The Illinois School Board Journal
A bimonthly magazine for school board members and administrators highlighting issues in education.
SEPTEMBER/OCTOBER 2012 Vol. 80, No. 5 Saving extracurriculars with `pay to play' fees READING � WRITING � ARITHMETIC � BEANS � BALLS � BUSES approaches in this new era of "payto-play" in high school activities. Either you'll recognize a policy your district has adopted, or maybe you'll appropriate" and "foundational" skills in reading and math that are important building blocks for "longer-term, higher order skills," according to Education Week. One critic, however, says this all sounds rather unreasonable to him. "Kids aren't set on a path that's immutable from birth or even from kindergarten onward," said Sam Meisels, president of the Chicagobased Erikson Institute, a graduate school focused exclusively on early childhood development, "and thank goodness that's the case." Case in point: look how the characters from the movie "Animal House" turned out! And they were already in college! __________ A year ago in The Journal, we announced that we would be cutting down on the amount of information given in the "Milestones" section. Contributions have increased again to necessitate rolling out a new format with this issue. Information for "achievements" will continue to feature a picture, if available, and a short synopsis of the nature of the award or career move. Obituaries of past or current board members will be limited to date of death and school board service. This in no way diminishes the time and effort these board members gave to their communities. However, pages in a magazine are like acres on a farm: prime real estate that needs to be put to its best use. Please continue to notify IASB of any achievements or the passing of board members. It's information that we continue to want to share. selves the same question that many of us at IASB usually do at this time of the year: Where did summer go? Whether it's because we're getting older or because the exhaustive heat kept us confined to mostly airconditioned spaces during June, July and August, it hardly seems possible that the buses are rolling again and it's time for football and volleyball, marching band and cross country. For many students, school started earlier than the ringing of the official bell. Athletes and band members often find themselves in practice at least a couple of weeks before classes begin. And those are the folks that we're going to talk about in this issue: students who participate in extracurricular activities and how to cover the expenses of those activities. It can be a "Catch 22" for districts. You want to provide opportunities for your students, but when budgets are tight and it costs more to refurbish the football helmets or clean the band uniforms than students pay in fees, then district budgets need to pick up the extra costs. Yes, gate receipts can help. But some sports just don't draw crowds like football and basketball. And many music events are offered free to the public. In our cover story, freelance writer Terri McHugh looks at three Illinois districts that are taking different A s you open the pages of this edi- get a new idea on price structures or alternatives to "pay-to-play." __________ A few other recent items might spur conversations around the board table. A recent TODAY.com article reported that "kids who do more homework actually perform worse on standardized tests," according to a researcher at Sydney University. Homework only boosts student test scores in the final three years of high school, according to Richard Walker, author of "Reforming Homework: Practices, Learning and Policies." And even then, too much homework can cause students to have poor mental and physical health ... mostly from a lack of sleep. Some agree with the theory of assigning 10 minutes of homework per grade level up to 90 minutes. Have you talked about district homework policies and procedures recently? To read additional findings, go to http://today.msnbc.msn.com/id/ 48343652/ns/today-back_to_school/. __________ ACT, the well-known test preparers, say they are working to create "a new series of tests to measure how students -- as young as 5 -- are acquiring the skills and knowledge they need to be ready for college and careers." How could this be? It seems ACT is designing the tests to look for "grade- tion, you may be asking your- TABLE OF CONTENTS COVER STORY 14 | Saving extracurriculars with `pay-to-play' fees Facing uncertain finances, some districts are turning to fees to help continue extracurricular activities. Terri McHugh 16 | Sidebar: A coach's perspective FEATURE STORIES 4 | Academic game changer ... Charting the course for successful implementation The school board can lead the way to successful implementation of new standards by setting a vision of commitment to change. Stuart Yager, Carol Webb, Rene Noppe and Donna McCaw S E P T E M B E R / O C T O B E R 2 0 1 2 Vol. 80, No. 5 8 | On/off-campus lines now blurred by Internet speech In a question-and-answer format, an attorney explains how free speech is evolving in the cyber world. Steven Puiszis 19 | Stand your ground ... How to keep the peace at activities, conferences School boards can adopt policies and procedures to address bad conduct on school grounds. Shayne Aldridge 22 | Athletic fields and facilities ... Not just extracurricular, but extra value for schools Learn how synthetic turf can add to a district's flexible use space, while offering durability and increased accessibility. Kevin Havens, Byron Wyns and Craig Polte ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Linda Dawson, Editor Gary Adkins, Contributing Editor Diane M. Cape, Design and Production Manager Dana Heckrodt, Advertising Manager 25 | EEE awards put emphasis on quality learning spaces The Exhibition of Educational Environments at the 2012 Joint Annual Conference returns to the true intent of the awards. David Henebry 28 | Questions I would ask politicians about education An education researcher would like to see certain questions answered about education policy before the November election. Diane Ravitch REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES November/December January/February Third B: Buses School design Cover by Corbin Design, Petersburg BOILER ROOM Sometimes it pays off for tall triangle players by "Gus" Gus, the custodian at Eastside Grammar, is the creation of Richard W. Smelter, a retired school principal, now a Chicagobased college instructor and author. ter and her family. Mr. Keck didn't mind that I was takin' the time off so close to the openin' of school, as the crew and I had worked hard and Eastside was as shiny as a new penny ... and ready as it could ever be. My grandson, Michael, is in the marching band at his high school. Now, like at many schools, there's a fee attached to participatin' in the marching band, just like there are fees connected to just about every kind of extracurricular activity in school. My daughter had a "bone to pick" over the fee schedule and intended to voice her complaint during the school's registration process. She asked me to accompany her for moral support. I agreed, of course ... plus I always like to see other schools ... to see if they're kept up as well as Eastside. My daughter moved on down the registration line peaceably enough, holdin' back her temper until she reached the table where parents were supposed to cough up "pay-to-play" fees. "Hey!" she began. "I want you J ust this last summer, I took some "Fine! I want to see her RIGHT NOW!" The assistant librarian went to find the principal. While we sat and waited, I cautioned my daughter about losin' her temper. In about five minutes, the librarian/cashier returned. "I couldn't locate Mrs. Sebastian, but I did find Mr. Trotter, here, who's on the school board. Maybe you could voice your concerns to him ... the board approves the fee schedules." "Fine! Mr. Trotter ... how is it that some parents who have kids in the marching band have to pay a higher fee than some other parents who have kids in the same band? Huh? to explain something to me." "What?" asked the cashier, who was actually an assistant librarian makin' extra cash by helpin' out with registration. "Why is it that I have to pay $150 for my son to be in the marching band, while my next-door neighbor only pays $75 for her daughter to be in the same band? Huh? Why?" "Well, I really don't know," answered the assistant librarian. "Maybe you should see the principal about your concern." Why?" "What instrument does your child play?" Mr. Trotter asked calmly. "He plays the trumpet!" responded my daughter, who couldn't see what that had to do with anything. "Well," said Trotter. "That explains the high fee! You see, trumpets are one of the main components in any marching band. They play pretty nearly all the time in any piece of music. They're right up there with the snare drums ... part of the military tradition behind marching bands! vacation days to visit my daugh- "Why is it that I have to pay $150 for my son to be in the marching band, while my next-door neighbor only pays $75 for her daughter to be in the same band? Huh? Why?" 2 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 What instrument does your neighbor's child play?" "The tuba." "Well," replied Trotter, a smile creeping across his face. "That explains the lower fee. You see, we wanted to be fair in our pay-to-play policy. We had our band director analyze a typical piece of music to see which musicians play more than their peers. I can tell you, without hesitation, that trumpet players play about four times as many notes as tuba players. So, the rationale is that parents who have children who get to participate more in extracurricular programs should be assessed a higher fee than parents who have children who participate less." "You can't be serious!" quipped my daughter. "Oh, I'm very serious," Trotter replied. "We try to follow this same policy in all of our extracurricular activities. In the case of the football team, for instance, we actually wait until the end of the season to assess the pay-to-play fees. That way, we have a clear record of which players spent more time on the field as opposed to being benched. Those who wind up playing more get assessed higher fees. Seems only fair. In the case of the marching band, we've analyzed the average playing time of all the instruments. As I stated, trumpets and snare drums are assessed the highest fees." "Who gets assessed the lowest fee?" "The parents of triangle players ... they play even less than the tuba players." "Exactly how much is that?" "Let me see," replied Trotter, as he checked his master list of fees. "Ah, yes ... here it is. The fee to play the triangle is $27 ... $25 to rent the uniform and $2 to play the triangle." "So, if the uniform rental fee is $25, then the fee to play the trumpet is $125." "Now you've got it!" "Let me see the uniform my son will be issued. I've seen your marching band! The uniforms are supposed to be red, but some of them look pink!" "The ones that look pink are the more common sizes ... the ones that are rented out the most. The more uncommon sizes tend to retain their original color as they're rented out less frequently. You see, the constant cleaning and the sun's rays tend to fade ..." "Yeah, I get it!" interrupted my daughter. "I have to pay a whopping fee and my son winds up in a pink uniform!" Well, you get it. My daughter left registration angrier than she was before. When I returned to work, I ran this by Mr. Keck. "Gus, in this business it's hard to be fair to everybody. I know one thing though ..." "What's that boss?" "Parents of kids who play the triangle end up with a bit more discretionary income, at least in your daughter's school district. And, if they're really short or very tall, at least they're wearing the right color uniform!" Keck can always get to the heart of things. He has to ... he's the principal. IASB is a voluntary association of local boards of education and is not affiliated with any branch of government. Kishwaukee Mary Stith Cook West Joanne Zendol Corn Belt Mark Harms DuPage Rosemary Swanson Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades Three Rivers / Treasurer Dale Hansen Two Rivers David Barton Wabash Valley Tim Blair Western Sue McCance Chicago Board Jesse Ruiz Service Associates Steve Larson Cook South Tom Cunningham Central Illinois Valley Thomas Neeley Cook North Phil Pritzker Shawnee Roger Pfister Southwestern John Coers Starved Rock Simon Kampwerth Jr. Blackhawk Jackie Mickley Northwest Ben Andersen President Carolyne Brooks Vice President Karen Fisher Immediate Past President Joseph Alesandrini BOARD OF DIRECTORS Abe Lincoln Roger Edgecombe Lake County Joanne Osmond SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL 3 FEATURE ARTICLE Academic game changer ... Charting the course for successful implementation by Stuart Yager, Carol Webb, Rene Noppe and Donna McCaw Stuart Yager is an associate professor educational leadership at Western Illinois University in Macomb. Carol Webb and Rene Noppe are assistant professors in educational leadership at WIU. Donna McCaw recently retired from WIU and currently works with the Common Core Institute. Core State Standards (CCSS) begins with school board commitment. Ultimately, this commitment is focused on ensuring that high school graduates have the necessary skills to be college- or career-ready when they complete high school. Commitment starts with the board sharing a vision for CCSS implementation and communicating this vision to all constituents in the district. Early on, the school board can take steps to develop a shared vision for implementing the new standards by discussing and collectively answering essential questions at the board table. Answering these important questions during open meetings is the best way to inform the public, demonstrate commitment and encourage district employees about implementation. The public should see the board reaching consensus regarding a vision for Common Core implementation. However, many essential questions exist for the board. One of the most important is A school district's journey toward implementation of Common Part III: Charting the course School reform movements are not new to policy and decision makers. Each decade seems to have brought at least one new idea or program that would "fix" a system that many believed to be broken. This is the third in a four-part series giving school board members background knowledge on the Common Core State Standards (CCSS), the potential impact these new standards will have on teaching and learning, things for boards to look for and district implementation issues. to understand the rationale for why we have new standards. Discussion at the board table may center on the level at which the district's graduates are ready for college or to enter a career. From there, the discussion may move in the direction of political pressures being placed on public education or even global economics. Another top question for the board is what their district's high school diploma currently means or what it should mean. The board should ask if high school graduation is seen by the community as an important achievement. Is it merely a rite of passage or does the diploma represent a rigorous accomplishment? And does that diploma stand for value? The board also should consider if the diploma is respected by those who earn it. Often, achieving a high school diploma has little to do with what the graduate knows and can do with the attained knowledge. Frequently, the diploma means attending school for a specified number of in-class hours and earning a minimum passing grade in the required courses. Another question to consider: What evidence is available to indicate how successful the district's graduates are two, three or even five years after graduation? School districts should have mechanisms in place to 4 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 complete feedback loops in order to study their high school graduates' preparedness for college or careers. This would include data from area employers, college and university admission offices, and satisfaction surveys of graduates. Include stakeholders Another necessary step for school boards to demonstrate support for the implementation of the new standards is to provide awareness to all stakeholders. This includes parents, students, community leaders, faculty and staff. Often, school board members forget about the importance of communicating commitment and vision about change initiatives to students, community leaders and non-teaching staff. This is in contrast to intensely communicating to teachers and administrators. Communicating to stakeholder groups can often be best accomplished in an open format where one or two board members attend speaking events to communicate the collective vision and commitment of the board for implementation. At each of these forums, an opportunity for question and answer is vitally important. Board members must be absolutely clear regarding the commitment and vision regarding Common Core State Standards. Also, after the presentation, the tone should be that of non-judgmental listening. This includes maintaining a relaxed, friendly body posture, making eye contact and thanking people for sharing their thoughts. Board members should provide time for the audience to ask questions and then encourage people personally to follow-up by phone calls or e-mails. Often it is helpful to have someone attend the meeting to take notes and record the names of those asking questions. Follow-up letters containing clear answers and a note of thanks to those citizens who ask questions will be beneficial. Additionally, general awareness sessions presented during school board meetings can be a great use of board meeting time by providing the media with key points so that those attending see the commitment being demonstrated. Finally, at the start of professional development days for all district employees, board members can give opening remarks to communicate commitment, vision and support for all in attendance to hear. Clearly, it is important to try to have two school board members present at Common Core awareness activities to demonstrate support and commitment for implementation. Having groups of two, as opposed to only one board member, attend speaking engagements is a good way to demonstrate support and solidarity. This strategy provides a level of accountability and communicates a team approach to all who hear the presentation. And it's always good to have an extra set of eyes and ears paying attention to both the content and the process of the dialogue. Alignment Aligning current district assessments to the new standards is just as important as creating awareness. Students should begin to experience and practice with the same types of assessment that they will encounter later on the new high-stakes tests beginning in 2014. Teachers should learn to devel- op and incorporate these assessment items into their regular classroom instruction. Board members who understand this will know the impor- Board members must be absolutely clear regarding the commitment and vision regarding Common Core State Standards. Also, after the presentation, the tone should be that of non-judgmental listening. tance of providing release time for teachers to develop these next-generation assessments to use in their classrooms. In addition to aligning assessments, teachers will need considerable professional development about how to adjust instruction to the rigor required in the new standards. New instructional strategies will be required for students to master the rigor required by the new standards. Finally, teachers will need support in mapping the district curriculum to the CCSS. Mapping curriculum into a scope and sequence aligned with the new standards will require considerable release time for teachers. The work of the board to achieve these professional development outcomes is twofold. First, the board must allocate funds to provide this necessary professional development. This also means providing release time for teachers to attend workshops and to develop district materials. 5 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL Teachers and administrators also will need to attend state and even national conferences about transition to the CCSS. By attending these workshops, teachers and administrators will learn about the time they will need and how to use it to develop assessments, instructional units and curriculum maps. Principals will need to develop tools to support their teachers as the implementation begins and evolves. Second, the board must discuss with district administrators how to monitor the work of the teachers and to ensure accountability for imple- menting the work. The board should expect periodic updates from teachers and administrators at board meetings about the implementation process and status. These updates are best done during board work sessions where there can be a relaxed dialogue between the board and the teacher or administrator presenters. Work sessions should occur about once per quarter and last no more than one hour. This communication process also will inform the public and media present at board meetings where these updates occur. By connecting the board's vision for the implementation of the CCSS to the steps above, the board will best be able to ensure expectations for quality implementation. These action steps represent a vibrant strategic plan for implementation of the CCSS, which includes providing frequent communication to the public and the district employees. The steps also specify that resources be provided to teachers to get the job done as well as tools for administrators and teacher leaders for monitoring the implementation. These steps can also help guide the board through any future change processes that will come about as educational technologies advance. The steps outlined here for implementation of the Common Core State Standards -- commitment, communication and resources -- will support strong change management far into the future. Other parts in the series are: Part I: May/June -- Common Core 101 Part II: July/August -- Shifting the focus Part IV: November/December -- Eating the elephant STAFF OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director-designee Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Dawn Miller, Consultant Thomas Leahy, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Advocacy Cynthia Woods, Director BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Angie Peifer, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Andrea Dolgin, Consultant Jackie Griffith, Consultant Wayne Savageau, Consultant Brian Zumpf, Consultant IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 www.iasb.com 6 One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 FEATURE ARTICLE On/off-campus lines now blurred by Internet speech by Steve Puiszis ditor's note: The answers to sive activities invades the rights of others. The Second Circuit, when applying Tinker's substantial disruption test, asks if it was reasonably foreseeable that a student's off-campus expression might reach the school and, if so, would it foreseeably create a risk of substantial disruption within the school. The Third Circuit, on the other hand, has rejected a foreseeability approach. In its Blue Mountain School District decision, the Third Circuit, sitting together to hear the case , specifically observed that speech originating off-campus is not transformed into on-campus speech simply because it foreseeably makes its way into a school. The concurring judges in Blue Mountain, however, were willing to apply Tinker when a student's off-campus Internet speech was intentionally directed toward a school. The Fourth Circuit, like the Second, would allow a student to be disciplined when it was foreseeable that the student's Internet activities would reach the school via computers, smart phones or other electronic devices. The Fourth Circuit in Kowalski v. Berkley County Schools addressed a student's Web page that targeted a fellow student for ridicule and harassment. The court in Kowalski recognized that schools have a "compelling interest" in regulating speech that involves "student harassment and bullying." The Eighth Circuit also applied a reasonable foreseeability approach in its Hannibal Public School District decision, which addressed threatening instant messages between two students. While the Eighth Circuit in Hannibal held that the instant messages constituted "true threats," and as a result did not constitute protected speech, the court also applied Tinker and held that it was reasonably foreseeable that the student's threatening messages would be brought to the attention of school authorities and create a risk of substantial disruption. It also is important to note that the Fifth and Eleventh circuits have broadly interpreted the Supreme Court's "Bong Hits 4 Jesus" decision, Morse v. Frederick, as granting school officials greater authority to address threatening speech in order to protect students from potential harm. Those courts base that conclusion on Justice Alito's opinion, which in Steven Puiszis is a partner with Hinshaw & Culbertson LLP in Chicago, where he serves as deputy general counsel, heads the firm's Electronic Discovery Response Team and is a member of its business litigation practice and school law groups. mitted to the author by The Journal, are based on his article "`Tinkering' with the First Amendment's Protection of Student Speech on the Internet," which is being published in Volume 29, Issue 2 of the John Marshall Law School's Journal of Computer and Information Law. Tinker v. Des Moines Independent Community School District set a precedent for student First Amendment rights in 1969. How have recent federal circuit decisions interpreted that decision regarding Internet speech? We have to recognize that the Supreme Court's student speech decisions, including Tinker, involved different modes of communication that arose in markedly different contexts than a student's use of the Internet. It should come as no surprise, then, that the circuit courts have taken somewhat divergent approaches as to when discipline can be imposed. By and large, these decisions have focused on Tinker's substantial disruption test, and have generally failed to consider another aspect of Tinker, which allows discipline to be imposed when a student's speech or expres- E the following questions, sub- 8 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 their view constitutes the "controlling" opinion in Morse. On the other hand, both the Third and Seventh Circuits view Morse as narrowly decided, and the Seventh Circuit in its Nuxoll decision observed that Justices Alito and Kennedy "joined the majority opinion not just the decision and by doing so they made it the majority opinion not merely, as the plaintiff believes (as does the Fifth Circuit) a plurality opinion." Please explain the two different "prongs" involved in the Tinker decision as they now relate to harassment, bullying and cyberbullying? Typically, when we think of Tinker, we think of its substantial disruption test. Because cyberbullying typically targets a single student or discrete group of students, demonstrating substantial disruption may be difficult to establish. However, Tinker also held that schools can discipline speech that "invades the rights of others." Since Tinker was originally decided, the Second, Third, Sixth, Eighth and Ninth circuits have mentioned Tinker's "rights of others" prong. It was the basis of the Eighth Circuit's decision in Hazelwood, before it went to the U.S. Supreme Court. However, because the Supreme Court held that schools could exercise editorial control over school-sponsored publications, the Court in Hazelwood specifically noted that it was not addressing whether the Eight Circuit had "correctly construed" Tinker's "rights of others" prong. Protecting the "rights of others" is an underused aspect of Tinker. By definition, speech that constitutes harassment, bullying or cyberbullying is speech that would seemingly invade the rights of another student and, thus, would fall under Tinker's second prong. There is no constitutional right to be a bully or to abuse or intimidate other students. Given as the courts? For school districts, Internet speech poses several unique problems. Unlike other forms of media, the Internet permits free and unfet- By definition, speech that constitutes harassment, bullying or cyberbullying is speech that would seemingly invade the rights of another student and, thus, would fall under Tinker's second prong. There is no constitutional right to be a bully or to abuse or intimidate other students. the potential for Title IX liability in this context for deliberate indifference to student-on-student harassment, Tinker's "rights of others" prong can provide the means to address this aspect of student Internet speech. Substantial disruption should not be required to invoke this aspect of Tinker. Otherwise, there would have been no need for the Court in Tinker to mention speech that invades the rights of others. Mere teasing and name calling would not normally be sufficient to trigger this aspect of Tinker. However, when one student's speech or expressive activities on the Internet is severe enough that it impairs, or predictably could impair, another student's educational performance, or the student's ability to interact with his or her peers at school, or the student's safety at school, school officials and their counsel should consider invoking Tinker's rights of others prong. How does the Internet pose unique challenges for schools as well tered discussion of ideas with practically no regulation or oversight. The Internet removes the spatial distance between the persons posting and viewing content on the Web. There are no geographic or territorial limits on the Internet. Today, any student with a computer can post information on the Internet that can be accessed anywhere in the world almost instantaneously. Social networks encourage the development of affinity groups that can target individuals in the school community. While schools can attempt to block access to various social networking sites on school computers, students can use a number of online tools and applications to circumvent a school district's attempt to block access to these types of sites. The Internet has expanded schools' boundaries and blurred when, where and how students can enter the schoolhouse gate. A two-dimensional view of a school district's educational setting and limits of its 9 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL authority ignores the modern reality of education in light of online collaborative educational tools and the proliferation of Web-based educational programs being offered to stu- and social networking sites like Facebook and Twitter, any effort to tie the disciplinary authority of school officials to the physical boundaries of a school is "a recipe for serious problems in our public schools." Does it make any difference where a school district's disciplinary decision. While school districts need not wait until substantial disruption occurs before they act, a disciplinary decision cannot be based on speculation, conjecture or an unsubstantiated fear of future disruption. School administrators must be prepared to present facts supporting their conclusion that substantial disruption was reasonably likely to occur. The type of facts relevant to the issue will vary depending on both the content of the student's speech and the context in which it occurs. However, prior acts of violence, threats or confrontations between students involving the same type of speech or expressive activity are highly relevant. Evidence concerning how the learning environment in classrooms was disrupted or the impact on the district's administrative offices should be presented. The numbers of students involved or the number of administrative or teaching hours impacted should be presented if it is favorable. Obviously, the greater the impact on classroom performance, the greater number of students and/or the more egregious nature of the speech, the better a district's chances that the disciplinary decision will be upheld. Also don't overlook the nature of the speech or expressive activities involved. Remember that "true threats" are not protected speech, and even if a student's speech does not qualify as a true threat, where the safety of a student or members of the student body is involved, courts are less likely to second-guess an administrator's decision to discipline or suspend another student. Courts have been slow to pick up on the distinguishing features of Internet speech, but there seems to be a growing awareness of some of these distinctions in several of the latest federal circuit opinions addressing Internet speech. the message originated or where it was read? When we lived and worked in a paper world, courts used the on-campus/off-campus distinction as a bright line for when a school administrator could discipline a student for his or her speech or expressive activity. With Internet speech, that approach is untenable. Internet speech can reach stu- dents of all ages. The concurring judges in the Third Court's decision in Layshock recognized that, with the proliferation of wireless Internet access, smart phones, tablets, laptop computers dents wherever they are so long as they are carrying a laptop, a tablet or smart phone. Communications via the Internet can reach into a school in ways not possible even 10 years ago. Courts have been slow to pick up on the distinguishing features of Internet speech, but there seems to be a growing awareness of some of these distinctions in several of the latest federal circuit opinions address- IASB SERVICE ASSOCIATES The best of everything for schools IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal. ing Internet speech. The concurring judges in the Third Circuit's Blue Mountain decision recognized that whether a student's Internet speech can be regulated should not solely depend on where the student was located when the speech was originally generated. How does the school district determine "material and substantial disruption" as referenced in Tinker? This can be one of the more difficult aspects of Tinker to navigate. It requires school districts and their counsel to collaboratively focus on marshaling the evidence to support 10 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 Please define what is meant by a "true threat" and how that might be interpreted in a school setting? The Supreme Court in Virginia v. Black defined a true threat as the communication "of a serious expression of intent to commit an act of unlawful violence on a particular individual or group of individuals." An objective test is applied when determining if a statement meets the truethreat test. The Seventh Circuit evaluates not what a speaker intended, but whether the recipient could have reasonably regarded the statement as a true threat. The Eighth Circuit in its Hannibal decision found one student's instant messages to another student in which he discussed getting a gun and shooting other students qualified as a true threat. Several other circuits have held statements made in student essays or in a student's notebook describing the student shooting a teacher and/or other students also qualified as true threats. Because a true threat does not constitute protected speech, the First Amendment does not provide any impediment to disciplining a student for making these types of threatening statements. What's the difference for free speech rights for high school students and those for elementary students, or is there any? The Seventh Circuit has recognized that the younger the student, the more leeway school administrators have in regulating their speech. In other words, speech that may be inappropriate for a third grader would not be viewed as lewd or vulgar for high school students. Like with any other First Amendment issue, a con- WAIT! Before you pull out your well-worn copy of the Illinois School Law Survey to find the answer to your school law question, check to see if you have the latest edition.The 12th Edition of the book, written by school attorney Brian A. Braun, is an invaluable legal resource for all school leaders, including superintendents, school board members, principals, and others. The latest edition, published in June 2012, answers nearly 1,600 questions and is based on state and federal statutes and case law in force and reported as of Jan. 1, 2012, along with administrative rules and regulations current as of Dec. 15, 2011. How do you order the new book? � Call IASB at 217/528-9688, ext. 1108 � Mail or fax printed order forms to IASB Publications, 2922 Baker Dr., Springfield, IL, 62703 � Go online at: http://www.iasb.com/ shop/ The price is $45 (or $35 to IASB members), plus $7 per order for shipping (regardless of how many books are shipped). If you have old editions of this book, please remove them and replace with the current edition. SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL 11 text-specific approach has to be taken involving student speech. What about offensive speech, such as those issues raised by the breast cancer awareness bracelets? The breast cancer awareness (I love boobies) bracelets pose a difficult question for school districts, and the answer will likely vary depending on the age range of the particular student body. At least two federal district court decisions address a school's ban of these bracelets and the courts reach contrary holdings. In one case out of Pennsylvania, the court held banning the bracelets violated a student's First Amendment rights. However, a district court in Wisconsin rejected identical arguments and concluded the ban was permissible under the First Amendment. Clearly, this is an example where context has to be considered. These bracelets would not be considered vulgar or lewd in a high school setting. If an elementary or middle school decides to ban these bracelets, it should consider allowing some other means for the students to get out their message about breast cancer awareness. When addressing vulgar or lewd speech, school districts should remember that the Supreme Court in Frasier limited that exception to speech that occurred in a school setting, and it is an open question whether Internet speech that is lewd or vulgar but does not meet the test for obscenity can be a basis for student discipline. What should the district's position be about student Internet speech that is not directed at the school or 12 a member of the school community? How does such off-campus speech find its way to school? Anything posted on the Internet can potentially make its way onto a school campus simply by students bringing their smart phones, tablets or laptops to school. This question strikes at a split in the circuits concerning when Tinker's substantial disruption can be applied to student Internet speech. Most of the circuits when addressing this issue have applied a reasonable foreseeability test. However, the concurring judges in the Third Circuit would only permit Tinker to be applied when Internet speech is intentionally directed toward the school. A number of lower courts have explained that school administrators should not view themselves as censors of the Web. Unfortunately for school districts in Illinois, the Seventh Circuit has not addressed this precise issue. Until the Supreme Court addresses the issue and provides further guidance, where a student's Internet speech does not target the school, another student or a member of the school's staff, and does not invade the rights of others, school districts should consider using the student's inappropriate speech as a teaching moment. Bring it to the attention of the student and his or her parents, explain why you believe it is inappropriate and let the student's parents take the disciplinary action. How can board policy help ensure that the district is acting within its scope regarding these First Amendment issues? Before a school district can take disciplinary action against a student for misconduct involving the misuse of social media or the Internet, students should have some prior notice that the activity is prohibited, thereby affording the student with an opportunity to conform his or her conduct to the school district's code of conduct. Thus, a school board's disciplinary policy should clearly define and prohibit bullying, cyberbullying, harassing, threatening and intimidating speech or behavior irrespective of how it is communicated. In Illinois, school districts have an obligation to intervene with students whose conduct "puts them at risk for aggressive behavior, including without limitation, bullying, as defined in the [district's disciplinary] policy." 105 ILCS 5/10-20.14(d). Including cyberbullying in your school district's definition of bullying provides school administrators with a basis to impose appropriate discipline for the use of social media or the Internet to intentionally intimidate, harass, threaten or otherwise bully other students. A reference to speech or the use of the Internet or social media that invades the rights of others should be incorporated into the policy. Consider explaining that students can be disciplined for their Internet speech or the use of social media that targets other students for harassment, intimidation or bullying. Students should be warned that their use of the Internet or social media that could foreseeably reach the school and could foreseeably create a risk of substantial disruption or that invades the rights of others at school can provide a basis for discipline. THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 Contact your district superintendent Register Now! General Sessions Panels Networking Bookstore Exhibits Workshops Delegate Assembly IASB � IASA � IASBO 80 JOINT ANNUAL CONFERENCE th Meet with Colleagues NOVEMBER 16-18, 2012 � CHICAGO MORE! Carousel of Panels COVER STORY Saving extracurriculars with `pay-to-play' fees by Terri McHugh Terri McHugh is community relations director for School District 54 in Schaumburg, Illinois. Football players are tossing the pigskin. Volleyball teams are working on the bump, set and spike. But can every student in the district afford to play? Are there students sitting out this season because their families can't afford the athletic fees? And what can school board members do to balance the goals of fiscal I t's fall. Cross country teams are responsibility with student participation in extracurricular activities? As school boards debate fees, they often discuss the importance of extracurricular activities. The National Center for Education Statistics examined the relationship between extracurricular participation and student engagement in school using data from public high school seniors in a 1992 National Edu- cation Longitudinal Study. Although the analysis couldn't ascertain definitively whether participation in extracurricular activities leads to increased success at school, the data did show that students who participated in extracurricular activities had better attendance, were more likely to have a GPA of 3.0 or greater and were more likely to expect to earn a bachelor's degree. In addition, the U.S. Department of Health and Human Services recommends at least 60 minutes daily of physical activity for students ages 6 to 17. The Institute of Medicine's report Preventing Childhood Obesity: Health in the Balance also recommends that schools provide a significant portion of a student's physical activity minutes. Extracurricular sports, in addition to physical education classes, help meet those goals. However, school boards also face uncertainty over state funding, property tax appeals and the rising costs of educating today's students. How can they continue to provide extracur- running a course through town. 14 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 ricular activities for all students and balance the budget at the same time? "You're never going to balance your budget with the fees you charge for activities or registration," said Jeff King, chief operations officer for School District U-46 in Elgin. The U-46 budget is more than $400 million; fees account for only about $2.5 million in revenue. This year the U-46 school board voted to increase the fees for football -- the most expensive sport in the district -- by $50, to $200. The fee for other sports will remain at $150. King said the only individuals who spoke against the increase were some of the football coaches. In response, he provided them with information that showed parents paid up to $325 to enroll their children in the youth feeder football programs before the students entered high school, and some of those fees didn't include equipment. For example, the South Elgin youth football league charges $325 for tackle football, leaving parents with still needing to purchase a practice jersey and pants, pads for the pants, a cup and a mouthpiece. U-46 has looked at ways to cut costs in the district instead of just boosting extracurricular fees. Last year it consolidated the high school transportation program from 1,271 bus stops to 271 by having high school students walk up to a mile to a local elementary school or park. With state funding for transportation declining, the district's transportation fund is expected to have a deficit again this year. King said the district may implement a similar program with middle school bus stops next year. This summer, the district also updated its routing software with a program that will monitor when buses are idling. King predicts a large savings in fuel costs -- up to 10 percent -- will be realized by monitoring drivers and enforcing more efficient fuel usage. Transportation is a factor in athletic costs as well, as teams travel to other schools for games. By making these changes to the transportation program, U-46 may not have to charge for transporting athletes home after practices or to competitions -- costs that might make participation even more prohibitive. Even with the $50 increase, the football fees collected do not even cover the cost of reconditioning helmets and shoulder pads each year, King said. In addition, U-46 waives athletics fees for students who qualify for the free lunch program, or about 50 percent of the district's students. Although this is not state law, it is U-46 board policy. In addition, the district had about $500,000 in uncollected fees this year. "It's complicated," King said. "Should the taxpayer be subsidizing a student who wants to play football? On the other hand, should I tell the free lunch student he can't play? We are reallocating some resources for those who don't have them." King recommended that school boards survey their citizens or bring the discussion to a citizen group. He plans to pursue one or both of those options the next time U-46 considers a fee increase. Although the district reviews fees every year, the board hasn't increased them each year. Something has to give The Minooka High School Dis- trict 111 board of education debated extracurricular fees this spring. Currently, the 2,500 students at the two Minooka campuses do not pay a fee for athletics or other extracur- "You're never going to balance your budget with the fees you charge for activities or registration," said Jeff King, chief operations officer for School District U-46 in Elgin. The U-46 budget is more than $400 million; fees account for only about $2.5 million in revenue. ricular activities. However, the district faced a roughly $3.2 million deficit for 2012-13 and something needed to change. "Our revenue is largely based on property taxes," said Todd Drafall, district business manager. "We had a significant drop in revenue due to a drop in EAV (equalized assessed valuation)." The board voted not to implement a fee for 2012-13, but looked at other ways to reduce expenditures. Minooka did raise its registration fee by $20 to $210. The board approved cuts to capital expenditures, reduced some administrative positions, and made adjustments in purchased services and supplies. In addition, the administration office moved from a leased storefront into one of the district's schools. These adjustments reduced the district's deficit by $2.2 million without cutting any certified staff or adding a fee for extracurricular activities. "The finance committee, which SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL 15 includes board members, had some concerns about reducing students' options to be a part of athletics and activities," Drafall said. "The board is very concerned about families' ability to pay for services and programs. They have tried to keep the education costs down for the families at these schools. Our goal is to minimize impact to classroom and students as much as possible." Minooka's budget now is estimated to end with a $1 million deficit for 2012-13, but Drafall said the deficit would be covered with district reserves for the next two years. The option to implement athletic fees will come up again as the board reviews fees every year. Although Minooka doesn't have a participation fee, many families still spend money on summer sports camps, equipment and other costs related to sports participation. Successful athletic programs also can prove costly. In addition to the costs for coaches and equipment, Minooka has had many teams advance to post-season state competitions in the past few years. At that point, the district also covers the cost for travel and hotel accommodations. Although Minooka is not charging a fee for now, Drafall said public sentiment is that if the district is ever in a position of cutting extracurricular programs or charging a fee, that it should charge the fee. If the fee should ever become necessary, he said he would work with the booster club or other sponsors to help cover the costs for families that cannot afford the fee. In Minooka, 10 percent of families qualify for the free lunch program, the usual determinant for a family's abil- ity to pay. "Any time you charge a fee you create a barrier," he said. "Our board tries to keep those barriers as low as possible." Another way The board at Dixon Unit School District 170 tried a different tactic. The Student Worker Assistance Program (SWAP) allows any student, regardless of financial need, to work for the district in the summer in order to pay for the student's athletic fee for the upcoming seasons. "We knew some of our parents were struggling with paying the fees, especially the athletic fees which are not covered under the federal guidelines of free and reduced lunch," said Margo Empen, assistant superintendent. Dixon High School charges $125 A coach's perspective groups, volunteer work, jobs ... the list is endless. A job comes with pay, but the rest come at a cost. For those that are school-related, it is becoming increasingly more difficult for districts to figure out a way to foot the bill. Some districts have chosen a "pay-to-play" plan for students interested in participating in athletics at school in order to help fill the money crunch. That approach may solve part of the money issue, but what happens to students who can't afford to play? What happens to their opportunity? When I first heard about "pay-to-play" at the high school level, I had mixed emotions. As a teacher and cheerleading coach at my high school, I know times are tough for schools where funding is concerned, but what about my students who don't qualify for free/reduced lunch, but their families struggle financially? In a 16 by Christina Nevitt S tudents can choose from a long list of after-school "pay-to-play" situation, these kids get left out. They can't get assistance, because they aren't bad off enough, but they aren't well off enough to pay the fee to participate. I was active in high school. I ran cross-country in the fall, track in the spring, and was a cheerleader throughout. I also participated in theater and was a member of our swing choir. Every year there was a cost for it all. I needed new running shoes for cross country, new spikes for track, a new dress for swing choir, a costume for the musical, and cheerleading ... well that topped them all! My parents worked hard to make sure I could do all of these things, but it was expensive. If I would have had to pay-to-play my sports on top of purchasing all the things I needed to participate, I am not sure I would have been able to do it all. Dani Molifua is one of my cheer parents. She disagrees with "pay-to-play." activities these days: sports, theater, music, church THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 for the first sport and $75 for each additional sport, with a family cap of $300. SWAP was the idea of Empen and Laura Sward, a student services secretary at Reagan Middle School. The idea emerged as they were discussing how to help families in need after a plant in the area closed, putting many families on unemployment. The number of students receiving free and reduced lunch rose to nearly 50 percent. "We have to be able to meet the needs of our families," Sward said. "It's hard enough being a parent, but to be a parent in these economic times and give our children what they need is very hard. Parents, what are you going to do -- pay the electric bill or pay for Danny to go to football?" This summer, 167 students worked for the district at $8 an hour in various maintenance, custodial and summer school jobs. A student who only plays one sport can earn his or her fee in fewer than 16 hours. Dixon High School has about 800 students. Each spring, students who will be in high school the following year receive a letter inviting them to participate in SWAP. (A copy of the letter and application can be found online at http://www.dixonschools.org/index. php/students/swap-information.) The application includes a contract which spells out expectations for the students and must be signed by the student and a parent. More than one-third of students who play sports participate in SWAP. High school students can also work to pay the cost of sports for a middle school sibling. Middle school students, who must pay $50 to participate in a sport at school, aren't eligible for the SWAP program. Students are assigned to a variety of jobs including painting, moving classrooms, doing custodial or light maintenance work, or working in summer school programs. Because they are employees of the district, the students are covered under the district's workman's comp insurance but do not receive benefits. "One of our goals is that we place a lot of eighth-graders into positions at the high school to give them a really good connection before they start high school," Empen said. Sward shared a story of one freshman who qualifies for special education services and is a gifted athlete. She worked in the high school office this past summer so she will know her way around the school and meet "We are a family of six who has always struggled financially. [Pay-to-play] may require a family to have to pick and choose which child (if any) can play and what they can play," said Molifua. "Kids need the opportunity to explore their likes and dislikes to further develop and decide what they want to do with their lives. Playing sports and being involved in other school activities has required that [my kids] maintain good grades and adhere to rules that they might not otherwise have adhered to if not for playing ball." Both of Molifua's older sons went to college on scholarships to play football. If they had been required to pay, they might not have been able to play, which means they would not have been offered a scholarship, and ultimately may not have had the opportunity to go to college at all. Are "pay-to-play" districts creating a disservice to their students who can't afford to pay, but are also ineligible for assistance? What if fundraising isn't an option? How can we make sure to involve those students who would benefit so much from organized sports/activities? A right or easy answer to this debate doesn't exist. Districts must do what is best financially for the district and their students. "Pay-to-play" should be revisited every year, and districts should have a plan in place for students who fall through the "can't-afford-to-pay-butdon't-qualify-for-assistance crack." As a teacher, coach and parent, however, I will continue to try to make sure I can give them every possible opportunity to participate in what they are passionate about ... whether it's football, baseball, cheerleading, theater, music or even the ping-pong club. Christina Nevitt teaches journalism and photography and is cheerleading coach at North Star High School in Lincoln, Nebraska. She is the daughter of Journal editor Linda Dawson. 17 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL staff members before the first day of school. Empen and Sward said they have received only positive feedback about the program. "One of the big things we're hearing from the state is not only academically how can we get kids collegeand career-ready, but also on the social/emotional level," Empen said. "We talk to the SWAP kids about their clothing and cell phone usage. We have a two-strikes-and-you're-out policy. After the second warning, the athletic fee becomes the responsibility of the parent." Although SWAP was started to help offset the costs of athletic fees, it has produced other benefits as well: � Parents are using the SWAP program to teach their children to be responsible by having them pay to participate in sports. � Students have listed Empen and Sward as references when they apply for other jobs. � Students are taking pride and ownership in their schools because they are helping prepare the schools for the next school year or helping prepare younger students academically. Although the district is now collecting fewer athletic fees, it is saving money on other expenditures. For example, the district used to hire college students each summer for painting, general custodial and maintenance work. That cost has been eliminated. "We could not have hired one individual for an entire year with fulltime benefits for the cost of this program," Sward said. The students never receive money. Rather the money is transferred from the Operations and Maintenance Fund to the Education Fund, where athletic fees are normally deposited. The program only covers the cost of the participation fee. Summer camps and other costs are still absorbed by parents, student fundraisers or the booster club. Empen and Sward are willing to share the details behind the Student Worker Assistance Program with oth- Division Meetings Invest one evening, gain benefits throughout the year for ... yourself, your school board, and your district Attend an IASB division meeting at a location near you. Division meetings provide opportunities for networking, professional development, peer recognition, participation in Association governance and learning about IASB resources. er interested districts. "It's immeasurable in terms of what this program has done for our community," Empen said. "I think this is something we would offer even if only 1 percent of our students qualified for free lunch. The college and career readiness, the social/emotional benefit, the pride in their school and the pride in the work they've done -- that's immeasurable. "We're teaching kids about life and good work ethics." And that would seem to be the underlying goal of all extracurricular activities. References Institute of Medicine of the National Academies, Preventing Childhood Obesity: Health in the Balance, 2005 National Center for Education Statistics, "Extracurricular Participation and Student Engagement," June 1995, http://nces.ed.gov/pubs95/ web/95741.asp Mark your calendars now! For fall 2012 dates and locations near you, visit www.iasb.com and click on Events Calendar. 18 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 FEATURE ARTICLE Stand your ground ... How to keep the peace at activities, conferences by Shayne Aldridge guns at school, no problem. No drugs, no problem. No tobacco, no alcohol, no problem. But, prohibiting obscenities from being hurled at the referees, umpires, line judges, the other team's coaches, our own coaches, teachers, the principal, the superintendent or school board members? Now that's a problem. "As a taxpaying resident of this school district (insert name of any district in Illinois), I have a right to say what I want, where I want and to whom I want. And this school district can't stop me." So goes the thinking of many parents, grandparents, visitors and others who venture onto school property for school functions. Of course people become upset when the umpire's call goes against the home team ... or when a child's teacher sends home bad news about grades. But no reason excuses unsportsmanlike conduct at an athletic event or rude behavior aimed at a teacher in a parent conference. S etting district prohibitions usu- Luckily, local school boards can adopt policies and procedures to address those who display such conduct on school property. The Illinois School Code (105 ILCS 5/1 et seq) empowers school boards with the authority to make and enforce rules for school visitors. Whether at the Friday night football game or parent-teacher conferences, school boards (through policy) and administrators (through their actions) must control and protect the school premises, which in most cases, also means protecting school staff and athletic officials. To do so, school boards can restrict visitors from being on school property if they have been found in violation of the board's visitation policy rules. School boards can and should develop reasonable rules for the conduct visitors demonstrate on school property. 105 ILCS 5/24-24 provides, in part: The board may make and enforce reasonable rules of conduct and sportsmanship for athletic and extracurricular school ally poses few problems. No events. Any person who violates such rules may be denied admission to school events for not more than one year, provided that written 10 days notice of the violation is given such person and a hearing had thereon by the board pursuant to its rules and regulations. The administration of any school may sign complaints as agents of the school against persons committing any offense at school events. Shayne Aldridge, a former teacher and special education administrator, is a school law attorney from Pleasant Plains. This code section gives school boards great latitude but little guidance. The questions become, if a school board can reasonably limit visitor conduct then how far do the prohibitions extend? Second, what should those "reasonable" rules look like? And finally, how should the district administration enforce those rules at the violation site and beyond? Long arm of the law Section 24-24 does not define its operative language, so school board's policies should provide definitions needed to enforce the law. PRESS Board Policy 8:40 defines school property as "school buildings, district 19 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 KEEPING UP IS HARD TO DO With changes to policy that is. buildings not being used as a school, vehicles used for school purposes, any location during a school athletic and other school-sponsored event, and school grounds." We can all agree that a school board has the right to enforce its policy rules in areas it clearly owns, but this policy goes well beyond the school's property as it extends to "any location" during a school-sponsored activity. The PRESS policy's definition of "school property" allows a school board to discipline individuals connected to its district who visit the grounds of another school district to attend a school-sponsored event. That means a parent who attends the IASB can help. Based on IASB's popular sample updating service, PRESS, and using the information provided by that service, PRESS Plus provides additional assistance in keeping your policy manual up to date by � identifying suggested policy changes for your unique district, � providing quick and easy checklists for policy options, � maintaining and updating legal references, cross references, tables of contents, and indexes, � maintaining a consistent style and format , � providing the word processing support necessary to incorporate policy revisions into your local board policy manual. academic team's tournament at an opposing school's building and who violates the "reasonable rules of conduct and sportsmanship for athletic and extracurricular school events" may be asked to leave the building and could face further possible discipline from his or her resident school district. Having authority to promulgate "reasonable" rules of conduct, school districts should express their expectations for "mutual respect, civility, and orderly conduct among all individuals on school property or at a school event." Local school boards should review their board policies to determine if those policies address the conduct most likely to occur on school property. The policy should cover all prohibited conduct mandated in the School Code, and also conduct unique to a school district. For example, if a high school historically had specific misconduct, the board also should include that conduct in its prohibited conduct list. The list, at a minimum, should For information, contact: Anna Lovern Phone: 217-528-9688, ext. 1125 E-mail: firstname.lastname@example.org 20 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 include the following: � Injuring, threatening, or intimidating district staff, sports officials or coaches; � Damaging or defacing district property; � Smoking or otherwise using tobacco products in any form; � Consuming, distributing, or being under the influence of alcohol or drugs; � Possessing dangerous devices or weapons; and � Disrupting or interfering with school activities. The above list sets forth specific misconduct, which when committed on school property will result in some type of discipline, whether it's ejection from property, confiscation of prohibited items or even police intervention. The misconduct list does not include behaviors considered unsportsmanlike during an athletic or extracurricular event. Unsportsmanlike conduct may not rise to the culpability levels in the misconduct list, so the school board should adopt a policy addressing unsportsmanlike conduct for which an individual may be ejected from the event or even denied admission to future school events for up to one calendar year. Specific behaviors Below are some unsportsmanlike conduct examples a school board may want to include in its policy regarding behavior during a schoolsponsored event: One prolific unsportsmanlike behavior at athletic events is using vulgar or obscene language. Who hasn't tossed an epitaph or two at a referee during a heated contest? But there is a line that, when crossed, the school board policy must allow ejecting the individual from the school property. Friday night lights and alcohol mix like fire and gasoline. At times tempers flare, so possessing or being under the influence cannot be allowed at school events. And then, when an individual's conduct becomes out of control, someone from the school must ask the person to leave school property. At times, individuals refuse to leave, so the policy should include language regarding an attendee's failure to obey the instructions of a security officer or school district employee as unsportsmanlike conduct that could result in further disciplinary action. Other than kicking the person out of the volleyball game, what can a district do? School administrators have to take appropriate action to enforce board policy. However, there are only so many ways to handle the violations: � asking the individual to refrain from the offensive conduct, � ejecting offender from the site, � disciplining under the student conduct code, or � calling law enforcement for trespassing. The School Code allows a board of education the extreme option to "expel" a policy violator for up to one calendar year. The process begins when a superintendent schedules a school board hearing and sends a hearing notice by certified mail with return receipt requested to the offending party. The notice must be delivered at least 10 days before the school board hearing date, and must contain the same type of information contained in a student expulsion notice. The school board then hears the evidence and makes a determination of guilt and punishment. The offender can avoid this public process by waiving the board hearing, if desired. School boards have the authority and process for denying individuals and students from attending future games, contests and events. It doesn't matter if the misconduct was at a different school building or property; the home school has the ability to ban the offender from all events, both home and away. Yet, with this power comes responsibility. All school boards should have such participant policies in place and should review them with all participants at the season's start so that administrators can stand their ground and keep peace on school property. "This resume is filled with lies and distortions. How'd you like to write political campaign attack ads?" 21 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL FEATURE ARTICLE Athletic fields and facilities ... Not just extracurricular, but extra value for schools by Kevin Havens, Byron Wyns and Craig Polte Kevin Havens is senior vice president and director of design, Craig Polte is construction project manager and Byron Wyns is director of land development for Wight & Company, Darien, Illinois. do more with less and tighten their fiscal belts. Yet, at many high schools, the largest part of their campus (besides the main building) typically receives scant attention, even though it's often both costly and wasteful. We're talking about competition athletic fields made of natural grass, which lack durability, have high maintenance costs and require large volumes of water for irrigation. Depending on the region, a typical grass sports field can use between 500,000 to one million gallons of water or more each year. Although space for outdoor activities is limited at many high schools, this expansive piece of real estate often lies unused for all but 400 hours or so each year. Such shortcomings are the main reason why many schools are replacing their sod with synthetic turf. This conversion turns a part-time gridiron into a multi-purpose venue for other sports, PE classes, marching band practices and community events. Some synthetic fields get more than 3,000 hours of use each year. As districts look for ways to con- S chool districts across Illinois tinue offering students a variety of extracurricular activities without depleting their shrinking budgets, school boards and administrators might want to consider various creative strategies to get more value from all their athletic fields and related facilities. Replacing sod fields with synthetic turf is one obvious option, which often involves upgrading running tracks, bleachers, lighting and/or scoreboards. Renovating field houses is another possibility that can provide opportunities to build fitness centers for students and the community. These projects usually are on extremely tight schedules because they can be done only during summer break. The keys to success for such projects are 1) planning to avoid problems likely to occur, 2) adapting quickly to the unexpected and 3) anticipating future needs for students, as well as the infrastructure. Here are some of the insights gained and lessons learned from our experiences on projects for high schools throughout the Chicago area. Why synthetic turf With high schools giving students more options for extracurricular activities in sports, the arts, and special interest clubs and groups, space limitations and scheduling are knotty issues. At a number of schools, it's not uncommon to see track athletes running in the corridors after regular hours. Rain or inclement weather can exacerbate the problem. The solution: multi-functional spaces. As noted, one of the best ways to "gain" flexible space is by converting grass fields to synthetic turf. This provides a consistent year-round, all-weather playing surface built to withstand extended use without downtime for recovery. The latest generation of synthetic turf replicates lush natural grass in appearance, function and safety for athletes. Its biggest advantages over grass are durability and versatility. A heavy rain can render a grass football field useless for days, and natural grass cannot withstand getting trampled down and compacted by hundreds of feet in tight formation. (Now you know why marching bands usually practice on paved surfaces!) In contrast, high schools can put synthetic turf fields to good use from are constantly challenged to 22 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 sunrise until late in the evening. They can be used for PE classes, or as makeshift practice fields for other sports such as baseball or softball when, for example, dirt infields become too muddy following a rain. Other uses might include middle school sports programs, community groups, summer camps and local youth football programs. Also consider that synthetic turf fields are less costly to maintain and have environmental benefits. The Synthetic Turf Council estimates that, in 2010, the use of synthetic turf conserved between three billion to six billion gallons of water. It's no wonder that more than 6,000 multi-use synthetic turf sports fields are now being used at schools, colleges, parks and professional sports stadiums throughout North America. Planning considerations Athletic field renovations are not as simple as re-sodding your lawn. A number of factors must be carefully considered and effectively managed throughout the design, project management and construction phases for such projects. These include: � Turf product selection, procurement and installation � Accommodating the needs of other sports, especially track and field, and soccer � Athletic schedule coordination � Upgrading bleachers, concession areas, lighting and other amenities � Comprehensive scope considerations � "Under turf" utilities coordination � Regulatory compliance regarding drainage and stormwater detention � Applying sustainability best practices in design, construction and maintenance Extremely tight construction schedules demand careful planning and preparation to avoid costly delays. For example, it's important to procure the turf as early as possible (we usually purchase our turf systems for clients the previous December) and schedule the installation with contractors. Since all high schools are doing their field renovations at the same time and the top turf suppliers get the lion's share of this business, locking down your installation dates means you won't have to wait on contractors getting tied up on other projects. An integrated approach Thoughtful planning and an integrated approach to design and construction not only gain efficiencies in project management, but also can provide significant financial benefits. At Community High School District 99, for example, extensive athletic field renovations at Downers Grove North and South high schools were part of a comprehensive site master plan that touched all areas of their campuses. By integrating planning, architecture, engineering, estimating and construction management for new football fields, running tracks and other synthetic grass and hybrid surface athletic fields at both schools, District 99 was able to work through some difficult planning circumstances beyond its control. This integrated design-build project approach helped the school successfully resolve a sticky permit issue. Although local stormwater ordinances were expected to change in the district's favor, District 99 could not get a construction permit for the field at South High unless its plans complied with the existing regulations. Our solution was to design the project for two scenarios -- one if the changes didn't occur and the other if they did. This enabled the district to proceed with construction as scheduled, and, when the new, less restrictive ordinances did go into effect, it was able to switch plans and consequently did not have to build an underground detention vault. "We avoided spending more than $500,000 on this, which gave us the funds for an extra athletic field," said Martin Schack, director of physical plant and operations for CHSD 99. "We also saved money by following a .recommendation to recycle demolished concrete and asphalt materials on-site or ship them between schools instead of to a landfill." Both projects involved widening and striping the synthetic fields for soccer games, resurfacing the running tracks and enhancing the plaza areas. These upgrades were a factor in the IHSA's decision to select the schools to host boys' and girls' soccer sectionals, which enabled booster clubs to make additional revenues from concession stands. Rethinking functionality As extracurricular activities proliferate (Who could have anticipated the popularity of pep flags?), a shortage of space can be problematic, even for schools with several auxiliary gyms. Rethinking areas in terms of their potential functionality can sometimes lead to adaptive repurposing that better suits a school's current needs. For example, York High School in Elmhurst CUSD 205 converted its auto shop into a fitness center. Lemont 23 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL THSD 210, however, went in the opposite direction with an old spectator gym by inserting a mezzanine level, which doubled its available floor space at Lemont High. One level is used for dining and food service, while the other has practice areas for band and orchestra programs. At Joliet Central High School, which is listed on the National Register of Historic Places, field house additions designed to blend with the character of the existing campus enabled the school to expand its athletic and intramural programs from a joint program with Joliet West to two separate programs in Joliet THSD 204. Common areas also are prime candidates for repurposing, as Naperville CUSD 203 learned. The student commons at Naperville Central High School (created from a newly enclosed open courtyard) was cleared out after school and used as a practice area for pom-pom squads and cheerleading teams, which require high ceilings for their pyramid routines. Lessons learned Here are some additional ideas gleaned from our experiences that may be helpful to high school administrators and facilities managers involved in these types of projects: � Take a big-picture view of your project, encompassing current and future needs regarding: Stadium structure, bleachers, press boxes and concession areas; Lockers and training facilities; Utilities infrastructure, includ- ing electronics for scoreboards and timing systems for track and field; A/V feeds from press boxes back to the school facility for future use; Pedestrian and vehicular cir- culation and parking. t l e f t r Hea ! s k n Tha School Board Members Day NOVEMBER 15 2012 New Materials for � Get construction and project management professionals involved during the design phase to identify and address potential problems before they occur in the field. � Make sure you and your construction partner are familiar with all applicable regulatory ordinances, as stormwater and drainage issues will likely be your biggest challenges. � Put bids out early, no later than January for a June installation. � Be aware of neighborhood lighting thresholds if you're installing new lights. � Put in markings that that will make it easy to add temporary striping for other sports (e.g., lacrosse, which is becoming more popular), when installing a new field. By thinking through the district's current needs and anticipating other possibilities, school boards will be able to optimize their expenditures while increasing their options for student activities and community use. SCHOOL BOARD MEMBERS DAY will be available beginning Monday, September 10 at www.iasb.com/sbmd.cfm 24 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 FEATURE ARTICLE EEE awards put emphasis on quality learning spaces by David Henebry process for IASB's annual Exhibit of Educational Environments (EEE), combined with the evolution of knowledge about what education environments should be, the committee in charge of this conference event decided to revisit how the submissions are made and juried. Much of the evaluation previously was based on technical aspects and architectural appeal of the school design. However, these criteria did not fit well into the actual jury discussion once the field of projects was narrowed. In addition, too many of the photographs submitted with the projects focused on the building lobby or exterior, often leaving the jury guessing and searching the floor plans to determine if the design provided a quality learning environment. To clarify the process both for the judges and the entrants, we have returned to the true intent of the EEE awards program. We started with the title: "Exhibition of Education Environments," which we believe was and is very clear in its intent. Next, we examined what the term "Award of Distinction" implied. As A fter several years of partici- the highest of three awards given in this program, we believe it clearly indicates that a certain standard of excellence must be met to qualify for the recognition. The primary purpose of the jury is to recognize districts that have invested in providing the best learning environments for students to succeed. That's why we refocused the judging criteria to look at each school project as a pliable, flexible instrument for educators to use and adapt with future shifts and change. With an occasional exception, we have found that most architectural firms delivering these qualities tend also to have exceptional skill at creating aesthetic solutions. While we know several new schools and major additions always will be submitted to the program, the other categories tended to vary from year to year. Therefore, the committee decided to expand the categories in order to: (1) improve the opportunity for recognition and; (2) encourage submissions that otherwise would not be entered or would have difficulty competing. Although the EEE program now has three additional categories, there is no guarantee that an award will be made in each category. With that said, here are the six categories for school design projects: � New Schools � Major Additions � Minor Additions (under 10,000 gross square feet) � Major Renovation or Adaptive Reuse � Special Project -- Historic Preservation or Sensitive Rehab � Special Project -- Small Projects under $4 million or single spaces Moving from the submissions to the jury side of the discussion, the committee also reorganized and weighted how the jury scores each project. This serves two purposes: (1) to clearly communicate to school boards, administrators and architects what is expected to achieve an Award of Distinction; and (2) to give appropriate weight to a project's ability to create an exceptional learning environment. To accomplish this, each entrant is required to write a short synopsis for each of the five criteria. By following the suggested characteristics as guidance, submitters have a chance to "tell the story" behind their project. Here are the five criteria, weighted grades and characteristics: � Program/Challenge (0-30 pts) 25 pating and observing the jury David Henebry is a principal with LZT Associates, Inc./Larson & Darby Group. He is also chairman of the IASB Invitational Exhibit of Educational Environments on behalf of the IASB Service Associates, which sponsors the school design awards program at the Joint Annual Conference. Also serving on the EEE committee are: Mark Jolicoeur, principal with Perkins+ Will, and Glenn Eriksson, president, Eriksson Engineering Associates. THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 CORE CREDIT WORKSHOPS: NINE 9 FRIDAY presents � The Basics of Governance � Financial Oversight Essentials for School Boards � School Board Accountability: Monitoring District Performance � The Board and its Superintendent: Developing and Maintaining an Effective Relationship (Half-Day Workshop) ELECTIVE CREDIT WORKSHOPS: � Comprehensive Workshop for Board Presidents � An Introduction to Collective Bargaining for School Board Members and Administrators � Diversity and Inclusion Awareness (Half-Day Workshop) WORKSHOPS � Leading Across Generations at the 2012 80th IASB�IASA�IASBO (Half-Day Workshop) � Inspiring Trust (Half-Day Workshop) Joint Annual Conference November 16, 2012 � Sheraton Chicago Hotel Functional relationships Special challenges met Community partnerships Context: urban/suburban/rural Furnishings ture of the school, the EEE jury looks primarily at the learning spaces and how the district and architect met the challenge of providing students the best and most effective opportunity to learn, through visual stimulation, interaction and expression of systems. One final change has been made to the 2012 exhibition. Although the committee has traditionally recognized specific "green" projects, we acknowledge that even poorly designed schools can achieve LEED (Leadership in Energy and Environmental Design) certification. With that in mind, the committee has elected to identify all exhibited projects that � Unique energy efficiency or green features (0-10 pts) Green power Innovative design � How the facility meets 21st century education environmental needs (0-30 pts) Project-based learning Integrated curriculum Integration of technology with � Safety (N/A to renovation/rehab/special projects) (0-10 pts) Passive security design Traffic patterns In addition to these narratives, projects are judged by the submitted drawings and photographs that support the "story" of how they successfully designed and implemented an educational environment to meet the needs of that district. While architectural features and elements significantly affect the cul- curriculum Learning styles/multiple intel- ligences � Design (0-20 pts) Context Color Pleasant learning environment Age appropriate 26 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 are LEED-certified Silver or higher with a green tag designation. The Exhibition of Educational Environments is an important part of the Joint Annual Conference because it recognizes that it requires an entire "team" to create a solution worthy of distinction. It begins with the school district making a commitment to provide exceptional learning environments and a willingness to invest in their creation. And it continues with the architect providing an exceptional response to the opportunity to create a solution. Good luck to all of this year's entries. Entries for the 2012 Exhibit were due at the IASB office by July 20 and preliminary materials by September 10, to be evaluated on September 13. The judging will be done in Springfield on a blind basis by a jury of three school board members or administrators and three architects, appointed by IASB and experienced in school facilities or design. All awards will be announced at the conference, with awards of distinction to be featured and presented at the first general session. All entries chosen by the jury will be displayed all three days of the conference, Nov. 16-18, in the Columbus Ballroom hallway at the Hyatt Regency, East Tower, next to the conference bookstore. Additional resources For more information about the annual Exhibit of Educational Environments, visit the IASB website at: https://www.iasb.com/jac12/eee. cfm. For more information about IASB Service Associates, visit their link at: https://www.iasb.com/associates/. SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL 27 IASB Policy Services Using technology to enhance your board effectiveness through online services, such as ... PRESS, the IASB sample policy and procedure service -- A calendar year subscription to PRESS provides easy Internet access 24/7 to sample board policies and administrative procedures, links to legal references and cross references, and an excellent search engine. School Board Policies Online -- IASB will publish your board policy manual online for easy Internet access by the board, staff, students, parents and the community. This online manual will have all of the features essential for effectively communicating your board policy, including links to legal references, jumps to cross references, and the same excellent search engine used for PRESS online. BoardBook� -- IASB's newest online service provides for electronic board meetings and board packet preparation and distribution. Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688 Ext. 1214 or 1125 email@example.com or firstname.lastname@example.org FEATURE ARTICLE Questions I would ask politicians about education by Diane Ravitch Question 1: Both Republican canDiane Ravitch is a research professor at New York University and a former U.S. assistant secretary of education. She has a new blog at dianeravitch.net . Her article originally appeared on www.neimanwatchdog.com and is reprinted with the author's permission. Question 3: Are you aware that Milwaukee has had vouchers for lowincome students since 1990, and now state scores in Wisconsin show that low-income students in voucher schools get no better test scores than lowincome students in the Milwaukee public schools? Are you aware that the federal test (the National Assessment of Educational Progress) shows that -- after 21 years of vouchers in Milwaukee -- black students in the Milwaukee public schools score on par with black students in Mississippi, Alabama, Georgia and Louisiana? Question 4: Does it concern you that cyber charters and virtual academies make millions for their sponsors yet get terrible results for their students? Question 5: Are you concerned that charters will skim off the bestperforming students and weaken our nation's public education system? Question 6: Are you aware that there is a large body of research by testing experts warning that it is wrong to judge teacher quality by student test scores? Are you aware that these measures are considered inaccurate and unstable, that a teacher may be labeled effective one year, then ineffective the next one? Are you aware that these measures may be strongly influenced by the composition of a teacher's classroom, over which she or he has no control? Do you think there is a long line of excellent teachers waiting to replace those who are (in many cases, wrongly) fired? Question 7: Although elected officials like to complain about our standing on international tests, did you know that students in the United States have never done well on those tests? Did you know that when the first international test was given in the mid- didates and President Obama are enamored of charter schools -- that is, schools that are privately managed and deregulated. Are you aware that studies consistently show that charter schools don't get better results than regular public schools? Are you aware that studies show that, like any deregulated sector, some charter schools get high test scores, many more get low scores, but most are no different from regular public schools? Do you recognize the danger in handing public schools and public monies over to private entities with weak oversight? Didn't we learn some lessons from the stock collapse of 2008 about the risk of deregulation? Question 2: Both Republican candidates and President Obama are enamored of merit pay for teachers based on test scores. Are you aware that merit pay has been tried in the schools again and again since the 1920s and it has never worked? Are you aware of the exhaustive study of merit pay in the Nashville schools, conducted by the National Center for Performance Incentives at Vanderbilt, which found that a bonus of $15,000 per teacher for higher test scores made no difference? Don't miss Diane Ravitch Saturday, Nov. 17, 2012, as keynote speaker for the Second General Session at the IASB/IASA/IASBO Joint Annual Conference 28 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 1960s, the United States came in 12th out of 12? Did you know that over the past half-century, our students have typically scored no better than average and often in the bottom quartile on international tests? Have you ever wondered how our nation developed the world's most successful economy when we scored so poorly over the decades on those tests? Question 8: Did you know that American schools where less than 10 percent of the students were poor scored above those of Finland, Japan and Korea in the last international assessment? Did you know that American schools where 25 percent of the students were poor scored the same as the international leaders Finland, Japan and Korea? Did you know that the U.S. is #1 among advanced nations in child poverty? Did you know that more than 20 percent of our children live in poverty and that this is far greater than in the nations to which we compare ourselves? Question 9: Did you know that family income is the single most reliable predictor of student test scores? Did you know that every testing program -- the SAT, the ACT, the NAEP, state tests and international tests -- shows the same tight correlation between family income and test scores? Affluence helps -- children in affluent homes have educated parents, more books in the home, more vocabulary spoken around them, better medical care, more access to travel and libraries, more economic security -- as compared to students who live in poverty, who are more likely to have poor medical care, poor nutrition, uneducated parents, more instability in their lives. Do you think these things matter? Question 10: Are you concerned that closing schools in low-income neighborhoods will further weaken fragile communities? Question 11: Are you worried that annual firings of teachers will cause demoralization and loss of prestige for teachers? Any ideas about who will replace those fired because they taught too many low-scoring students? Question 12: Why is it that politicians don't pay attention to research and studies? Question 13: Do you know of any high-performing nation in the world that got that way by privatizing public schools, closing those with low test scores and firing teachers? The answer: none. ILLINOIS ASSOCIATION OF SCHOOL BOARDS Executive SearchES The Gold Standard of Executive Searches Selecting a superintendent is the most important decision you will make as school board members. Our team of highly qualified professionals has both the experience and expertise to ensure your district finds the best candidate. IASB is YOUR advocate. � Our executive search team has more than 40 years combined experience in leading searches. � From 2005-2012, more than 250 Illinois school boards chose IASB to facilitate their search for a new superintendent. � IASB's competitive search price means you receive the expertise of a highly specialized team of professionals for a tremendous value. For information contact: 2921 Baker Drive Springfield, IL 62703 217/528-9688, ext. 1217 One Imperial Place 1 East 22nd Street, Suite 20 Lombard, IL 60148 630/629-3776, ext. 1217 www.iasb.com/ executive 29 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL A Directory of your IASB Service Associates IASB Service Associates are businesses which offer school-related products and services and which have earned favorable reputations for quality and integrity. Only after screening by the Service Associates Executive Committee is a business firm invited by the IASB Board of Directors to become a Service Associate. DLA ARCHITECTS, LTD. -- Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner's rep services. Itasca - 847/7424063; website: www.dla-ltd.com; e-mail: email@example.com DLR GROUP, INC. -- Educational facility design and master planning. Chicago - 312/382-9980; website: www.dlrgroup.com; e-mail: firstname.lastname@example.org ERIKSSON ENGINEERING ASSOCIATES, LTD. -- Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. -- School planning and design, with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. -- Architects. Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O'Fallon - 618/624-3364; website: http://www.fgm-inc.com GREENASSOCIATES, INC. -- Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: email@example.com HEALY, BENDER & ASSOCIATES, INC. -- Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com HUFF ARCHITECTURAL GROUP, INC. -- Architects, engineers, construction managers and school consultants. Springfield - 217/698-8250; Champaign 217/352-5887 IMAGE ARCHITECTS, INC. -- Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS -- Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS -- Complete architectural services for education. Peoria - 309/674-7121 KJWW ENGINEERING CONSULTANTS -- Facility assessments, infrastructure master planning, acoustical engineering, architectural lighting, construction administration, systems commissioning. Naperville - 630/753-8500 LEGAT ARCHITECTS, INC. -- Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LZT ASSOCIATES, INC./LARSON & DARBY GROUP Architecture, planning, engineering. Peoria - 309/6733100; Rockford - 815/484/0739; St. Charles, MO 630/444-2112; website: www.larsondarby.com; email: firstname.lastname@example.org MECHANICAL SERVICES ASSOCIATES CORP. -- HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD -- Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515 PCM+D -- Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL -- Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. email@example.com RICHARD L. JOHNSON ASSOCIATES, INC. -- Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE -- Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. -- Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: firstname.lastname@example.org WIGHT & COMPANY -- An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: email@example.com WM. B. ITTNER, INC. -- Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080 WRIGHT & ASSOCIATES, INC. -- Architecture and construction management. Metamora - 309/367-2924 Appraisal Services INDUSTRIAL APPRAISAL COMPANY -- Insurance appraisals, property control reports. Oakwood Terrace - 630/827-0280 Building Construction BOVIS LEND LEASE -- Construction Management/Program Management. Contact John Doherty. Chicago - 312/245-1393; website: www. bovislendlease.com; e-mail: john.doherty@bovislend lease.com CORE CONSTRUCTION -- Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com FREDERICK QUINN CORPORATION -- Construction management and general contracting. Addison 630/628-8500; webite: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. -- Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. -- Construction management and general contractor capabilities. Peoria 309/688-6845 POETTKER CONSTRUCTION -- Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 PROFESSIONAL CONSTRUCTION MANAGEMENT, INC. -- Construction management. Mundelein - 847/ 382-3680 S.M. WILSON & CO. -- Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY -- Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; e-mail: firstname.lastname@example.org TURNER CONSTRUCTION COMPANY -- Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; website: http://www. turnerconstruction.com; e-mail: email@example.com Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. -- Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. -- Architectural, construction management and roof consulting. Lombard - 630/495-1900; website: www.arconassoc.com; e-mail: firstname.lastname@example.org BAYSINGER DESIGN GROUP, INC. -- Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. -- Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com BLDD ARCHITECTS, INC. -- Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987; website: http://www.bldd.com; e-mail: sam.johnson@bldd. com BRADLEY & BRADLEY -- Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ CANNON DESIGN -- Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: email@example.com CM ENGINEERING, INC. -- Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES -- Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. -- Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: firstname.lastname@example.org DEWBERRY ARCHITECTS INC. -- Architects, planners, landscape architecture and engineers. Peoria 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com 30 Computer Software SOFTWARE TECHNOLOGY, INC. -- Administrative Software. Tremont - 888/776-3897; website: http:// www.sti-k12.com; e-mail: email@example.com THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 Milestones continued from page 32 Delmar W. Martin, 77, died May 30, 2012. He previously was a member of the Elverado CUSD 196 board. Milton C. Meyer, 89, died July 1, 2012. He had been a member of both the Rankin ESD 98 and Rankin high school board. Nancy J. Pesz, 76, died June 15, 2012. She had been a five-term member of the Wauconda CUSD 118 board. Richard D. Schweighart, 80, died June 25, 2012. He formerly served as president of the Morris CHSD 101 board. Burell W. Shull, 88, died June 16, 2012. He served on the Hidalgo school board, as well as the Jasper County CUSD 1 board. Edward "Bud" Smith, 85, died June 12, 2012. He had served on the Burnham school board for eight years. EuGene Smith, 67, died July 10, 2012. He had been a member of the Deer Creek-Mackinaw CUSD 701 board. John W. "Jack" Snell, 97, died July 12, 2012. He had been a member of the school board in Deer Park CCSD 82, Ottawa. Doris M. Williams, 81, died May 31, 2012. She had served on the Dupo CUSD 196 board. Environmental Services ALPHA CONTROLS & SERVICES, LLC -- Facility Management Systems, Automatic Temperature Con-trols, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford - 815-227-4000; Peoria - 309-688-7411; Springfield - 217-529-3111; Toll-Free - 866-ALPHA-01 CTS-CONTROL TECHNOLOGY & SOLUTIONS -- Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com ENERGY SYSTEMS GROUP -- A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 GRP MECHANICAL, INC. -- Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. -- Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; e-mail: firstname.lastname@example.org IDEAL ENVIRONMENTAL ENGINEERING, INC. -- Asbestos and environmental services. Bloomington 309/828-4259 MECHANICAL INCORPORATED -- New construction, renovation, comprehensive and basic preventative maintenance service contracts. Freeport - 815/ 235-1955; Hillside - 708/449-8080; Rockford - 815/ 398-1973; Fox Lake - 847/973-1123; website: www. mechinc.com; e-mail: email@example.com OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) -- Industrial hygiene, microbiological evaluations and ergonomics. Chatham - 217/483-9296 RADON DETECTION SPECIALISTS -- Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com RCM LABORATORIES, INC. -- Environmental, health and safety services. Countryside - 708/485-8600 SECURITY ALARM SYSTEMS -- Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768 SPEER FINANCIAL, INC. -- Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: firstname.lastname@example.org STIFEL, NICOLAUS & COMPANY, INC. -- Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; e-mail: email@example.com WILLIAM BLAIR & COMPANY -- Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: firstname.lastname@example.org WINTRUST FINANCIAL -- Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Willowbrook - 630/560-2120 Financial Services BERNARDI SECURITIES, INC. -- Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 800/3678757 BMO CAPITAL MARKETS/GKST, Inc. -- Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; e-mail: email@example.com EHLERS & ASSOCIATES -- School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: http://www.ehlers-inc.com; e-mail: firstname.lastname@example.org FIRST MIDSTATE, INC. -- Bond issue consultants. Bloomington - 309/829-3311; e-mail: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. -- Auditing and financial consulting. Peoria - 309/685-7621; website: http://www.gorenzcpa.com; e-mail: tcustis@gorenz cpa.com HUTCHINSON, SHOCKEY, ERLEY & COMPANY -- Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: email@example.com; rcoyne @hsemuni.com RAYMOND JAMES & ASSOCIATES, INC. -- Full service Investment Banking firm. Chicago - 312/6127814 ROBERT W. BAIRD & CO. INC. -- Financial consulting; debt issuance specialist; bond underwriting; referendum assistance. St. Charles - 630-584-4994; website: www.rwbaird.com; e-mail: whepworth@ rwbaird.com Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. -- Human resource, safety and risk management, insurance consulting. Effingham - 217/342-3042; website: http://www.bushuehr.com; e-mail: steve@bushuehr. com Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. -- Third party administrator for worker's comp and insurance claims. Chicago - 800/654-9504 Office Equipment INTERIORS FOR BUSINESS, INC. -- Classroom furniture and classroom technology services, classroom technology assessment, space planning, CEU's, and ties to the USGBC (U.S. Green Building Council) for additional environmental assessments. Batavia 630/761-1070 Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD -- Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465 31 SEPTEMBER-OCTOBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL MILESTONES Milestones Achievements George Becker, Northbrook/ Glenview School District 30's supervisor of buildings and grounds since 1992, was recently honored for his excellent service. Superintendent Edward Tivador and board president James Bream presented Becker with a watch at a May 4 board meeting. Becker retired June 30, 2012. Donald Zabski is District 30's new supervisor of buildings and grounds. Randy K. Crump, former superintendent of Eureka CUSD 140, now has an auditorium at Eureka High School named for him. "The board members wanted to do something special as a lasting tribute to the contributions Dr. Crump has made to our district over the past 22 years," Teri Ehrenhardt, board president, said of the August 13 resolution. Crump was a band and chorus teacher in LeRoy before he was superintendent, first in LeRoy, then in Eureka. During his time in District 140, Crump was instrumental in the renovation of the EHS auditorium. In memoriam Donald L. Barker Sr., 87, died June 15, 2012. He served six years on the Orangeville CUSD 203 board. Gilbert F. Bellot, 83, died May 31, 2012. He served on the St. Paul and Odell CCSD 435 boards. John R Biggerstaff, 67, died April 20, 2012. He served on the Enfield school board. Daniel Brandolino, 71, died June 13, 2012. He served on the board of Richland SD 88A, Crest Hill. Mary Alice Brian, 83, died June 18, 2012. She served on the Danville CCSD 118 board from 1991 to 2006. Cletus A. Brummer, 94, died June 13, 2012. He served and was past pres32 ident of the Teutopolis CUSD 50 board. Roy G. Burgoyne, 80, died July 16, 2012. He was president of the Georgetown school board for 30 years. George C. DeYoung, 94, died June 15, 2012. He was a former Millburn CCSD 24 board member. Ronald J. Dodd, 88, died June 25, 2012. He was a former member and president of the Cissna Park CUSD 6 board. Lyle R. Eiten, 87, died June 25, 2012. He previously served as president of the Ladd CCSD 94 board. William J. Fischer, 88, died June 2, 2012. He was a former Beardstown CUSD 15 board member. J. Thomas Hayes, 92, died July 22, 2012. He served on the San Jose board for eight years. Merle A. Hayward, 89, died July 18, 2012. He served on the Plainfield CCSD 202 board from 1970 to 1984. John W. Jones, 91, died June 5, 2012. He was a former Windsor CUSD 1 board member. Robert H. Kircher, 90, died July 4, 2012. He served on the Triopia CUSD 27 board for nine years. James P. Klover Sr., 80, died June 12, 2012. He was a former board member for Troy CCSD 30C, Plainfield. continued on page 31 THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2012 ASK THE STAFF Multiple opportunities open for leadership roles by Laurel DiPrima Q uestion: "How can I get more involved in IASB and its leadership?" Answer: There are a number of ways school board members can become more involved in IASB. At the local board level, every member district has the opportunity to appoint an IASB governing board representative. This individual serves as the primary liaison between his/her local board of education and the Association. A governing board representative receives meeting notices, newsletters and other correspondence from IASB. He/she encourages fellow board members to attend division dinner meetings and other IASB sponsored events. A governing board representative is generally the board member who represents the board at the Delegate Assembly held each November during the Joint Annual Conference in Chicago. The Delegate Assembly considers and votes on resolutions submitted by member districts which, when approved, become the basis for the Association's stance on legislation and related matters of public policy. The Delegate Assembly also elects the Association's officers for the coming year. Your division's bylaws will guide member participation at the division level. Typically the governing board representative or designee votes on matters that come before the division membership and, in some divisions, assists in planning programs for division dinner meetings. If you would be interested in serving your board in this capacity, let your fellow board members know. A great way to participate in IASB leadership is to become involved at the division level. IASB divides the state into 21 geographical regions as a basis for governance and for service delivery. Each division has its own governing committee usually consisting of a chair, vice-chair, a resolutions chair and sometimes several "at large" committee members. Most importantly, each division elects a director who serves on the IASB Board of Directors. Not unlike your own school board, the IASB Board of Directors has supervision, control and direction of Association affairs, makes policy decisions and has budget oversight. The Board meets at least quarterly and includes not only the 21 division directors but the Association's elected officers, the immediate past president, a designee from the Chicago Public Schools board and a member of IASB Service Associates. Division officers are elected according to the bylaws of each division, usually following the biennial school board elections. For more information on the responsibilities of executive committee members, please visit www.iasb.com/divisions. If you don't feel you have the time to be involved in IASB leadership on an ongoing basis, there are other opportunities to help which may take no more than one day. Each year, our board development department looks for board members interested in evaluating the proposals submitted for the "Share the Success" panels presented at the Joint Annual Conference. Two panels of reviewers, one in the IASB Springfield office and one in the Lombard office, come together for a day to review, evaluate and make recommendations on which panels to consider. Also, from time to time, we look for boards willing to pilot newly developed IASB workshops. The feedback received from these boards is invaluable as we make presentations ready for "prime time." This is your Association. We value your participation at whatever level you have the time and interest. If you have questions about any of the opportunities mentioned, please contact your field services director. Laurel DiPrima, IASB field services director for the Kishwaukee, Northwest and Starved Rock divisions, answers the question for this issue. NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS 2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested www.iasb.com urgent void in our present system -- absence of self-discipline. The arts, inspiring -- indeed requiring -- selfdiscipline, may be more `basic' to our nation's survival than traditional credit courses." "A team is not a bunch of people with job titles, but a congregation of individuals, each of whom has a role that is understood by other members." Meredith Belbin, British researcher and management theorist Paul Harvey, syndicated radio show host, 1918-2009 as a reason some students drop out of school." "Get Them Hooked: The Benefits of Extracurricular Activities in Middle School," http://thephoenixfalls. wordpress.com "A group becomes a team when each member is sure enough of himself and his contribution to praise the skills of the others." Norman G. Shidle, American author, 1895-1978 "Public schools must remain the center of the community in the future as in the past. They may look differently and act differently, but they must continue to serve as the place where people come together to learn and practice democracy and citizenship." Karen Woodward, "Public Education: What Is Our Vision of the Twenty-FirstCentury Graduate?" in Shift Ed: A Call to Action for Transforming K-12 Education "Resilient leaders demonstrate an optimistic view about what's possible. They strive to make something positive out of a negative situation, and they maintain high expectations that something good can come from the adverse circumstances confronting them." Jerry L Patterson, George A. Goens and Diane E. Reed, Resilient Leadership for Turbulent Times: A Guide to Thriving in the Face of Adversity "Individual commitment to a group effort -- that is what makes a team work, a company work, a society work, a civilization work." Vince Lombardi, legendary football coach, 1913-1970 "One of the things that I'm really convinced of is a local school board that knows how to use data -- how to interpret it, and how to communicate its importance to constituents -- is the board that will stay in control of its own local government." Katheryn Gemberling, consultant on data-driven leadership, American School Board Journal, July 2012 "Not only can after-school activities be fun and entertaining, but they can teach important life skills, preparing children to become responsible, well-balanced adults. Many activities continue into adulthood, providing lifelong enjoyment. Encourage your children to put down the video games and get involved." Charles Davidson, "Six Benefits of After-School Activities," http://voices.yahoo.com "The `back-to-basics curricula,' while it has merit, ignores the most "When students engage in activities, they foster friendships, and stay connected to their school -- they are experiencing a sense of belonging, the lack of which could be argued "I understand your computer is down. I'm here to cheer it up."