowledge

base and expertise? CASBO will be offering free

online programs for members, as well as other

online opportunities. Explore certificate programs,

regional workshops and skill-building programs. Do

not be afraid to learn skills outside of your current

discipline. The more you know, the more valuable

you are to an employer.

Earn professional designations. Explore the new

CASBO certifications being introduced this fall.

Would certification as a director of fiscal services,

director of human resources or a school business

professional I, II or III be of value to you? If you are

a CBO, get your CBO Certification. A professional

certification shows commitment to your profession

and to your career.

Take an audit of yourself. How are your leadership

skills? Are you a good manager of people and re-

sources? Do you speak and communicate well in front

of others? Do you have positive interpersonal skills?

Ask those whose opinion you value to help you to

assess yourself and your leadership potential. Work

to enhance your assets and correct your personal

liabilities. Not a good public speaker? Practice and

become one. Join Toastmasters, attend classes,

practice, practice, practice! Most of your liabilities

can be turned into assets with effort.

Develop a positive attitude about the future and

about our profession. Tough times do not last

forever. People are drawn to those with a positive

attitude and a “can-do” spirit. Think about the future

and consider how you can impact the profession

of school business.

Introducing CASBO ‘Career Rx’This prescription may be just what your career needs

ByMollyMcGeeHewittExecutive Director

Fall 2011 | 47

out&about

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

AttendingtheAnnualConferenceCommitteemeetinginJulywas(frontrow,l-r)PamelaLambert,ChildNutritionProfessionalCouncilchair;AliciaSchlehuber,HumanResourcesProfessionalCouncilchair;BeckyTrebizo,ACCchair;MelissaAnderson,FinancialServicesProfessionalCouncilassistantchair;(backrow,l-r)MaryCox,PurchasingProfessionalCouncilchair;GordonMedd,ProfessionalStandards&LeadershipCommitteechair;NitaBlack,PayrollProfessionalCouncilchair;PaulaDriscoll,ACCassistantchair;CharlieOtt,TransportationProfessionalCouncilchair;JaySerratore,CBOCommitteechair;AidaSantillana,RiskManagementProfessionalCouncilassistantchair;HerbCalderon,AccountingProfessionalCouncilchair;andSusiMcLane,RetireeProfessionalCouncilchair.

KevinSmith,AnnualConferenceVolunteerTaskForcechair,andGaryMatsomoto,CASBOpresident,takeabreakduringarecenttaskforcemeeting.

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advertiserindex

Accounting,AuditingandFinancialServicesRBC Capital Markets(213) 362-4138 www.rbccapitalmarkets.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 33

RBC Capital Markets(213) 362-4138 www.rbccapitalmarkets.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 33

Vavrinek, Trine, Day & Co LLP(909) 466-4410 www.vtdcpa.comPlease see our ad on page . . . . . . . . . . . . . . . . 14 & 30

Vicenti, Lloyd & Stutzman LLP(626) 857-7300 www.vlsllp.comPlease see our ad on page . . . . . . . . . . . . . . . . 19 & 21

ArchitectsWLC Architects(909) 987-0909 www.wlc-architects.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 45

BondCounselJones Hall(415) 391-5780 www.joneshall.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 25

ConsultingServicesGASB 45 Solutions(916) 371-4691 www.csba.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 33

Vavrinek, Trine, Day & Co LLP(909) 466-4410 www.vtdcpa.comPlease see our ad on page . . . . . . . . . . . . . . . . 14 & 30

Contractors/ConstructionManagementBernards818-336-3619 www.bernards.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 47

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

Emergency24HourServicesAmerican Technologies, Inc.(800) 400-9353 www.amer-tech.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 19

EyeCareVSP(800) 852-7600 www.vsp.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 37

Financial&RetirementPlanningVALIC(916) 780-6051 www.valic.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 38

FinancialandHumanResourceSoftwareSmartetools(760) 242-8890 www.smartetools.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 10

FinancialServicesPiper Jaffray & Co.(800) 876-1854 www.PJC.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 12

Stone & Youngberg LLC(800) 447-8663 www.syllc.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 2

Fire&WaterDamageRestorationAmerican Technologies, Inc.(800) 400-9353 www.amer-tech.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 19

FraudPrevention,Detection&InvestigationVicenti, Lloyd & Stutzman LLP(626) 857-7300 www.vlsllp.comPlease see our ad on page . . . . . . . . . . . . . . . . 19 & 21

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

HealthcareServices/InsuranceCalifornia’s Valued Trust(559) 437-2960 www.cvtrust.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 51

Insurance/BenefitsAmerican Fidelity Assurance Co.(866) 523-1857 www.afadvantage.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 43

ASCIP(562) 403-4640 www.ascip.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 28

Keenan & Associates(310) 212-0363 www.keenan.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 21

Schools Excess Liability Fund (SELF)(916) 321-5300 www.selfjpa.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 45

Self Insured Schools of CA (SISC)(800) 972-1727 www.sisc.kern.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 10

InvestmentBankingDe La Rosa co.(310) 207-1975 www.ejdelarosa.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 30

LegalServicesAtkinson, Andelson, Loya, Ruud & Romo(562) 653-3428 www.aalrr.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 44

Dannis Wolver and Kelly(562) 366-8500 www.dwkesq.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 16

Jones Hall(415) 391-5780 www.joneshall.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 25

Kristof & Kristof(626) 535-9445 www.kristoflaw.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 42

Orbach, Huff & Suarez, LLP(310) 788-9200 www.Ohslegal.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 16

Orrick, Herrington & Sutcliffe, LLP(413) 773-5494 www.orrick.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 27

MandateReimbursementSchool Innovations & Advocacy(800) 487-9234www.sia-us-comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 41

http://www.rbccapitalmarkets.com

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http://www.wlc-architects.com


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http://www.virco.com

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Fall 2011 | 49

advertiserindex

sudoku from page 45

9 1 86 2 73 5 45 3 92 4 68 7 11 8 34 6 27 9 5

3 2 64 1 58 9 76 4 17 5 82 3 99 6 25 7 31 8 4 3 6 2

9 8 14 7 56 5 41 3 97 2 82 1 68 9 35 4 7

ADINDEXAmerican Draperies & Blinds. . . . . . . . . . . . . . . . . . 11American Fidelity Assurance Co. . . . . . . . . . . . . . . . 43American Technologies, Inc. . . . . . . . . . . . . . . . . . . 19ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . 44Bernards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47C.E. White Company . . . . . . . . . . . . . . . . . . . . . . . . 44California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . 51Capital Program Management. . . . . . . . . . . . . . . . . 20Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . 10Dannis Wolver and Kelly . . . . . . . . . . . . . . . . . . . . . 16De La Rosa co. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Edupoint Educational Systems. . . . . . . . . . . . . . . . . . 7GASB 45 Solutions . . . . . . . . . . . . . . . . . . . . . . . . . 33Jones Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . 21Kristof & Kristof . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Mobile Modular . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Orbach, Huff & Suarez, LLP. . . . . . . . . . . . . . . . . . . 16Orrick, Herrington & Sutcliffe, LLP . . . . . . . . . . . . . . 27Piper Jaffray & Co. . . . . . . . . . . . . . . . . . . . . . . . . . 12Public Agency Retirement Service . . . . . . . . . . . . . . 37RBC Capital Markets. . . . . . . . . . . . . . . . . . . . . . . . 33School Innovations & Advocacy . . . . . . . . . . . . . . . . 41Schools Excess Liability Fund (SELF) . . . . . . . . . . . . 45Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . 37Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . 10Seville Construction Services. . . . . . . . . . . . . . . . . . 43Smartetools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Stone & Youngberg LLC . . . . . . . . . . . . . . . . . . . . . . 2The Cooperative Purchasing Network. . . . . . . . . . . . . 4Tyler Technologies. . . . . . . . . . . . . . . . . . . . . . . . . . 14VALIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Vavrinek, Trine, Day & Co LLP . . . . . . . . . . . . . 14 & 30Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . 19 & 21Virco Manufacturing Corp.. . . . . . . . . . . . . . Back CoverVSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37WLC Architects. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

NetworkSolutions&Servers&PCSolutionsSehi Computer Products, Inc.(800) 346-6315 www.sehi.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 37

ProgramManagementCapital Program Management(916) 553-4400 www.capitalpm.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 20

Program/ConstructionManagementSeville Construction Services(626) 204-0800 www.sevillecs.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 43

PublicFinanceStone & Youngberg LLC(800) 447-8663 www.syllc.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 2

RentalsofModularBuildingsMobile Modular(925) 606-9000 www.mobilemodularrents.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 16

RetirementBenefitsPublic Agency Retirement Service(800) 540-6369 #127 www.pars.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 37

RiskManagementServicesSchools Excess Liability Fund (SELF)(916) 321-5300 www.selfjpa.orgPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 45

SchoolBusSalesService&PartsCreative Bus Sales(800) 326-2877 www.creativebussales.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 10

StudentInformationServicesDecisionInsite(877) 204-1392 www.DecisionInsite.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 38

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

Edupoint Educational Systems(800) 338-7646 www.edupoint.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . . 7

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

TransportationTyler Technologies(800) 431-5776 www.tylertech.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 14

WindowCoveringsBlindsandDrapesAmerican Draperies & Blinds(510) 489-4760 www.americandrapery.comPlease see our ad on page . . . . . . . . . . . . . . . . . . . . 11

http://www.sehi.com

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lastwords

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

$562.3 billion

It’s easy to make a buck.

It’s a lot tougher to make

a difference.

~ Tom Brokaw

No act of

kindness,

no matter how

small, is

ever wasted.

~ Aesop

A small body of determined spirits

fired by an unquenchable faith in their

mission can alter the course of history.

~ Mohandas Gandhi

2025By 2025, California will have one million fewer college-educated workers than the economy will require.

Source: Public Policy Institute of California

School district expenditures totaled $562.3 billion in 2006–07, including about $476.8 billion in current expenditures for public elementary and secondary education. Of the remaining expenditures, $62.9 billion was spent on capital outlay, $14.7 billion on interest payments on debt and $7.8 billion on other programs.

Source: National Center for Education Statistics

Although statewide public school enrollment is not projectedto increase between now and 2025, individual districts project a need to construct more than 23,000 new classrooms and to modernize 37,000 classrooms for 610,000 students by 2013-2014.

Source: Public Policy Institute of California

2013-14

Fall 2011 | 51

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REF# 11021©2011 Virco Inc.- equipment for educators™

For more information, call Virco today at 800-813-4150 or visit our website at www.virco.com.

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Documents

CASBO School Business Fall 2011