The AZ Rural Leader Official Publication of the Arizona Rural Schools Association SOG OG in this issue... Winter 2022 Page 1 • From the Executive Director Page 3 • From the Desk of the President Dr. Melissa Sadorf, ARSA President Page 8 • Vendor vs. Partner by Jenn Rehse, Director of Business Development of Arizona, and Lisa Folsom, Business Developer Sunland Asphalt Page 11 • ARSA Executive Board Members Page 13 • The Maturation of Choice by Sean Rickert, Superintendednt Pima USD, ARSA Executive Board Page 21 • NAU Launches a Statewide Rural Schools Resource Center by Dr. Howard Carlson, Educational Consultant , former Superintendent, Wickenburg Unified School District Message from the Executive Director Dear Rural Leaders, I’m writing this during a very contentious legislative session. Although most legislators with whom I’ve spoken have been courteous and accessible, the content of much of the pending education legislation would be punitive in practice and further burden school staff with unnecessary and unfunded additional work load. Thanks to your participation in the RTS system, and your willingness to reach out to legislators directly, several bills which would have caused our members unnecessary burdens were beaten back. One thing I know for certain is that when you make your voices heard, a great many legislators will listen. You have the capacity to be a valuable resource for those who are willing to listen when they craft and considerer legislation. I will do my best to facilitate awareness of legislation and how it can impact ARSA members. Any time you have questions or observations, please give me a call: 928.830.7182 We have a new feature in this edition. Melissa Sadorf will offer a quarterly message: “From the Desk of the President”. We all know Melissa’s experience and insight; I can promise you her work will always be timely and meaningful. Thanks again for supporting The Arizona Rural Schools Association. We are always here for you. Wes Brownfield “Stronger Together!”
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From the Desk of the President By Dr. Melissa Sadorf, ARSA President The ARSA Executive Board continues to be intentional about ensuring that the organization offers multiple benefits for your membership. These efforts include the Superintendent Roundtables, the Rural Scoop podcast, and the advocacy work both during and in between legislative sessions. This year we started the process of creating a well-defined mission, vision and goals. You should see the results of that work coming soon. Additionally, we are looking to grow and refine the focus of our organization in several ways that I would like to share with you. With the opening of the NAU Rural Resource Center (www.naurrc.org), an ARSA partner, we want to ensure that efforts that support rural leaders and their schools are not duplicated. Both the NAURRC and ARSA met with their respective Boards and delineated their roles providing outreach and assistance to the field. While the NAURRC will focus on providing resources, upcoming professional development, and topical content, ARSA will spend more energy on advocating for rural schools at the local, state and federal levels. To be effective in that work, the Executive Board will begin the process of moving from a part-time to a full-time Page 3 Executive Director, effective in July, 2022. This shift requires the ARSA by-laws be updated. Look for a draft of the proposed changes that will be emailed out and voted on at the general membership meeting in June. As part of the expectations the Board has of the Executive Director, regular communication to the membership on key items happening around a host of topics will be ramped up, especially as it relates to the legislative session and State Board updates. We want to continue to support your efforts to being an effective advocate for your rural schools. The Director will look to serve as a liaison to give you the opportunity to provide anecdotal information to policy makers and influencers on issues of concern or celebration in your community. Also expected will be a more visible ARSA presence at the county, state, regional, and federal levels to ensure that rural issues stemming from our backyards to across the country that might have impact in your community can be addressed. As a result of these shifts, the Board voted to raise the annual membership fees from $250 to $350 starting in the upcoming fiscal year. We believe that what you will get from your (continued on page 5) “Stronger Together!”
REACH NEW HEIGHTS Join Grand Canyon University’s Participants in Learning, Leading and Serving (PLLS) alliance to receive exclusive educational benefits. PLLS Members Receive: • 10% tuition scholarships for faculty and staff ¹ • 5% tuition scholarships for spouses of faculty and staff ² • 5% tuition scholarships for parents of students ³ We’re Enrolling! | Visit gcu.edu/ARSA to begin! Partner with our K12 Educational Development Department We collaborate with colleges and departments across the university to provide affordable or even free services that can help your school reach its full potential. View the full menu of services at gcu.edu/K12Services 1 MOU 3059 — Valid for applicants who are faculty, staff or governing board members of a PLLS member district in Arizona or Texas and submit a complete application. 2 MOU 3061 — Valid for applicants who are spouses of staff members of a PLLS member district within the state of Arizona and submit a complete application. 3 MOU 6011 — Valid for applicants who are employed as classified staff or paraprofessionals at a PLLS member district or school in Arizona or Texas and submit a complete application. Grand Canyon University is accredited by the Higher Learning Commission (hlcommission.org), an institutional accreditation agency recognized by the U.S. Department of Education. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Important policy information is available in the University Policy Handbook at https://www.gcu.edu/academics/ academic-policies.php. The information printed in this material is accurate as of AUGUST 2021. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu. ©2021 Grand Canyon University 21SEA0079 “Stronger Together!” Page 4
(continued from page 3 - From the Desk of the President) membership at this increased cost will be worth the investment of your budget. Please reach out to a Board member if you have concerns about this new rate. We will continue to offer a great event at the annual conference, and look forward to welcoming you this September 15-17 to the Pines! Please let me know how ARSA can continue to partner with you in an effective manner. I look forward to supporting you in your work as a rural leader and educator! Health Care Educators for Strong, comprehensive health care that fits your school's budget What if you could offer... The richest benefit plans for Arizona schools. A one-stop shop for all your employee health care needs, including: – Medical/prescription. – Wellness Program. – Dental. – Vision. . – SkinIO™ – Life. – EAP. – COBRA. Innovative member programs, including: – Teladoc® . The strongest national provider network available in Arizona, which may include access to the Banner|Aetna network. This program provides efficient and effective patient care at a more affordable cost. Together, we’re transforming health care in Arizona! ...with ASBAIT, you can! At ASBAIT, we're helping Arizona educators and their families to live healthier lives. Need more information? Contact: FLAGSTAFF Sean Shepard Meritain Health® Regional Vice President, Sales PHOENIX Melissa Sadorf can be reached by email msadorf@roadrunners24.net or cell phone 520-266-0081. Sean.shepard@meritain.com 1.303.681.1799 TUCSON ASBAIT Trustees ASBAIT Schools www.meritain.com | © 2021–2022 Meritain Health, Inc. Visit asbait.org | @asbaithealth | asbait Page 5 – Hinge Health. “Stronger Together!”
Ensure Continuous Learning for All Students Accurate assessment to show what students have learned Digital books and articles to support engaging practice Clear Insights to show the path forward for every learner For additional information, just click on any of the Renaissance product logos below. Learn how we can help your students continue achieving reading growth this year. Mike Kuenzel | District Account Executive Schedule a time here. (866) 558-8455 mike.kuenzel@renaissance.com ©Copyright 2021 Renaissance Learning, Inc. All rights reserved. (800) 338-4204 www.renaissance.com Keri Nettles, EdD | Account Executive Schedule a time here. (816) 674-0102 keri.nettles@renaissance.com 432549.0221 “Stronger Together!” Page 6
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Vendor vs. Partner By Jenn Rehse, Director of Business Development of Arizona and Lisa Folsom, Business Developer Sunland Asphalt When you hear the term “Vendor” what does that word conjure up in your mind? P.O.’s, work orders, unsolicited phone calls and/or drop ins? While some of those are true (Hey- we do have a job to do…), does the word “vendor” also make you think of fundraising, PAC’s, volunteers, donations, and event planners? Did you know that many vendors help to raise funds, plan events, and participate in organizing various events like PAC’s, golf, bowling, galas, and other networking events geared towards district fundraising? Moving from vendor to partner A ‘vendor’ sells a product or service that is transactional. There are plenty of vendors out there to choose from. But does your district have a partner? A vendor partner is someone who works hand in hand with a district, and/or their foundation, to help create opportunities, understand challenges, and listens to the needs of the district. A vendor partner brings insights, shares ideas, and discusses strategies to help district’s create sustainable goals. I am not just talking about projects or jobs here; I am speaking directly toward a district’s fundraising needs. Vendor Partners service the community through funding, volunteering, donations, and so much more. Vendor partners are here for genuine connections and long-term relationships with districts. Utilizing Vendor Partners The vendor community is a very diversified group of highly talented individuals. We attend a slew of events, so we can bring ideas to the discussions when planning, “Stronger Together!” Page 8 that you may not have thought of before. Vendor partners are a literal encyclopedia of best practices- what will work, what has not worked in the past, and generators of new ideas to get your district out of an event/fundraising slump. Not only do we provide the ideas, but we also work with districts to strategize on how to market the event, come up with theme ideas, and how best to set budgets and raise the funds needed. We collect donations, swag, and solicit sponsorships. Vendor partners will often dedicate a lot of valuable time to districts to help them achieve their foundation or fundraising goals. Behind every event, there should be a vendor partner District and Foundations should be reaching out to their vested vendor partners. We can bring insight into any event planning that is beyond useful. Vendor partners know who will attend what and can also provide small details that can make or break an event. For example, we usually know if you will be going up against another districts’ established event. We can steer the committee into a better date that will garner more attention, rather than scheduling competing events on the same day. Part of having a powerful vendor partnership is helping the district not only with their strategies for today, but also for tomorrow. So, does your vendor pass the partnership test?
“Setting the Standard in Arizona for Quality & Service” www.canyonstatebus.com PHONE: 602-230-1515 TOLL FREE: 877-230-1515 About the Author Lisa Folsom is a Professional Business Developer specializing in k12. Her passion for working in the education sector stems from over 11 years working on the educator side of things, prior to her working at Sunland Asphalt. Over the last several years, Lisa, along with 5 other passionate Vendor Partners have come to be known as the Fab 5 with many school districts statewide. The Fab 5 will often consist of a combination of: Lisa Folsom Sunland Asphalt; Jen Rehse Sports Surfaces; Kristi Riemer GCON; Jerri Lynn Barnes Pueblo Mechanical; Angela Lechter 1GPA; and Adam Reeder with Skyline Builders (and yes, we do realize there are 6 names, but the name Fab 5 + Adam was already taken). They help districts, and their foundations, by either planning events or volunteering at events to raise much Page 9 needed funds for the school districts of Arizona. If you are interested in contacting the Fab 5 when planning your next event, or need volunteers to help day of, please reach out to Jen Rehse with Sports Surfaces, LLC to coordinate. Jen Rehse Director of Business Development of Arizona jrehse@sport-surfaces.com Lisa Folsom Business Developer Sunland Asphalt lfolsom@sunlandasphalt.com “Stronger Together!”
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Your ARSA Executive Board Executive Director Wes Brownfield Arizona Rural Schools Association President Melissa Sadorf Stanfield Elementary School District President Elect Sean Rickert Pima Unified School District Past-President Kristin Turner Paloma Elementary School District Secretary Kaitlin McGill Crane Elementary School District Treasurer Jaime Festa-Daigle Lake Havasu Unified School District SW - Kaitlin McGill AACSS Representative Jacqui Clay Coshise County School Superintendent Crane Elementary School District ARSA Executive Board Biographies ““STRONGER TOGETHER!”STRONGER TOGETHER! Water, Fire & Vandalism Restoration 24 HOUR EMERGENCY SERVICE Mold, Asbestos & Lead Abatement Complete Content Processing & 20,000 ft Storage Facility Licensed In-House Construction Restoration-Remodeling Division Higher Education Representative Patty Horn Northern Arizona University Business Partner Representative Ex-Officio Mike Chouteau 1GPA Regional Representatives NE - Robbie Koerperich Holbrook Unified School District NW - John Warren Topock Elementary School District SE - Sean Rickert Advocacy Representative Pima Unified School District Central - Stephanie Miller Congress Elementary School District ROC #250660 B-1, ROC #153321 B-2, ROC #097838 B Your Restoration is Our Reputation 480.833.4538 www.eastvalleydisaster.com Contract #17-15P-02 Contract #ADEQ18-186321 Page 11 “Stronger Together!”
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The Maturation of Choice By Sean Rickert, Superintendent Pima USD, ARSA Executive Board The fourth week in January marked the eleventh anniversary of National School Choice Week, and for most educators in rural Arizona it was capped off with a heartfelt yawn. Not that school choice isn’t a significant factor in the lives of all of us, but after almost thirty years there isn’t much left to get excited about. This begs the question, “Why does the barely relevant question of school choice continue to dominate education policy discussions in Arizona?” No surprise, I have some thoughts on the subject. There were many experts thirty years ago worrying that American schools were not doing a very good job of educating the nation's future leaders. Set aside the debate over this assertion to focus on the steps taken since to address the “problem”. Two approaches to the The problem rose to the top, and have influenced education policy since. first relied on accountability metrics focused on standards and standardized test scores measuring the effectiveness of schools. Metric based accountability relying on test data seemed a natural way to find schools needing to improve since the concern about school performance grew out of data showing American students didn’t compare favorably on tests to students from other countries. By incentivizing improvement in student test scores, it was hoped we could spur greater performance. The second approach was based on economic principles. In a bold departure from everything people knew about schools it was posited that what was lacking from our education system was Page 13 the motivation provided by alternatives. Keep in mind this was born in the Cold War era when the strength of market-basedcapitalist economies was sacrosanct and a system where central planning determined consumer outcomes was the enemy. A growing number of policy reform leaders adopted the perspective that the best way to fix what was ailing our schools was to inject choice into the system and reward the hardest working, best performing schools. The rest would atrophy and die. Since the Nation at Risk report was published in the late 80’s, we have seen these two approaches - metric base accountability and market-based accountability at work reforming our education system. Often they are at odds with each other and both continue to affect the work we do in schools every day. These efforts quickly bore fruit in Arizona where the obstacles of teachers' unions were absent. In 1994 the legislature approved sweeping legislation that allowed private businesses to enter the education industry as charter school operators. allowed to enroll their child in any public school regardless of their district of residency. This opened the door for parents to have a number of options where their children’s education was concerned. Add to this an Empowerment Scholarship Account system allowing parents to take state funding to fund private education alternatives and you have one of the most robust implementations of the second path to school improvement in the world. (continued on page 16) “Stronger Together!” In addition, parents were
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(continued from page 13 - The Maturation of Choice) Today we have the opportunity to reflect on a generation and a half of progression down this path. Arizona’s experiment with school choice has definitely affected our education system. Today half of Arizona’s million plus students attend a school other than that which their residence would prescribe. Of those students, close to half choose a traditional public school either in their district or in another district. Three quarters of the remaining students attend charter schools, and the last group comprising about 60,000 students pursue private tuition-based solutions. Within the narrative of choice, we need to be careful not to mischaracterize the largest group as non-choosers. Like the quarter of all students who choose to attend a district school alternative to their residentially proscribed school, these parents choose to send their children to the school they fund with their tax dollars that is near where they live. To ascribe greater value to the choice of one group of parents is to claim some are more enlightened than others. What this shows us is that three out of every four parents choose to send their children to traditional public schools in a state where alternatives are at their most robust. In rural communities the effects of Arizona’s choice bases system are a bit muted. The need to compete for students has spurred many metropolitan communities to take steps that improve educational quality using tools not available to most rural districts. At the same time, economies of scale are necessary to make communities attractive to private businesses operating high quality charter schools. The small mom-and-pop charter schools provide a welcome alternative for the parents “Stronger Together!” Page 16 who are dissatisfied with their traditional public school. However, these schools struggle to fit teacher pay into limited budgets and can’t find facilities to meet their needs. On a growing list of policy questions, the interests of the small town and rural public school in Arizona align with those of the charter school operator more closely than the large metropolitan district. If you have been watching the progress of this legislative session, you know there are many steps being taken to fix marginal issues like parent access and critical race theory. Marginal because they do not affect day to day operations in most schools in a meaningful way. There are also steps being taken to address some significant issues. For the past five years, ARSA has focused its advocacy efforts on two priorities - funding and accountability. These issues shape our conversations with those who make policy decisions and how we use our resources. Understanding how Arizona’s choice-based education system plays a part in these efforts is essential to evaluating choice from a rural perspective. As I mentioned earlier, rural schools and charter schools share ground on some funding issues. The white paper issued in March by pro-choice A for Arizona points out that the principal funding mechanisms used to enhance school quality - bonds and overrides, are blocked dejure for charter schools and defacto for rural schools. Any effort to address this inequality needs to include the rural voice. Likewise the state’s accountability system is problematic for small student populations both rural and charter. A system that focuses solely on test score performance and fails to take (continued on page 19)
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(continued from page 16 - The Maturation of Choice) into account other factors indicative of quality, always rewards some zip codes over others. Failing to capture the other characteristics means charters and small schools often face consequences not aligned with their actual performance. On both these issues, Arizona’s rural schools can benefit from partnering with charter school groups to see solutions to our shared challenges. Has Arizona’s stroll down the market-based accountability path to improving its school system been effective? In some ways it arguably has been successful. For conservative policymakers the biggest win has to be the marked improvement in our system’s capacity to generate average outcomes with below average demands on the taxpayer. For parents the opportunity to choose the schools their children attend is a win. When we look at the national education achievement profile, many subgroups of Arizona students are performing better than they did, and those groups are experiencing wins. The big loss is the perception we can spend less and get acceptable outcomes without long term consequences. Each year Arizona ranks at the bottom when we look at additional spending on education. We also rank near the bottom for teacher pay and average per pupil funding. As parents watch school struggle to fill positions and meet basic needs, there is a sense that things are getting worse. In some ways they are. The teacher shortage continues to worsen, and there is no way for schools to succeed without teachers. While there is definitely room for improvement, important issues ailing our schools cannot be traced back to the choice reforms, but they won’t be fixed through expanding choice in the future either. Finally, we need to consider the continued notion that Arizona’s education reform agenda rests on the expansion of educational choice. Most Arizonans reject the idea of paying taxes to enable a very small number of students to attend private schools for free. At the same time most support a parent’s right to pick the school that best serves their child. Tinkering with the laws to bias the educational marketplace towards or away from one choice might seem like an abuse of power to some. When those influencing policy have a financial interest in the success of the schools affected, there may be ethical issues that should be legislated. Sound policy that evens the playing field and encourages all schools to better serve the needs of students continues to be the goal. Whenever I speak with legislators, they always tell me that they are supportive of our education system. This may mean different things to different people, but it can always provide the foundation for our discussions with policymakers. Even if we choose to disagree. Page 19 “Stronger Together!”
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NAU Launches a Statewide Rural Schools Resource Center By Dr. Howard Carlson, Educational Consultant and former Superintendent, Wickenburg Unified School District NAU Rural Schools Resource Center (NAURRC) Launches Exciting news! The NAU Department of Educational Leadership has launched a Rural Schools Resource Center (NAURRC) designed to specifically address the practical, daily needs of rural school administrators in the state of Arizona. The Center has initiated a website, complete with several helpful 3–5-minute videos, on topics ranging from how to recruit & retain certified staff to dealing with your school board. The site also includes practical videos on how to read and use school finance reports, deal with your school audit, and address legal issues such as developing an IGA or MOU. Our plan is to have most of the videos posted come from practicing administrators, who can share their experiences and expertise. To find these useful videos all you need to do is to go to the website at www.naurrc.org, click on the resources tab on the top right-hand side of the page, and a drop-down menu will appear with various video topic sections. Each section has multiple videos, which you can use to increase your knowledge, or share with others. You will also find on the website’s home page a new article each month highlighting a topic of interest to rural school administrators. The professional development, or PD section of the site, provides links to PD offerings by many of Arizona’s key leadership organizations. NAU Rural Schools Resource Center (NAURRC) Advisory Board, Mission & Vision In early January 2022, the NAU Rural Schools Resource Center Advisory Board (Jaime FestaDaigle, Robbie Koerperich, Dr. Melissa Sadorf, A.J. Taylor and Kristin Turner) undertook the process of “creating the Center’s future” by developing its mission, vision, and goals. The Center aims to be the premier institution serving rural schools in Arizona. It is an initiative of the NAU Department of Educational Leadership, its Chair, Dr. Michael Schwanenberger and Dr. Howard Carlson, former Superintendent, Wickenburg Unified School District, and current educational consultant. Support for the Center comes through the NAU Ernest McFarland Citizen’s Chair in Education, Dr. Nic Clement, NAU Del & Jewell Lewis Endowed Chair in Educational Leadership, Dr. Rose Ylimaki, and NAU College of Education Dean, Ramona Mellott. Dr. Frank Davidson provides guidance for the Center’s operation and assists with conducting and analyzing Center research. The Center enjoys a partnership with the Arizona Rural Schools Association (ARSA) and functions in close cooperation with the Arizona Department of Education (ADE) Educator Recruitment & Retention Team. Development of the Center was born out of conversations between Dr. Carlson and Dr. Sadorf and an analysis which indicated that several western states including, but not limited to, Montana, Idaho, Colorado, and Washington all have some form of a rural school center. The fact that 68% of school districts in Arizona are considered rural and there was no entity in place serve their unique needs, the NAU Department of Educational Leadership stepped in to fill this void. We believe that creation of an entity designed to serve the specific needs of leaders working in the rural setting promises to increase student academic achievement through building talent capacity, and providing resources, research, and support. NAU Rural Schools Resource Center (NAURRC) Mission & Vision NAU Rural Schools Resource Center Mission: Our mission is to provide resources, relationships, and community to strengthen rural education in Arizona. (continued on page 22) Page 21 “Stronger Together!”
(continued from page 21 - Making Teacher Preparation More Affordable, Accessible, and Flexible) NAU Rural Schools Resource Center Vision: We envision being the premier center for rural leaders, offering unique solutions to solve rural education challenges in Arizona. NAU Rural Schools Resource Center (NAURRC) Goals Long-term goals for the Center focus on three primary areas: providing resources, building talent capacity, and enhancing communication to rural schools. Achieving the Center’s vision will require a focus on the diversity of contexts and needs which challenge rural Arizona schools and their leaders. The Center plans to develop a Rural Leaders Fellowship Program, of Arizona organizations facilitate the convening concerned with rural education, design a future rural leaders’ program, establish ad hoc Communities of Practice related to current rural issues, and provide job specific professional development for rural administrators and supervisors. Additionally, the Center desires to initiate, beginning in 2023, a summer rural leaders symposium to be held on the NAU campus focusing on best practices, research, and unique solutions in rural education. Below is a list of the Center’s current goals: The NAU Rural Schools Resource Center (NAURRC) will develop and launch a moderated topical forum for rural leaders to get current resources and support. • Forum accessed through member section on the NAURRC website • Forum will address topics of interest for rural school leaders The NAU Rural Schools Resource Center (NAURRC) will have posted 75 resource videos for use and development of rural leaders by June 2023. • Video topics will be identified by rural Arizona leaders • The NAURRC Advisory Board will review semiannually the number of video views to further clarify topics of interest “Stronger Together!” Page 22 • Videos will be developed by Arizona rural leaders and other topic experts The NAU Rural Schools Resource Center (NAURRC) will develop and launch a “voices from the field” Community of Practice for rural leaders. • Provide relevant professional development opportunities • Establish five regional hubs with hybrid meetings • Create rural network of colleagues • Sharing of anecdotal information with policy makers and influencers • Design summer convening in Flagstaff The NAU Rural Schools Resource Center will establish a social media presence to promote its work in the rural education space. • Information, updates, and topics of interest will be communicated using social media platforms including, but not limited to, Instagram, Facebook, and Twitter • NAURRC will sent out a minimum of four posts per month We are excited to see the NAU Rural Schools Resource Center (NAURRC) begin operation and look forward to hearing from Arizona’s rural administrators regarding their needs and how the Center can provide ongoing assistance. If you have a request for a particular video topic to be developed or are interested in developing a video, please let us know. If you have questions, thoughts, or ideas for us please reach out to Dr. Howard Carlson or contact one of our Advisory Board members listed earlier in this article. We thank you for your support and look forward to all that we will accomplish together! Dr. Howard Carlson can be howard.carlson@nau.edu reached via email
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