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

Tomorrow's Winners

Richard Hopkins

Tomorrow's Winners

An award-winning program for seventh- and eighth-grade students in the Buckeye Elementary School District is paying bonuses by helping to reduce the high school dropout rate, and increase student involvement when they get to high school.

Tomorrow’s Winners provides Buckeye Elementary students with the information and strategies in three structured sessions in the fall, winter and spring. The first session deals with healthy living, the second with personal choices (including domestic violence) and the last session takes a look into careers and higher education. The interactive sessions include messages from athletes (both amateur and professional), local celebrities, social service agencies, and experts from a variety of career fields. The sessions  give students the tools they’ll need too be successful in high school, stay in school, and look to continue their education after high school.

And it’s working.

Since the program’s inception the dropout rate in Buckeye Union has dropped to just over one percent from just over five percent, said Buckeye Elementary Superintendent Dr. Kristi Sandvik.

The program emphasizes the need for students to get involved in high school. National research has consistently shown that students who become involved in high school perform better academically and socially and are less likely to drop out of school.

“We tell the kids that if you want something, and the high school doesn’t have it, start it,” said Buckeye Elementary Board Member Richard Hopkins. And students listen. Two years ago, one of Tomorrow’s Winners graduates re-started the flag line at one of Buckeye’s high schools. In two years, the line has grown from five participants to over 20, and last year placed fifth in a statewide competition.

ASPRA Reporter Jim Cummings, APR, Glendale Elementary

Now We're Talking

Dr. Debbi Burdick

Now we’re talking

A Spanish immersion program in Cave Creek Unified that began in one elementary school in 2003, today has evolved into a K – 12 World Language Program.

Dr. Debbi Burdick, superintendent, said the Governing Board in 2006 had a vision that languages other than English would be taught in all Cave Creek schools. During the difficult economic times in 2010, the board chose to budget for a full K – 12 program.

The impetus for change addressed four C’s: Cognitive, Careers, Culture and College.

Today, Spanish, Spanish immersion and Chinese are offered at the elementary, middle- and high-school levels, and French is offered at the district’s middle- and high-schools. The district leadership believes the World Language Program prepares students for true 21^st Century skills.

Dr. Jana Miller, associate superintendent, said teachers are key to the success of the concept. She also noted that the district saw an initial dip in test scored, but after four years, already high test scores are still going up.

Drs. Burdick and Miller stressed that the teaching is not a matter of translating from English to the other languages; instead, students are learning through activities and problem solving. Students may still do worksheets at their desk at times, but usually it is being done as a group. 

ASPRA Reporter Judi Willis, APR, Public Relations Consultant

Keynote Speaker “Education, Innovation and Arizona's Future”

Dr. Michael Crow

Education, Innovation and Arizona’s Future – Dr. Michael M. Crow, President of Arizona State University

In a compelling keynote address, Arizona State University’s President Dr. Michael Crow captivated the Friday morning session outlining his vision for an innovative approach to education in Arizona.

Dr. Crow opened by stating, “We’re all here because we share some common values. All of us are committed to children and their success or we wouldn’t be in this room. None of us would be here if we didn’t believe in the future.”

Dr. Crow shared that over the course of time our nation built a model that was the pride of the world. He referred to the system we have inherited that allowed for access to education and public universities, going on to note that while we achieved great things, “the model that we are presently implementing, with a few exceptions, peaked in 1970.”

“A kid who doesn’t graduate from high school is the single most expensive object in society. We will spend more tax dollars on that person than 10 other people over their life,” said Dr. Crow. “I want to make sure that everyone grasps the impact of our nonsuccess.”

According to Dr. Crow, there are many variables that impact social mobility, “One variable outweighs all others - the single most significant predictor of social mobility is educational attainment.” Dr. Crow went on to explain that if educational attainment is the way we advance to the highest levels of achievement and our educational system has peaked, we are not making progress.  

And as Dr. Crow walked through the challenge of a broken system, he was quick to meet the disheartening statistics with the firm stance that we need solutions. He offered ASU’s approach to re-engineering to meet this challenge.

In a fascinating story Dr. Crow shared that a copy of the Aug. 10, 1950 edition of the University of California catalogue sits on his desk. He recalled excerpts from the book noting that at that time, tuition was free and the university provided a great public education to those who had worked hard in high school. Now students must be in the top 4 percent and many of the students who graduated more than 50 years ago would not be admitted today.

Dr. Crow went on to share that he has dubbed this pedagogy “diamond polishing,” or selecting the top tier of students to colleges and universities. He noted that these students are the only ones with equal chances of success at the post-secondary level. He provided ASU’s approach to find, shape, cut and then polish which cannot be done through exclusion.

“The United States will not be successful if every school district and every college and university operates as diamond polishing,” said Dr. Crow. “We cannot approach things from their perspective. Arizona is a place where innovations can be realized.”

Unlike many universities of comparable size, ASU operates by inclusion with the belief that selecting only the top achieving students for the pursuit of post-secondary success is a failure. Rather, Dr. Crow reset the university’s values and objective.

“We are a student-centered university,” said Dr. Crow. “If all you do is operate something from its existing operating modality, you will never improve your performance.”

In Dr. Crow’s tenure, the results have been impressive. The university has doubled its graduates, quadrupled its research, all with reduced state support in the wake of the recession.

Dr. Crow credits the eight design aspirations which, “requires us to rethink everything about who we are and how we accomplish things.”

Dr. Crow took questions from attendees ranging from diversity of gender among college students to support for teachers and the innovative ways ASU is recruiting from rural communities to technology.

Dr. Kent Scribner from Phoenix Union School District asked Dr. Crow to provide advice to school board members and administrators to which Dr. Crow eloquently stated, “I believe that the chance of success is greater than the chance of failure. I would like to hear us talk about what we can do. You can spend your time feeling beleaguered and powerless – which turns out to be not true.”

Dr. Crow concluded with, “A small group of people, an individual school board or a group of superintendents can do anything. All they have to do is want to do it. If you love children and believe in the future, we can get a lot of things done.”

ASPRA Reporter Danielle Airey, Peoria Unified

A Community Partnership that Changed the Lives of Flagstaff

Paul Kulpinski

FitKids at school – Working together to improve the health of the school community

Over the past several years there has been an increased awareness of dangers of childhood obesity and its consequences. In 2009, the Flagstaff Unified School District and Flagstaff Medical Center began to track trends of student height, weight and other measurements.

During the 2011-12 school year, FitKids developed a proposal to collaborate with the district to broaden their focus to include prevention and overall wellness through school-based education classes, community events and after-school activities.

Implementation of FitKids in Flagstaff schools took place in the 2012-13 school year.

There was a lot of hard work and collaboration that went into the successful launch of this program with the Governing Board, Flagstaff Medical Center and the individual school sites. 
The outcomes have been very successful and shown through many evaluation measurements. In its second year of implementation, the program was expanded to the secondary schools.

ASPRA Reporter Karin Eberhard, Flagstaff

ASBA Special Awards Edition

ASBA Special Awards Edition

Carolyn Warner

Barbara Robey Lifetime Achievement Award

http://youtu.be/-7kj3M_q15Q

This award is named in honor of Barbara Robey who gave great service to ASBA. The award pays tribute to someone in the education community who, like Barbara and the past winners, has made an outstanding contribution to public education and ASBA’s mission through servant leadership over an extended period of time.

Carolyn Warner, a staunch advocate and policy leader for public education in Arizona and nationally for more than 40 years, was honored with the Barbara Robey Lifetime Achievement Award at Thursday night’s dinner.

Warner, the former Arizona Superintendent for Public Instruction, not only talked the talk, but she also walked the walk in her commitment to make sure that education lives up to its promise -- in her words – “as the provider of opportunity for just ordinary young people, ordinary children, to develop and become extraordinary citizens.”

She was an Oklahoma rodeo queen, a product of pioneering stock from the Sooner State.

Both her mother and father were school teachers, her father also a state senator. Virtually all her aunts and uncles were in the profession too, as teachers, principals, school board members.

As she tells it, “Education in my family was closely akin to being a religion. It was sort of a manifestation of our theology, because we believe that everybody can - given the opportunity.”

She started close to home – a mother of six. An active parent volunteer and PTA member. Then a member of the Phoenix Union High School District governing board. And all this while leading a successful family-owned business.

But public service became a full-time commitment in 1974 when she was elected Arizona State Superintendent of Public Instruction, the first non-educator ever elected to this post. She was re-elected to two additional four-year terms.

In 1986, she was her party’s candidate in a competitive race for governor, a race ultimately won by Evan Mecham.

Over the years, she has won friends and colleagues on both sides of the political aisle with her knowledge, her insistent but collegial style, her humor - and even her willingness to occasionally poke fun at herself as her cameo appearance in an Arizona Press Club music video well proves!

Out of office, her involvement in education policy and advocacy continued – and has grown stronger. She received Presidential and Congressional appointments, serving under both Republican and Democratic administrations. She was a founding member of the Arizona Education Foundation, and continues to fight for teachers, making sure excellence is recognized and rewarded. She authored books on promoting the value of public education – which she does with passion at every opportunity. Today, workforce development is among her top priorities. And as co-chair of the Arizona Skills Standards Commission, her unparalleled ability to develop partnerships with school administrators, teachers, and business leaders is at work for Arizona students.

Why does she do it? Education, she says, is like the torch of liberty held by the great statue in New York Harbor. In her words, “Liberty is equated with education. If you are educated you can do almost anything you want to do.”

And Carolyn Warner is here to make sure that flame doesn't go out.

Lou Ella Kleinz Award
Each year, the Arizona School Boards Association presents a very special award to recognize the school district governing board that has demonstrated the most outstanding education leadership in Arizona.

As executive director from 1971 through 1991, Lou Ella Kleinz said: “As we pursue excellence in boardsmanship, our higher moral duty is to provide effective leadership in shaping the life-long attitudes of the young people of our communities.”

Baboquivari Unified 

Baboquivari Unified School District Governing Board

Verlon Jose

Sara Mae Williams

Sylvia Hendricks

Ella Mae Greasewood

Marlene Gonzales

http://youtu.be/rnGmMPVBFIc
 

In January 2010, the Baboquivari Unified School District Governing Board took the bold step to say “enough” to a legacy of mediocre performance and results.

They committed to transforming the school district, located 60 miles southwest of Tucson in Sells, into an excelling school system that works in partnership with families and communities to prepare its students as leaders.

The board placed a high priority on equipping all its 1,100 students with the skills and knowledge they will need to compete in a global society.

Another priority was preserving the traditional values, cultures and heritage of the children of the Tohono O’odham Nation, which the district serves.

Ensuring that students’ minds, bodies and spirits are nurtured has become a holistic objective.

Over the past three years, the board has supported several strategic initiatives that are enabling students to be college and career ready upon graduation from high school.

High expectations have been set for students and staff.

The implementation of highly effective instructional strategies, teacher and staff recruitment efforts, professional development and effective student services is resulting in the highest positive outcomes that once may have seemed out of reach.

Best practice programs and strategies, like AVID – funded by a U.S. Department of Education i3 grant, are showing results.

Graduation rates have increased from 48 percent in 2009 to 78 percent in 2013.

Out of 52 Baboquivari High School seniors in the class of 2013, an all-time high of 30 applied to higher education. Eleven are currently enrolled at four-year universities; and seven are attending a community college. In previous years only a handful of students have considered college as an option.

Calling upon parents and community partners to become fully engaged as partners in student success has been critical.

A new Parent University provides parents new to the district with a 15-hour series of classes covering topics from effective parent/school communication to addressing social issues and how parents can further their own education at Tohono O’odham Community College.

A partnership with the University of Arizona, the Tohono O’odham Community College and the Metropolitan Education Commission has resulted in resources to fund the Wisdom Project, which aims to develop a college- going culture in the district.

As a result of the board’s transformation efforts, Baboquivari Unifed School District is witnessing the development of what it calls 21st Century Warriors – students who value their culture, make academic learning a priority and grasp the concept that hard work, dedication and passion towards learning will enable them to self-determine their path through life.

For demonstrating outstanding education leadership, the Arizona School Boards Association honors the Baboquivari Unified Governing Board as a winner of the 2013 ASBA Lou Ella Kleinz Award of Excellence.

Benson Unified

Benson Unified School District Governing Board

Bob Bernal

Frank “Chic” Maldonado

Brett Barney

Anita Choate

Kelly Johnson

http://youtu.be/L2oh1iEI2oE

In 2013, the Benson School District was recognized by the Arizona Department of Education as Arizona’s “Top District.” The achievement was years in the making, and the direct result of a decision by the board in 2008 to re-vision the district with academics at the top of the priority list.

No longer satisfied with a “this is just rural Arizona” mentality, the board set out to make Benson the best in Arizona.

They were also determined to make Benson a district of choice, and win students back from local charter schools.

Both required strong leadership to bring about big changes – which can be difficult in a close-knit community steeped in school tradition.

After realigning their vision, mission and guiding principles to put student achievement first, Benson looked for guidance and assistance from a neighboring district – Vail USD, which sat at the top of the pack with the state’s number-one ranking.

It tapped into Vail’s instructional playbook by joining the district’s Beyond Textbooks program. And then Benson began implementing it doggedly.

Despite challenges with technology, culture and the switch to a modified year-round schedule to allow for mid-session tutoring, the board maintained its resolve. And students soared.

The high school saw a 26 percent jump in the number of students passing the AIMS math component. 97 percent of Benson high school students now pass the reading component – up from 85 percent. Student work ethic and responsibility have increased, too.

Improved academic results and the board’s determination to reinforce the district’s reputation as a welcoming environment have also reversed the charter trend. The board’s decision to undertake a major renovation of the high school played a part, but a commitment to parent engagement – particularly in the high poverty areas of town – has played a significant role.

So, too, has the board’s long-standing commitment to relationship-building. The board not only believes in fostering parent involvement and collaboration, they model it - cooking and serving food at community events, attending student performances and hosting – in collaboration with city leaders - an annual Community Appreciation Tailgate party.

Today, the Benson Unified School District embraces its rich heritage, nurtures its welcoming persona and lives a new vision: On Track for Tomorrow.

For demonstrating outstanding education leadership, the Arizona School Boards Association honors the Benson USD Governing Board as a winner of the 2013 ASBA Lou Ella Kleinz Award of Excellence.

Barry Sharp, Mari Alvarado
and Robert Ethridge

All-Arizona School Board Award

http://youtu.be/zgCsVAt4HEo

From as far to the north as Ash Fork, to the south to Altar Valley, to locally at Alhambra, three individuals from diverse school districts were recognized with the All-Arizona School Board award Thursday night.

Mari Alvarado, Alhambra Elementary:

Mrs. Alvarado takes her school board’s core value of building enduring relationships to heart. Her dedication to nurturing strong, positive relationships with fellow board members, district leadership, staff, parents, students and the community is well-known.

 

 

On her board, Mrs. Alvarado has been recognized for her team approach. Congenial, cooperative and respectful of other board members are phrases used to describe her style.

Superintendent Dr. Karen Williams says of Mrs. Alvarado, “She exemplifies the qualities of a school leader. She is knowledgeable in school district policies and procedures, and always keeps students’ interest at heart when making decisions.”

A true ambassador for the district, Mrs. Alvarado regularly attends community luncheons, faith-based leaders luncheons and business partners breakfasts, which were organized as a direct result of governing board action steps and goals. 

Mrs. Alvarado also displays a deep care for district staff, and publicly recognizes employees during board meetings for the outstanding work they do on behalf of the children of the district.

Her actions reflect a sentiment she once expressed: “I serve on the board without pay because my pay in knowing that our teachers and teaching and the student are learning and we have the evidence to show it.”

Robert Ethridge, Altar Valley Elementary:

As President, Mr. Ethridge is a recognizable face of the board in the community. Superintendent Nathan McCann calls him the district’s cheerleader-in-chief, citing Mr. Ethridge’s dedicated civic involvement, belief in the potential of the district’s students, and extraordinarily positive outlook.

He serves on multiple committees and boards, and is known to volunteer for just about any position where manpower is needed – a vital asset in a small, rural community.

Local pastor Dane Miller had this to say about Mr. Ethridge: “He has invested himself with integrity and enthusiasm in many of the most critical areas of our life, and he encourages students to work hard and achieve while enjoying life as a student.”

At the board table, these attributes are on full display. During his six years on the board, Mr. Ethridge has advocated for a more rigorous and relevant curriculum, encouraged and supported a robust student and staff recognition program, provided leadership in the development of the district’s long-range planning, and enthusiastically supported free, full-day kindergarten and the expansion of pre-kindergarten services.

Barry Sharp, Ash Fork Joint Unified:

Tireless advocate … Well-respected … Authentic, moral leadership. These are words used to describe Mr. Sharp, who has put his desire to see local children reach their fullest potential to work as a school board member for the past decade.

When not in the board room, Mr. Sharp can often be found working with the local homeowners associations and American Legion Post to make sure they understand what the school is working to accomplish for students – and what they can do to help.

Superintendent Seth Staples had this to say about Mr. Sharp: “No one would ever question Barry’s motives when he is on a mission to accomplish something. Everyone knows he cares about effectively managing resources to make sure that the kids have everything they need to succeed.”

At the board table, Barry’s leadership is exemplified through his service as President in the time he takes in training new board members and patiently answering concerns of the public and staff.

Among the district’s proudest accomplishments during Mr. Sharp’s board tenure: Reducing the tax rate for local taxpayers, building a new school, joining the Mountain Institute JTED, and taking the district from underperforming to one of the top 10 most improved district in Arizona –and earning an A rating this year to boot! 

Cluster Awards Announced
These awards are given to board members who, after attaining the level of Master of Boardsmanship didn’t stop to rest, but continued to develop their Boardsmanship skills with additional hours of training.

Fifth Cluster designees include Ernest Hubbell, Karen McClelland and Ramona Nalwood.

Fourth Cluster designees are Delores Brown, Carolyn Calderon, Jesus Rubalcava, Elizabeth Sanchez and Debra Scott.

Third Cluster awards go to Jim Coulter, Patricia Foy, Sylvia Hendricks, Rose Marie Monks, Sandi Nielson, Rudy Parker, Jesus Rubalcava, Denise Standage, Hal Thomas, Rochelle Wells and Dale Williams.

Second Cluster awardees are  Brenda Bartels, Steven Chapman, Dr. Jeffery Crandall, Frankie Dalmolin, Helen Freeman, Michelle Hirsch, Olivia Jaquez, James Lemmon, Dr. Richard Lines, Mary Mills, Patricia Parrish, Paul Roetto, Michaela Roth, Traci Sawyer-Sinkbeil, Barbara Underwood and Mary Worker.

TOTAL BOARD AWARD

The Total Board Award is granted to a governing board when at least a quorum of members has attained the level of Certificate of Boardsmanship, which requires 36 continuing education units (CEUs).

CONCHO Elementary School District Mary Mills, President Steve Vital, Clerk Cecilia Roberts, Member Linda Gilbertson, Member Patricia Staffnik, Member

CRANE Elementary School District Karen Johnson, President Steve Pallack, Clerk Brenna Paulin, Member Jim Colby, Member Mary Garcia, Member

FLORENCE Unified School District Bob Dailey, President Denise Guenther, Vice President Janeane Candelaria, Member Jim Thomas, Member Rose Marie Monks, Member

GANADO Unified School District Allan Blacksheep, Jr., President Sylvia Etsitty, Clerk Dr. Phillip Bluehouse, Member Teresa Gorman, Member Wanda Begay, Member

GLENDALE Union High School District Patty Kennedy, President Don DeBusk, Clerk Pam Reicks, Member Rick Fields, Member Vicki Johnson, Member

GLOBE Unified School District Jacque Cline-Griffin, President Frankie Dalmolin, Clerk Anna Harmon-James, Member Cayci Vuksanovich, Member Judy Moorhead, Member

ISAAC Elementary School District Patricia Jimenez, President Rudy Santa Cruz, Clerk Evelyn Shapiro, Member Maria Guzman, Member Teresa Quihuis-Gerardo, Member

KAYENTA Unified School District Raymond Laughter, President Lita Dixon, Clerk Marion Todecheene, Member Patricia Parrish, Member Fern Benally, Member

LITTLETON Elementary School District Mike Pineda, President Sandi Nielson, Vice President Amy Soucinek, Member Kathy Reyes, Member

OSBORN Elementary School District Marilyn Rollins, President Dean Wolcott, Clerk Maxine Radtke, Member Sue Corbin, Member Victor Diaz, Member

PINON Unified School District Virgil Denny, President Carmelita Redsteer, Vice President Bessie Allen, Member Michael Bahe, Member Ramona Nalwood, Member

SAFFORD Unified School District Mike DeLaO, President Craig Hackett, Member Diane Junion, Member Julie Cluff, Member Shirley Turner Chaplin, Member

SAN CARLOS Unified School District Robert Cassa, President Katrina Talkalai, Vice President Fred Ferreira, Member JoAnn Thompson, Member Mary King, Member

SIERRA VISTA Unified School District Connie Johnson, President Debra Scott, Clerk Hal Thomas, Member Lori Silk, Member Melissa Avant, Member

TEMPE Elementary School District James Lemmon, President Rochelle Wells, Vice President Kathy Espinoza, Member Melanie Beikman, Member Teresa Devine, Member

WINDOW ROCK Unified School District Emily Arviso, President Lorraine Nelson, Clerk Albert Deschine, Member Richard Showalter, Member Marty Bowman, Member