The Future of High School Football...Challenges and Opportunities

Chuck Schmidt

The Future of High School Football … Challenges and Opportunities

Chuck Schmidt, associate executive director of the Arizona Interscholastic Association, 
described high school sports as ‘Society with the volume turned up.’ With the landscape of high school sports evolving, the Arizona Interscholastic Association (AIA) is required to change with it. AIA Mr. Schmidt provided an update to the organization’s initiatives in a number of areas.

Venues:
Selection of venues for post-season events has been affected by various factors:

• An IRS audit has changed the designation of workers at playoff venues from independent contractors to AIA employees
• Issues concerning liability for school spaces used by non-district schools are being addressed
• The AIA continues to be cognizant of school travel budgets when scheduling playoff events
• The AIA has partnered with USA Basketball in development of a new facility in Tempe, which would provide an indoor venue under control of the AIA to assist in liability issues. Outdoor venues are also being considered.

Insurance and Events:

• Catastrophic coverage is available for member schools and students involved in sanctioned contests. Coverage also includes transportation to/from events when district vehicles are used. Special events such as All-Star Games, Home Run hitting contests, etc., out-of-season leagues and transportation to/from events in personal vehicles is not covered. Member schools are responsible for coverage in any event not related to the actual contest. 

Officials:

• Challenges
• Recruitment of qualified officials – Currently losing 20-30 percent of officials annually
• Competition with Parks & Rec, Clubs and Canyon Athletic Association (charter schools)
• Synching timelines to meet District budget deadlines.
• Opportunities
• Greater online evaluation of officials is now available for coaches and administrators
• Greater management through the AIA Executive Board
• An AIA Task Force is working to adjust Bylaws concerning management of officials and identify competition in the market and address.

Litigation:

• Number of investigations has increased greatly over the past five years, focused primarily on accusations of recruitment
• Challenges to bylaws regarding International students and Hardship appeals are on the rise

As awareness of the dangers of concussions has increased, the AIA initiated a proactive response as far back as 2008. 

• Creation of ‘Brainbook’ requiring all student-athletes to complete a course prior to participating in athletics
• Coaches Education
• Officials Education
• Access to baseline testing for schools
• Creation of registry to collect data and track injuries.
• Creation of AZ 101 course for coaches outside of districts
• Adoption of “Helmet Rule,” where any football player whose helmet becomes dislodged must have the helmet inspected and sit out one play.
• Any athlete suffering a concussion/head injury may return to play after being evaluated by, and receiving clearance from, a qualified health care provider. 
• Bylaws have also been adjusted to define the amount of contact allowed in football practices during the pre-season and regular season. 

ASPRA Reporter Brian Killgore, Apache Junction Unified

School Board Leadership - A Lesson From General Joshua Chamberlin

Dr. Phil Price

School Board Leadership – A Lesson from General Joshua Chamberlain

Session presenter Dr. Phil Price set the scene for General Joshua Chamberlain’s leadership at Gettysburg in the July 2, 1863 Battle of the Little Round Top by saying, “The key was not because of the battle but something that happened three days earlier.” That something was June 30, when 120 Union deserters joined Chamberlain’s diminished regiment and were given the choice to fight, not for land, but to set other men free.

General Chamberlain had no skill or training as a soldier, much less as a leader.  He spent three years at a theological seminary and was a professor at Bowdoin College when the Civil War broke out. His leadership at Gettysburg in the Battle of the Little Round Top earned him the Congressional Medal of Honor and is studied by both historians and soldiers.

How can General Chamberlain’s leadership lesson be described? First, he was ordered to take along 120 deserters to the next battle. The 120 men had been marched all night and had not eaten for two days. General Chamberlain told them he would not shoot any man who did not want this fight, saw to it the deserters’ leg irons were removed and, under a shaded tree, they were fed. He questioned their situation, learning most did not know how to read or write. The prisoners thought they had signed up for two years along with the other Maine men, but unknown to them, their enlistment was for three years. When they tried to leave with their comrades, they were considered deserters.

General Chamberlain’s speech to the Maine deserters spoke of judging men by what they do, not by what a father did. He stressed that each deserter could be something. “It’s the idea that we all have value, you, and me, we’re worth something more than the dirt. I never saw dirt I’d die for, but I’m not asking you to come join us and fight for dirt. What we’re all fighting for, in the end, is each other.” General Chamberlain’s success came in how he treated his men. He listened and brought people in. As a result, 116 of the 120 deserters joined Chamberlain. Under his leadership, the battle considered the turning point in the Civil War, was won.

ASPRA Reporter Mary Cummings, Educational Communications Consultant

A Collaborative Path to Successful Implementation of College and Career Ready Standards

A Collaborative Path to Successful Implementation of the College and
Career Ready Standards

Is implementing Arizona's College and Career Ready Standards a challenge or an opportunity? For Osborn Elementary School District, it is a chance to develop a vision, create and sustain a whole-school trajectory and empowered teachers and students.

The Osborn experience was shared by Marilyn Rollins, governing board president, Patricia Tate, assistant superintendent and Dr. Catherine Weber, assistant professor, literary education, ASU Mary Lou Fulton Teachers College.

Osborn used SchoolRise seven levels to success as their roadmap to change. The levels include:

• Recognizing a need
• Organizing for change
• Working on huge building blocks
• Pulling the whole school together
• Sharing results
• Implementing the staircase curriculum
• Engaging students and families

The district developed a staircase curriculum by grade level that provided fully articulated expectations across and between grade levels. Teacher expertise provided the foundation, with the standards playing a supporting role. As part of the standards-based change process, the curriculum meshes with schoolwide professional learning communities (PLC) to lead to improved student achievement.

A "to-do" cycle guided pulling the whole school together by setting schoolwide goals, identifying grade-level and department goals, developing an evidence system and providing evidence-based teaching.

PLCs provided a safe avenue for sharing results. Expectations across the district rose as a result, as teachers learned of and adopted their colleagues higher expectations for students.
Governing board understanding and engagement was critical to the success. The Osborn board regularly viewed videos from Engage New York (www.engageny.org) to become familiar with the change in standards. This led to support for requested funding and scheduling changes. While parent communication and engagement throughout the process is
critical, sharing the outcomes is an important step to success.

ASPRA reporter, Helen Hollands, Mesa Public Schools

Sahuarita Wins!

Sahuarita WINS!

Dr. Manuel Valenzuela, superintendent of Sahuarita Unified; Tom Murphy, Governing Board member andTown of Sahuarita Council member; and Dr. Jeff Bennett of the University of Arizona shared information about a regional grassroots and education initiative.

Sahuarita is located south of Tucson off U.S. Interstate 19. As the second-fastest growing community in the state, leaders representing several organizations ranging from city government, education and businesses have collaborated to develop a unified vision for Sahuarita to help work toward common goals, encourage future growth and define what their community wants to be. The result is Sahaurita WINS!

What is Sahuarita WINS!?

• A team of executive-level leaders from the public and private sector
• A regular, monthly meeting lasting no more than one hour
• Provides a Business Sector Update
• Provides a School District Update
• An opportunity to find common interests among groups
• An opportunity to build understanding regarding unique and shared needs
• An opportunity to develop new, mutually beneficial cooperative efforts to meet shared needs

The team is made up of members representing Freeport-McMoRan Copper & Gold; Town of Sahuarita; Farmers Investment Co.; Raytheon Missile Systems; Rosemont Copper; Carondelet Health; Rancho Sahuarita Company; University of Arizona; Green Valley/Sahuarita Chamber of Commerce; and Sahuarita Unified School District #30.

A community cannot exist without collaboration – everyone helping each other toward a unified vision and goals. 

What are the benefits from Sahuarita WINS!?

• Promote a unified vision and identity
• Provide field experiences for students to develop job skills
• Leverage of limited resources
• Building understanding of programs and initiatives
• Meeting of industry and workforce development needs
• Building community support for schools

What are the results so far?

• Creation of ENGR 102 Class, a three-credit, college-level course offered to students through the University of Arizona
• AZiLDR research initiative in partnership with the University of Arizona
• Support for National Math and Science Initiative (NMSI)
• Identification of new CTE programs aligned with community needs
• Partnerships and enhanced relationships with Magdalena & Sonora, Mexico
• Field experience for student
• New and additional scholarships for students
• New partnership opportunities – YMCA, Pima County Library, etc
• Pursuit of additional joint-use facilities

The presenters shared a summary of action steps that were taken to create the team.

• Contact stakeholders
• Schedule a breakfast
• Focus upon common interests (STEM, workforce, school programs)
• Identify one attainable goal
• Schedule monthly meetings for follow up, reporting and maintaining positive momentum
• Continue to set clear goals
• Affirm commitment to support the process

They also identified the next steps for the initiative.

• Cooperation in economic development efforts with the Town of Sahuarita and Green Valley/Sahuarita Chamber of Commerce (Business Expo)
• New CTE program in heavy equipment operation and diesel technology
• National Math and Science Initiative (NMSI)
• ENGR 101 class available to middle-level students
• Common Core Communication efforts

ASPRA Reporter, Brian Killgore, Apache Junction Unified

Expanding Learning and Increasing Student Engagement: A Vision Built on The Afterschool Approach

Expanding Learning and Increasing Student Engagement: A Vision Built
on the Afterschool Approach

Student learning doesn't end with the final bell. A quality out-of-school time (OST) program can bolster student achievement and increase their future success. Quality OST programs tap into student learning styles and interests, and engage them in relevant, hands-on activities that
develop their resiliency and teach them about the world around them. School's Out, Make it Count, are the new Arizona quality standards for out-of-school time programs. Developed by a statewide committee of education, afterschool, government, policy-making and funding
stakeholders, the standards aim to foster continuous improvement by setting and aligning high expectations for meeting the needs of all youth.

Patricia Gillespie, superintendent of Union Elementary, highlighted the importance of building a bridge between formal and informal learning. OST programs should actively engage students in diverse learning opportunities, provide intervention and promote self discovery. Gone are the days of providing childcare in a safe setting.

The standards provide a common language to drive conversation and collaboration, and a baseline for quality assessment and accountability, according to Melanie McClintock, executive director of Arizona Center for Afterschool Excellence.

Seven standards with guiding principles and quality statements provide a road map to success. The standards encompass:

• Safe and healthy environments
• Positive relationships
• Intentional programming and activities
• Equity and inclusion
• Family, school and community
• Program management
• Program evaluation and data

OST programs are uniquely positioned to have a significant impact on student success. To learn more, and to download the standards, please visit www.azafterschool.org.

ASPRA reporter,  Helen Hollands, Mesa Public Schools

How Trust Lands Funding Impacts Your District

There’s Gold in those Hills and Deserts for Schools

When it comes to Arizona’s Land Trust and public education, there is good news and bad news.  The good news is that in almost 100 years, Arizona has only sold 1.6 million acres, and has 9.2 million acres left to help fund public education through the sale or lease of these lands.  The bad news is that the state is now sitting on $4.3 billion, and not much is going to schools, despite recent budget cuts.

Wayne Peate, Board Member for Pima County JTED, one of several panelists, told the audience that two years ago, no money from the trust went to schools.  

Joe Melchionne, Yuma Unified Board Member,  gave a history of public trust land, which was established in 1787 for all states in the union to set aside sections of land in each township for schools.  Arizona’s Territorial Congress set aside land in 1863 and as part of the Arizona State Enabling Act of 1910,   more sections of each township were reserved for schools and a permanent fund for schools was established.

While Arizona has been good stewards of the land, selling off only 10 percent, many eastern states have no land remaining.  However, school advocates feel that the land and the fund can better serve Arizona children.  At the current rate, it would take 900 years to deplete the trust land.  The Land Commission has representation from public education, and a national organization called Children’s Lands Alliance (CLASS) wants the public to stay vigilant with this finite resource.

Education is one key.  Ballot measures come up regularly that can affect the State’s trust lands.  The public needs to know that this trust fund is our “children’s birthright.”  Lands that are sold must be valued appropriately and leased lands are a tremendous source of property taxes.  As an example, Melchionne said there are 21,000 acres of infill land in communities right now not being used, valued at $1 billion.

“We need to educate others.  99 percent of the public has never heard of trust land and how it impacts education.  That $4.3 million the Legislature would love to get their hands on, “Peoria Board Member Joe McCord said.  “Someone once said, ‘When the legislature is in session, no man’s property is safe.’”

To learn more about State Trust Land you can go to www.aztreasure.gov or www.azauditor.gov .   

ASPRA Reporter Craig Pletenik, Phoenix Union High School District

Business and Education Working Together to Achieve Student Success

Business and Education Working Together to Achieve Student Success 

Business leaders recognize that education is the key to prosperity, but are schools preparing students for the workforce? Business leaders Richard Condit, senior vice president of Administration from Sundt Construction, Inc., and Tina Norton, chief financial officer of Pima County, shared their concerns from the business perspective on how well students are prepared for the business industry. 

The panelists agreed that students need employability skills and they need to have the opportunities to participate in high school internships that will better prepare them for real-life situations in the workplace. The more students participate in Career and Technical Education (CTE) programs, the higher their academic motivation, academic engagement, grades, career self-efficacy, college aspirations and employability skills. CTE students are more likely to develop problem-solving, project completion, research, math, college application, work-related, communication, time management and critical-thinking skills during high school. 

 High quality CTE programs are not only good for students, but will also have a positive impact on Arizona. Ms. Norton stated, “What in your lifetime today is the same as it was 100 years ago? The world has changed, but education has not.” According to Woodrow Wilson, “It’s easier to change the location of a cemetery than it is to change education.” Now is the time to revamp the education system. 

 Barriers need to be removed and students must have the opportunities to attend CTE classes, create career pathways and develop career plans. 

 For more information, view this video http://vimeo.com/67277269. 

ASPRA Reporter, Linda Jeffries, Alhambra Elementary School District

College & Career Readiness, RTI, and the School Counselor

Mindy Willard

College & Career Readiness, RTI, and the School Counselor

Pendergast counselors Mindy Willard, 2013 American School Counselor of the Year, and Jill Zitt, 2013 National Office of School Counselor Advocacy Award Winner, shared how the role of the counselor has changed over the past several years. 80 percent of time should be spent on delivery including core curriculum, individual student planning, responsive services, referrals, consultation and collaboration.

Each presenter spoke from experience of how they have built a comprehensive school counseling program that focuses on data, student achievement and the barriers that prevent student achievement. They have implemented a Response to Intervention program (RTI) where counselors work to be proactive, collaborative, use data to make decisions and assess programs. They shared that RTI is multi-tiered and includes the following: 

• Tier I is prevention for all students. Counselors work with every student on campus, or at least in targeted grade levels with hopes of preventing the need for further interventions. 
• Tier II is for the students who may need more support than Tier I. It is the intervention piece of the counseling program. 
• Tier III is referred to as crisis response. Counselors work individually with a student to ensure they are safe and able to make healthy decisions.

“College and Career Readiness begins in Kindergarten,” said Ms. Zitt. Counselors in Pendergast use intentional programming to prepare students for college and career. This includes trips to colleges, career fairs, individual student planning, goal setting and career research. 

School counselors continue looking for ways to advocate for students. Tying programs to current education initiatives and supporting it with data, ensures there is clear understanding about the role counselors play in a child’s education.

For more information on school counselors, visit www.schoolcounselor.org.


ASPRA Reporter Kim Mesquita, Glendale Union High School District 

Where Do You Find Highly Qualified Teachers?

Where Do You Find Highly Qualified Teachers?

Rural districts in Southern Arizona are competing for highly qualified science and math teachers through their partnership with the Transition to Teaching Program at the University of Arizona south campus.

Superintendents  Steve Poling of the Palominas Elementary District and Rod Rich of Santa Cruz Valley Unified outlined their efforts to assure their schools attract great teachers.

Through a five-year $2.2 million grant, the partnership goals are:

• To recruit and retain teachers in direct response to the needs of the project’s partnering schools.
• Prepare students with both accelerated and alternative tracks to a master’s degree in education with a certificate to teach STEM subjects at the secondary school level.
• Retain and support teachers with mentors/coaches and a robust hybrid mentor network.

ASPRA Reporter Terry Locke, Chandler Unified

Board Micromanagement

Chris Thomas

The “M” Word: School Board Micromanagement – What It Is and What It Isn’t

In his presentation on school board micromanagement, Chris Thomas, general counsel and director of legal and policy services for ASBA, used football analogies to differentiate between effective school board management in terms of legal responsibilities, and board micromanagement, which is not only illegal, but also overstepping bounds. Thomas stressed that the board does not have authority to supervise or manage school district personnel; its role is to approve hiring of staff and termination if necessary. According to the Attorney General opinion in 181-054, “A school district board member has no power or right different from any other citizen notwithstanding the statutory powers of the school district board which may only be exercised by the board when lawfully convened as a body.”

In examining the roles and duties of board members and superintendents and where they both intersect, Thomas used these graphics to highlight the similarities and differences:

Rather than micromanage, Thomas shared helpful solutions that not only strengthen the board/superintendent relationship, show that the board member is fully aware of his/her rights and responsibilities to be effective and within the legal framework of their scope of accountability. These include:

• Govern and oversee management
• Adopt vision and goals for the superintendent and performance goals for the district
• Establish community relations that benefit students
• Ensure that the superintendent has processes and is accountable for performance results
• Collaborate for student achievement

Thomas encouraged board members to attend training through ASBA to ensure proper management, without reverting to micromanagement, with the goal of a harmonious relationship with staff and the community. 

ASPRA Reporter --Nedda Shafir, ASA Communications Consultant

OMG! What Will You Do When Your Teachers Want More Resources to Implement the New College and Career Readiness Standards?

OMG! What Will You Do When Your Teachers Want More Resources to Implement the New College and Career Readiness Standards?

One of the best kept secrets as a resource for educators is Arizona State library of databases. Now five years old, the databases contain a wide array of age-appropriate resources.

Consultants Tammy Scrivner and Dr. Leonora Ketyer shared with attendees information about how to access the databases at www.azlibrary.com/azlibrary . Every school district in the state has been assigned an access code to a vast array of information.

The features provided critical resources to help schools bridge to Arizona College and Career Readiness standards. Information is organized by K-4 elementary, grades 5-8, junior high and high school.

The presenters shared examples of resources available including the following:

• Student Resource center with more than 500 full-text magazines, 360 reference books, 85,670 biographies, 81,000 primary source documents, 592,000 photos, maps and flags, 4,500 non-fiction books, 46 cover-to-cover national and international newspapers, radio and TV transcripts, country and state reports, and nearly 3,000 film and video clips.
• Biography reference center including 461,000 resources.
• Literacy reference center with access to 35,000 plot summaries, 100,000 articles and essays of library criticisms, 250,000 author biographies, 450 literary journals, 693,000 book reviews, 78,000 full-text poems, 19,700 full-text short stories, 8,200 classic texts.
• History reference with 2,000 encyclopedia and reference books, 81,000 history bios, history journals, 20th century video clips, world and U.S. history timelines.

 ASPRA Reporter Terry Locke, Chandler Unified

Superintendent and Governing Board Leadership to Create Healthy School Nutrition Environments

Maria Bauman

Leadership to create Healthy School Nutrition Environments

Dr. Jeffery Smith, Balsz Elementary

Dr. Kristen Rex, Seligman Elementary

While most districts focus on improving scores for reading and math, ultimately healthy eating and lifestyle choices will impact learning for students.

As Balsz Elementary Superintendent Dr. Jeffery Smith and Seligman Elementary Superintendent Dr. Kristen Rex pointed out, some of the best lessons in life we can share are how to live a healthy life.

Balsz (an urban high-need district) and Seligman (a rural high-need district) have partnered through a grant to implement stronger policies for healthier food decisions in their schools.

Both superintendents agreed that to make a commitment to healthier alternatives work, you need the support of a superintendent, Governing Board and a “champion” who, in Balsz case, is a PE teacher.

While the 2010 Healthy Hunger-Free Kids Act states all food and beverages offered or sold in schools will follow nutritional guidelines, fewer than 5% percent of districts nationally currently follow the guidelines. 

Session presenters provided an exhibit for policy manuals regarding student wellness with the intention that instituting policies of this nature can provide the framework to support healthy choices for students and staff.

While students may not experience nutritional foods at home, there are opportunities at school to expose them to alternative choices.  Children eat 30 to 50 percent of their calories at school, so it is important for schools to influence how they feed their brains. But, to be successful, schools must address and limit competitive foods in the school setting. This includes: 

• food rewards in the classroom
• using food as a form of punishment
• vending machines
• class parties with sweets
• fundraisers that focus on high-calorie foods
• concession stands

Ideas for alternatives begin at the school level by giving teachers a chance to have input.  Options being considered in Balsz are trying to incorporate more movement into the day, looking at using activity or games as a rewards versus using food. Creating one 10-minute activity break per day related to math and language arts, having stations set up on playgrounds for more organized full involvement recess and incorporating 30 min of nutritional information incorporated into the curriculum, rich text informational for 7-8 grades and events like teacher pedometer walk-offs or district wide staff tournaments.

Maria Bauman, the Health Schools Program Manager for AZ provided some alarming statistics to help compel us to action.  While nationwide one in three children are obese, in Arizona the childhood obesity rate is at 36.7 percent -- fourth fourth in the nation! 

What can your district do??  Alliance for a Healthier Generation is offering a free training program Jan. 30 from  9 a.m. to 3:30 p.m. at the Orange Tree Resort n Scottsdale. For information email: maria.bauman@healthiergeneration.org, or call 707-267-0057

Bauman and her organization will assist at schools that can come into schools and enhance what you do in schools to empower children to make better choices. 

ASPRA Reporter Nancy Dudenhoefer, Kyrene Elemetary