Page 1


V ol. 8 4, N o . 6

Safety &



n October, “creepy clown” threats

Safety as it relates to the phys-

Often a matter of perception, adult-

— to date all hoaxes — spread

ical plant and school buildings, and

on-adult bullying is a problem in

across the country and captured the

the dangerous practice of trading

education communities. Two sur-

attention of school officials and law

security for convenience, is the focus

veys, one of teachers and another of

enforcement. Severe weather emer-

of school security expert Paul Timm’s

board members and superintendents,

gencies consumed the East Coast.

article, entitled “Three keys to effec-

evidenced that adults are behaving

And another school shooting incident

tive facility security” on page 6.

badly, toward each other, in ways can

claimed the life of a six-year-old.

Attorney Brandon K. Wright

dramatically impact individual and

talks about best practices for safety

organizational well-being. Sandra

procedures and school safety drills

Malahy’s piece, “Workplace bullying

Vulnerability is inevitable; this

as preparation for actual emergen-

impacts district climate,” begins on

is a matter of fact. Minimizing it is

cies, as well as the legal ramifica-

page 18. Pamela Rockwood’s study

crucial and a matter of necessity. At

tions of not carrying out drills.

is reported in “Survey finds percep-

the same time, school leaders aim

“Instruct and prepare, then drill”

tion of adult bullying among school

to balance security measures with

begins on page 9.

leaders,” on page 21.

Safety and security are paramount concerns of school leaders.

a positive learning environment for

School climate and culture is the

These topics, and hundreds

students, teachers, and staff. This is

focus of Rosario C. Pesce’s contribu-

more, should highlight many con-

a matter of trust.

tion, “Safety teams create positive

versations at this year’s Joint Annu-

This issue of The Illinois School

prevention systems and effective

al Conference, November 18-20 in

Board Journal features several arti-

interventions,” page 13. With the

Chicago. Opportunities for collab-

cles on school safety and security.

aim of balancing psychological or

oration, education, and enlighten-

They are timed to coincide with the

emotional safety with physical safety,

ment on these and other important

first-ever School Safety and Securi-

these teams work in tandem with

and timely conversations make this

ty Seminar and panel strand to be

crisis response teams. The author

year’s Conference especially rele-

presented at the Joint Annual Con-

champions Illinois’ emotional learn-

vant, according to IASB Executive

ference in Chicago. Several experts

ing standards as the basis for devel-

Director Roger Eddy, whose “Ask

in the field will be leading those con-

oping safety teams.

the Staff” article concludes this

versations, and three of them have

Elsewhere in this issue, readers

shared their insights with Journal

will find other articles that relate to


school district climate and culture.

issue. — Theresa Kelly Gegen, Editor



Three keys to facility security Every district's physical plant and school buildings require constant vigilance against complacency. Awareness, collaboration and the theories and strategies known as CPTED are necessary to ensure the safety of school buildings and everyone in them. By Paul Timm


Instruct and prepare, then drill While it may be easy to view drills and reviews as routine events, that may not be sufficient to prepare staff and students for an emergency. Safety procedures and school safety drills require preparation, practice, and review. By Brandon K. Wright

N O V E M B E R / D E C E M B E R

13 Safety teams prevent, intervene School climate and culture: Safety teams oversee procedures and programs that help create a safe, respectful, and inclusive school environment that builds social competence and academic excellence. By Rosario C. Pesce

FEATURE ARTICLES 18 Workplace bullying impacts district climate By Sandra Malahy

21 Survey finds perception of adult bullying among school leaders By Pamela R. Rockwood

24 Sharing the road: Multi-district transportation contracts By Walter J. Zukowski, James S. Peters, and Nathaniel P. Washburn

2 0 1 6

Vol. 84, No. 6

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 60148-6120, 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 per year. Foreign (including Canada and Mexico) $21 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 Theresa Kelly Gegen, Editor

28 Develop teacher leaders through Danielson Framework By Jana Hunzicker

Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Shantel Rotherham, Advertising Manager Kara Kienzler, Design and Production

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Front Cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Copyright Š 2016 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover

Cover art Š Hal Bergman Photography/Getty Images



Raise the bar for equity, achievement By Jennifer Bialobok and Brian Waterman

Jennifer Bialobok is community relations coordinator and Brian Waterman, Ed.D. is principal at Lyons Township High School District 204.



igh expectations in school

to address the specific needs of the

their initial class placements, instead

lead to high performance.

cohort, did not know which of their

of opting for a higher placement. As

High expectations move students

students were part of the program.

a result, free and reduced lunch stu-

forward; in fact, it’s the very act of

The secrecy allowed all students to

dents were being placed in classes

striving for a high expectation that

be treated the same, without preju-

that were less rigorous and were

brings about progress. Even if stu-

dice or different expectations. The

unlikely to put them on track for

dents don’t reach their goals, they

program was hugely successful and

taking an Advanced Placement class

are better for the effort.

has made a small step toward reduc-

in high school.

Lyons Township High School

ing the achievement gap. While still

The equity and achievement

Distr ict 204 piloted an E quity

in its infancy, this program can be

team explored methods of encourag-

and Achievement program that

replicated and applied to most any

ing more socio-economically disad-

raised expectations for a cohort of

district. It calls for advocacy, profes-

vantaged students to take Advanced

socio-economically disadvantaged

sional development, mentoring and,

Placement courses at the junior and

students, who, under normal cir-

of course, anonymity.

senior level. It became apparent that

cumstances, may not have been

In October 2014, an equity

it would be necessary to encourage

challenged to take courses that are

and achievement team was formed

a more rigorous course sequence

more rigorous. The district discov-

to explore the realities of minority

beginning in the freshman year. To

ered that their more affluent coun-

students at LTHS and to brainstorm

that end, it was noted that socio-eco-

terparts, who scored similarly on

programs and initiatives that could

nomically disadvantaged families are

standardized tests, opted for higher

provide an equitable chance of suc-

less likely to advocate for more rigor-

level courses, and achieved success.

cess for all students. The team began

ous level courses during the course

So, LTHS raised the bar for a cohort

to analyze data and found that the

placement process. As a result, the

of economically disadvantaged stu-

majority of financially advantaged

team created a 42-student cohort

dents, and they not only reached, but

students earning a score between

beginning with incoming freshman,

in many cases, surpassed the bar.

13 and 15 on the EXPLORE test

Over time, this program will help

were placed in higher level fresh-

narrow the achievement gap.

man classes than their EXPLORE

An important part of the pro-

scores initially dictated. And, they

gram included anonymity. Students

were succeeding in these courses by

were not aware they were in a cohort

earning a grade of B or higher. Data

and their teachers, while chosen to

analysis also indicated that free and

participate and the recipients of

reduced lunch students, who earned

special professional development

the same EXPLORE scores, accepted

Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association


the Class of 2019. The students were

possess in order to effectively impact

encouraged to select the following

student learning. In an effort to offer

courses at higher levels than their

additional support, a seat in the

placement scores suggested: World

Instructional Coaching Program was

History Prep, English I Accel, Algebra

extended to each of the 11 teachers.

I Accel, and Biology Prep.

These teachers had the opportunity

The team’s goal was that all

to meet with an instructional coach

students in the cohort would earn

every two weeks and work collabo-

semester grades of C (75 percent) or

ratively to achieve a predetermined

higher in the four freshman courses

“SMART Goal” concerning formative

taken, and by the time they gradu-


ated, 40 socio-economically disad-

Throughout the school year,

vantaged students would take, and

each of the 10 members of the equity

pass, at least one AP Exam.

and achievement team monitored

The cohort consists of 42 stu-

the progress of approximately four

dents selected from the Class of 2019.

students to ensure the students

The cohort is comprised of five Afri-

maintained at least a C average.

can-American students, 27 Hispanic

In the event a student began to

students, nine white students, and

demonstrate difficulty as evidenced

one multi-racial student. The par-

by his or her overall grade, the fac-

ents of the students were contacted

ulty member met with the student

in order to provide them with infor-

to develop study skills, strategies

mation about the program and to

for advocating for help, an action

encourage participation.

plan for improvement, suppor t

A select group of teachers was chosen for the program, and the stu-

room referrals, and other supports to assist the student.

dents were scheduled into specific

With the exception of being

sections of each of the designated

enrolled in classes taught by specific

courses with these teachers. The

teachers, who received professional

teachers participated in profession-

development designed to address the

al learning related to Ruby Payne’s

specific learning needs of students

“Poverty Framework” and John Hat-

from lower income families, the Equi-

tie’s “Visible Learning” research.

ty and Achievement students were

Ruby Payne’s work offers practical,

not treated differently than their

real-world support and guidance to

freshmen peers. It was the belief of

improve effectiveness in working

the equity and achievement team

with people from socioeconomically

that if the teachers fostered a growth

disadvantaged backgrounds, explain-

mindset in their classroom, the 42

ing the pitfalls and barriers faced by

students could achieve success

the poor. Visible Learning identifies

in these four courses just as their

the educational practices that yield

financially advantaged peers have

the highest rates of learning, as well


as 10 mind frames educators need to

President Phil Pritzker

Treasurer Thomas Neeley

Vice President Joanne Osmond

Immediate Past President Karen Fisher

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake June Maguire

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Mark Christ

Cook South Denis Ryan

Starved Rock Simon Kampwerth Jr.

Cook West Carla Joiner-Herrod

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Thomas Ruggio

Wabash Valley Dennis Inboden

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jaime Guzman Service Associates Glen Eriksson

Kishwaukee Mary Stith Board of directors members are current at press time.

IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.

Continued on page 4

N O V E M B E R - D E C E M B E R 2 0 1 6 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L 


Practical PR

continued from page 3

After the first year of the Equity

of the students in the cohort earned

course sequence that would not have

and Achievement cohort, approxi-

a 75 percent or higher in three of

otherwise been possible was realized.

mately half of the 42 students met the

the four classes. The courses that

As the original cohort of students

goal of earning a 75 percent or high-

proved most difficult for students in

enters sophomore year, 34 of the

er in all four classes, and more than

the cohort were also the most diffi-

42 students will be moving on to a

half of the students in the cohort are

cult for students not in the cohort.

comparable course sequence in all

on-track to take an AP class in high

The team’s ultimate goal of

four courses. The remaining eight

school. Approximately 80 percent

exposing students to a more rigorous

students will be moving forward in at least one of the courses. Overall, struggle for students in the cohort was minimal and success was widespread. As the second year of the cohort begins, students OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Kimberly Small, General Counsel Maryam Brotine, Assistant General Counsel Executive Searches Thomas Leahy, Director Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer ADVOCACY/GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940


will continue to be monitored. If a student’s grade falls below a 75

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

percent, then he/she will again be

Board Development Sandra Kwasa, Director Nesa Brauer, Trainer Angie Peifer, Consultant

support. Twelve new teachers were

Targeting Achievement through Governance (TAG) Steve Clark, Consultant

dents from the Class of 2020 begin

COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Services Jennifer Nelson, Director/Information Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Assistant Director/Communications Kara Kienzler, Director/Production Services FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Shanell Bowden, Consultant Angie Powell, Consultant Brian Zumpf, Consultant

mentored and offered additional welcomed to the cohort for the sophomore course sequence, and 49 stua new freshman cohort during the 2016-17 school year. The team believes that the academic trajectory of all students within the cohort was changed by advocating for higher expectations. As the cohort enters the second year, the equity and achievement team is currently discussing the following issues: • Balancing mentoring assignments; • Providing guidelines for what mentoring entails in order to ensure consistency; and • Emphasizing the importance of having consistent learner qualities in all classrooms. District 204 remains committed to having continual conversations in an effort to improving student academic outcomes.


School Districts Depend on IPRF. The Leader in Workers’ Compensation Coverage Since its inception in 1985, the Illinois Public Risk Fund has invited school districts and other public entities to examine its outstanding record for cost control in workers’ compensation coverage. • Its AAA Exceptional Rating • Money-Saving Grant Programs • First Dollar Coverage with No Deductible • Consistent Cost Savings Through Low Overhead and Investment Income • A Dedicated Claims Unit with Easy Access and Aggressive Subrogation • Interest-Free Premium Financing Discover why nearly 700 risk managers rely on IPRF. 800-289-IPRF • 708-429-6300 FAX 708-429-6488







Physical plant and school buildings:

Three keys to facility security By Paul Timm

Paul Timm, PSP, is president of RETA Security and a board-certified Physical Security Professional. He is the author of School Security: How to Build and Strengthen a School Safety Program, and a nationally acclaimed expert in school security.


or too long, school security

from a Mayberry mindset to more

measures have been com-

of a “defensive driver” mentality?

promised as students, staff, and visitors unwittingly trade securi-

Consider the following three keys to effective facility security.

ty for convenience. Visit a typical school and notice that exterior

Culture therapy begins with awareness. Increased secur ity awareness takes place through education and reinforcement. Give detailed explanations for the adop-

The first key is awareness.

tion of security measures. Say some-

doors get propped open, vacant

People tend to fall into routines.

thing like, “In our ongoing efforts to

interior rooms are left wide open,

For example, staff members get used

provide a safe learning environment,

and visitor management practices

to always parking in the same space,

we are installing…” Provide answers

prove far less than effective. This

entering the building through the

to questions such as the following:

“Mayberry mindset,” a false sense

nearest door and dropping their

• Why did the school move from

of security, leads to higher levels of

keys on a desk they soon leave unat-

mechanical key access to elec-

risk and inevitable regrets. What is

tended. Introduce change into that

tronic access?

the remedy for this culture of com-

routine and you will occasionally

promise? How can schools move

encounter resistance.

• When I utilize my card/fob to enter the building, why is it important to make sure that no one follows me (“tailgates”) through the door? • How many security cameras do we have? • Where are they located? Inform people. Give staff members compelling reasons to take ownership of security measures. Describe how and why people’s actions determine the effectiveness of those measures. Regular staff meetings provide an excellent opportunity to reinforce security measures. Carve out just a few minutes at each meeting to share relevant crime prevention

© lovemelovemypic/Shutterstock


information, test people on security


system features, touch on an import-

beyond the technology place most

ant aspect of emergency prepared-

adults will ever reach. Second, stu-

ness, and remind people of the value

dents have a much better “pulse” for

of national security campaigns, such

real and potential security issues.

as “See Something, Say Something.”

How can schools appropriately

Keep reinforcement efforts consis-

involve students in improving the

tent, relevant, and engaging. Doing

security program? Consider the fol-

so will go a long way toward achiev-

lowing suggestions:

ing a culture of awareness.

• Involvement in the safety plan-

The second key is collaboration.

• Educating staff in technology

Join the conversation at the 2016 Joint Annual Conference School Safety and Security Seminar, Friday, November 18

ning team School districts typically assign

areas such as social media

responsibility for security to an

• Providing information regarding

individual. Quite often, that person

existing security vulnerabilities

already wears another hat, such as

and the value of existing security

oversight of facility operations. An


effective physical security program, however, depends on collaboration.

The third key is Crime Prevention

No one has shoulders broad enough

through Environmental Design

From Operations to Culture: Safety Impacts Learning

to carry the load alone.


Safety Procedures and School Safety Drill Act 8:30–9:30 a.m.

Physical Plant and School Buildings 9:40–10:40 a.m.

School Climate and Culture 10:50–11:50 a.m.

Collaboration requires contribu-

CPTED is a set of theories and

tions from both internal and external

strategies designed to discourage

stakeholders. External stakeholders

criminal behavior by creating a safe

include emergency responders, par-

and positive physical environment.

ents, and outside entities that utilize

CPTED is really more of a field of

school spaces such as the gymnasium

study than a set of hard-and-fast

and auditorium. Internal stakehold-

rules. Ask several different prac-

ers include teachers, administrators,

titioners for the core principles of

students, and personnel that oversee

CPTED and you will undoubtedly

that these areas are well lit through-

areas such as technology, facilities,

receive differing opinions. For the

out the night. Trim vegetation so

and transportation. Each of these

purposes of this consideration, the

that shrubs are no more than three

individuals sees security from a dif-

focus is on three principles: natural

feet tall and tree limbs are cleared

ferent angle and has a vital part to

surveillance, designed access con-

to a minimum height of eight feet.

play in ensuring that practices are

trol, and maintenance.

For new construction projects, insist

followed. Organize a school and/or

The goal of natural sur veil-

on the specification of “miniature”

district safety planning team. Meet

lance is to increase the perception

shrubs at entrances, parking lots,

at least once each semester. Make

that people can easily be seen on

and walkways.

sure that meetings do not exceed 60

and around school property. That

Designed access control involves


perception can best be achieved

efforts to make clear distinctions

Involve students. They make

through the use of good exterior

between public space and private

up the most important stakeholder

lighting and landscaping that per-

space. Specific elements include

group for two primary reasons. First,

mits clear lines of sight. Begin by

highly visible gates, striped walk-

they are ahead of adults in terms of

focusing on building entrances,

ways, and labeled entr ies that

technology. Naturally intuitive and

parking lots, and the walkways that

indicate approved areas. These ele-

unafraid, students have already gone

connect them. Take steps to ensure

ments seek to afford people safe and




monitored access and movement.

Therefore, quick replacement of

immediately be reported to local

Conversely, schools also utilize ele-

broken windows will reduce the risk

law enforcement; door props should

ments, such as security signs, exteri-

of others being broken. Demonstrat-

be reported to someone in charge

or doors without handles, and various

ing investment in school property

of buildings and grounds. The sec-

kinds of barriers to deter unwanted

through good maintenance shows

ond “R” is record. Graffiti should

access into certain areas. These ele-

the community a sense of pride and

be recorded photographically. Door

ments seek to restrict the access and

order that discourages criminal

props should be documented. The

flow of people and vehicles.

behavior. Keep all areas clean and

third “R” is remove. Do whatever

Maintenance is the demon-

orderly. Remove debris piles. Store

it takes to get rid of the graffiti, or

stration of investment in buildings

any items of value which could be

the door prop, as soon as possible.

and grounds. For our purposes, the

used as vandalism tools in secured

Make both graffiti and door propping

opposite of maintenance would be



deterioration. Deterioration is the

The Broken Windows Theory

School leaders can change the

demonstration of lack of control

also applies to the closely related

culture of compromise that leads to

by the property owner and an indi-

areas of graffiti/tagging and door

higher levels of risk and inevitable

cation of tolerating disorder. The

propping devices. When encoun-

regrets. Create change by raising

Broken Windows Theory asserts

tering either of these issues, make

awareness, undertaking a collabo-

that the mere presence of a broken

use of the alliteration memor y

rative approach, and implementing

window actually entices potential

tool known as the “Three Rs.” The

CPTED principles. The time to act

vandals to break more windows.

first “R” is report. Graffiti should

is now to make schools safer.



Safety procedures and school safety drills:

Instruct and prepare, then drill By Brandon K. Wright

Under the School Safety Drill

conducted at two levels: first, mem-

teachers should be knowledgeable

Act, Illinois schools are required

bers of the administration or school

on the specific drills, understand the

to conduct a minimum of six drills

safety team provide specific train-

differences between the drills, and

annually. While it may be easy to

ing to staff members; and second,

know how to instruct their students

view safety drills and the accom-

staff members provide instruction

on drill participation. In addition to

panying annual review as routine

to students.

this formal training, consider devot-

events, merely conducting prescribed

The first discussion-based train-

ing part of staff meetings to discuss-

drills and approving the same emer-

ing exercise provides the school

ing the building’s emergency and

gency and crisis response plan year

safety team an opportunity to train

crisis response plan, protocols, and

after year may not be sufficient to

teachers and staff members on spe-

procedures. This emphasizes the

prepare staff and students for an

cific drills. At this meeting, copies of

importance of the plans, while also

emergency situation, or to evade

the emergency and crisis response

providing staff another opportunity

legal liability.

plan, protocols, and procedures

to provide feedback on the proce-

may be distributed to staff with an

dures and to ask questions.

How can a school prepare staff

opportunity for staff questions and

In addition to instructing how

and students for an emergency

feedback. At the end of training,

drills should be performed, direction

Brandon K. Wright is a partner with the law firm of Miller, Tracy, Braun, Funk & Miller, Ltd. He represents school districts and special education co-ops and is a speaker and writer on issues of school law.

situation and evade legal liability? First, it is advisable to prepare staff and students for safety drills prior to conducting the drills themselves. While safety drills are often seen as discrete events, staff and students may need additional instruction to understand the objective of safety drills, and what to do if emergency situations occur. Thus, the National Association of School Psychologists recommends that emergency drills be conducted after the school has had an opportunity to conduct basic, discussion-based exercises. These exercises can be



should be given to teachers and staff

be given to the students’ cognitive

Drill Act requires Illinois schools

members regarding their behavior

and developmental levels, personal-

to conduct a minimum of six drills:

and affect during a drill or an emer-

ity, history of adverse or traumat-

three school evacuation drills,

gency. When an emergency situation

ic experiences, and psychological

one bus evacuation drill, one law

occurs, students look to the adults

makeup. For example, emergency

enforcement drill, and one severe

around them for guidance. Thus, as

training given to fifth graders may be

weather/shelter-in-place drill. Fail-

noted by the National Association of

different from that given to kinder-

ure to conduct all drills prescribed

School Psychologists, adults’ behav-

gartners. In addition to developmen-

by the Act subjects all members

ior in an emergency directly affects

tal maturity, special consideration

of the school community to an

the physical and psychological safe-

may be taken in providing training

increased risk of harm in the event

ty of students. If a teacher or staff

and accommodations for students

of an emergency. It also subjects

member is calm and knowledgeable,

with physical or cognitive disabil-

the school to legal liability.

students are more likely to remain

ities who may strug gle to move

The Illinois Administrative

calm themselves and to follow the

quickly or to respond to instructions

Code requires each drill conduct-

guidance provided.

in an emergency situation.

ed pursuant to the Act to fulfill four

Finally, schools should consider

It is also important to conduct

objectives: notification and response,

providing training to students prior

appropriate drills. As a thresh-

movement to safe areas, communi-

to conducting a drill. In preparing

old issue, it is highly inadvisable

cation with first responders, and

this training, considerations should

to skip drills. The School Safety

accounting for all occupants.

Policy Services Custom, in-district services and workshops to assist your board with all aspects of its policymaking role Development – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends. Updating – Policies that are current with legal requirements and provide for effective board governance.

Review – A process that assures board policy continues to accurately support the board’s mission, vision, and goals. Monitoring – A process that assures board policy is being followed and is having the intended effect. Communicating – A process that allows easy access to current board policy by the board, staff, students, parents, and the community.

If your board needs assistance in any of these areas, contact IASB policy services today! Phone: 630/629-3776 or 217/528-9688, ext. 1214 or 1154 Email: or


Jan/Feb 2016 May/June 2016


First, students, staff members,

would an emergency situation. If

administration should make all

first responders, and visitors — both

a drill is casually or sloppily done,

reasonable efforts to accommodate

inside and outside the school build-

the school community will not be

and provide appropriate supports for

ing — must “be alerted to the fact

able to perform at top level when an

students with a history of adverse or

that an emergency exists; receive

emergency situation occurs. This

traumatic experiences that may be

adequate instructions on how to

means that shortcuts on emergency

aggravated by unassisted participa-

proceed, including supplemental

procedures should not be taken in a

tion in the drill. Second, teachers

instructions from first responders;

drill. For example, all members of the

and staff members should be taught

and respond appropriately to the

school community should participate

to recognize physical or emotional

directions given.”

in drills, including school nurses,

reactions, so that they may recognize

Second, these individuals are

custodians, secretaries, bus drivers,

if a student or staff member needs

to move to safe areas. Accounting

and other support personnel. Addi-

to be removed from the drill and/or

should be made regarding staff’s

tionally, the emergency and crisis

given medical assistance.

ability to provide effective assis-

response plan, protocols, and proce-

tance to those who cannot evacuate

dures should be followed as strictly as

What considerations impact

on their own.

possible. For example, if a lockdown

the drafting or updating of an

Third, students and staff must

is in place, staff members and stu-

emergency and crisis response

“ensure that the system for com-

dents should not let unauthorized

plan, protocols, and procedures?

municating with responding agen-

individuals into their respective

The School Safety Drill Act

cies provides timely and complete

rooms until the drill is over. Con-

requires each public school dis-

information about the nature, scope,

siderations should be made, however,

trict to conduct a minimum of one

and current status of the emergency

to the developmental maturity and

meeting in which it will review

situation and about the status of all

mental health of students and staff

and update each school building’s

the building’s occupants, whether

when developing drills.

emergency and crisis response plan,

evacuated or sheltering in place.”

Drills — especially active shoot-

protocols, and procedures, as well

More simply, the drill is intended to

er drills — can generate strong

as each building’s compliance with

test the ability of students and staff

emotional responses from students

school safety drill programs. The

to provide necessary information to

and staff. While the goal of drills is

provision of the Act is broad and

first responders.

to instruct and protect the school

does not contain much guidance

F i n a l ly, e a ch d r i l l sho u l d

community, failure to conduct an

regarding content. The Illinois

“ensure that designated areas for

appropriate drill can lead to physical

Administrative Code, however,

assembling are appropriate to the

or emotional harm. Participants in

states that there must be at least two

type of incident to which the drill

unannounced assailant drills con-

components to the emergency and

applies; that they are used by all

ducted in the workplace have filed

crisis response plan: a concept of

students, staff, and visitors; and that

lawsuits against employers due to

operations and a description of the

controls in place permit accounting

psychological and psychical harm

schools’ training and preparedness.

for all building occupants.” Thus,

sustained during or after the drill.

Illinois Administrative Code

dr i l ls a ssist ad m inistration in

Therefore, careful consideration

details that the emergency and cri-

assessing preparedness of students

should be given so that the drill suf-

sis response plan must delineate the

and staff, as well as their own ability

ficiently prepares the school com-

school’s concept of operations in the

to account for school occupants in

munity while also not subjecting it

event of an emergency. More specifi-

an emergency.

to unnecessary trauma.

cally, the school must detail the:

W hen conducting a dr ill,

Several steps may be taken

• Responsibilities of individuals

members of the school communi-

to mitigate potential harm when

who discover an emergency or

ty should treat the drill like they

a dr ill is conducted. First, the





• Responsibilities of the leader/

and materials used in the training.

Finally, meaningfully assess the

commander and other members

However, the school must also pro-

performance of the school commu-

of emergency team;

vide specific information about the

nity immediately after a drill to

• Responsibilities of monitors who

school, as well as the records and

determine whether the four objec-

will ensure proper execution of

results of the required and optional

tives of the drill have been met. Was

planned response;

drills conducted.

t here prop er not i f ic at ion a nd

• Responsibility for communi-

In addition to required ele-

response? Was there efficient move-

cating with first responders,

ments of the building’s emergency

ment to safe areas? Was necessary

building occupants, families,

and crisis response plan, protocols,

information communicated to first

representatives of the media,

and procedures, there are various

responders? Was there an accurate

and other members of the com-

best practices to keep in mind

accounting of all occupants in the

munity; [and]

when drafting or updating these

building? It may be difficult to

• Responsibility for maintaining

documents. First, the building’s

update the emergency and crisis

emergency-related records.

emergency and crisis response

response plan, protocols, and pro-

In addition, the emergency and

plan, protocols, and procedures

cedures if there is no record of how

crisis response plan must provide a

should have clearly stated objec-

the drills went, whether there was

description of responses planned —

tives. A staff member looking at

any confusion exhibited by students

“what should happen, when, and at

these documents should be able

or staff, or whether there were any

whose direction” — if various emer-

to easily discern who should do

unexpected problems. This infor-

gencies occur. The Code includes a

what, under what conditions, and

mation can be collected through a

list of emergencies (severe weath-

to what standards. If possible,

short debriefing with the drill plan-

er, fire, str uctural failure, and

avoid using codes, because staff

ning team members or through sim-

others) that a school must provide

members often struggle to remem-

ple c onver sat ion s w it h st a f f

a response for, but this list is not

ber numerous codes in a drill or

members after the drills.

intended to be definitive. Finally,

emergency situation. For example,

the emergency and crisis response

a recent security assessment of a

plan must provide an inventory of

school district found that one staff


available resources for respond-

member referred to a “code purple”

ing to an emergency, such as an

protocol that was not listed in any

School Safety Drill Act: 105 ILCS 128/1 et seq.

emergency contact list, methods

plan. Thus, the clearer the objec-

for accounting for all school occu-

tives are, the easier it will be to

pants, response guidance materials

remember and follow them.

and methods of distributing these

Second, the building’s emer-

materials, and emergency supplies

gency and crisis response plan,

and equipment.

protocols, and procedures should

In addition to the school’s

account for students and staff with

concept of operations, the Illinois

access and functional needs, as

Administrative Code states that a

well as limited English proficiency.

school must also provide informa-

These students and staff members

tion in the emergency and crisis

may be limited in their ability to

response plan about its efforts to

react quickly and/or to respond to

train and prepare its administrators,

instruction. Thus, careful consid-

staff, and students. This description

eration should be given in drafting

may be quite simple. For example, it

the plan, protocols, and procedures

can merely state training provided

to ensure everyone’s safety.

Required drills: 105 ILCS 128/2 Required meetings: 105 ILCS 128/25 The Illinois Administrative Code Objectives of Drills: 29 Ill. Admin. Code 1500.30 Responsibilities for operations in the event of an emergency: 29 Ill. Admin. Code 1500.20(a)(1). Responses planned: 29 Ill. Admin. Code 1500.20(a)(2). Inventory of responding resources in an emergency: 29 Ill. Admin. Code 1500.20(a)(3). Training and preparation: 29 Ill. Admin. Code 1500.20(b). National Association of School Psychologists, Best Practice Considerations for Schools in Active Shooter and Other Armed Assailant Drills (2014), available at



School climate and culture:

Safety teams prevent, intervene By Rosario C. Pesce


he Every Student Succeeds

that help create a safe, respectful,

• Providing district and school

Act (ESSA) provides for much

and inclusive school environment

staff with needed support and

greater emphasis on and flexibility in

that builds social competence and


a number of areas ― areas that are tied

academic excellence. On the oth-

• Making district-wide and school-

to funding. Among these is improv-

er hand, a crisis response teams’

wide comprehensive school

ing school climate and safety. ESSA

main responsibility is planning for

safety and climate initiatives

recognizes the connection that has

and mobilizing during short- and


been supported by a considerable

long-term crisis interventions and

amount of research showing that

providing recovery support.

• Conducting evaluations such as vulnerability assessments, safe-

there is a strong relationship between

Safety teams exist at both the

ty audits, and other data-gen-

school climate and school learning

district and school levels and have

erating evaluations to make

and success. The degree to which

parallel functions:

informed decisions on priorities

students feel connected, accepted,

• Providing leadership at the

and respected heavily influences stu-

district and at the school level,

dents’ academic achievement, mental

specific to comprehensive safety

health, and overall school success.

and overall school climate;

The PREPaRE model curriculum

for safety and for future directions to be taken; and • Prov iding gu idance, at the district level, on how to use

Rosario Pesce, Ph.D., NCSP, LCP, is a school and clinical psychologist, now retired from a 32-year career at J. Sterling Morton HSD 201. He is currently the school psychology coordinator of clinical training at Loyola University

developed by the National Associa-


tion of School Psychologists recommends the establishment of safety teams along with crisis response teams in order to balance the importance of psychological or emotional safety along with physical safety. Crisis response teams are trained to be involved with mitigation efforts and to provide response and recovery interventions and support. The functioning of such teams has received a lot of attention, significantly more than that paid to safety teams. The main focus of safety teams is overseeing the procedures and programs

© Dmitry Kalinovsky/Shutterstock



behavioral and academic data

other such groups might already exist

vulnerability assessments at the

for decision making; developing

and potentially can take on some of

district and school levels. Vulnera-

at the school level a comprehen-

the functions listed above. There may

bility is assessed across four broad

sive school safety plan.

be no need to form a brand-new group

categories: sites, culture and cli-

District safety teams can be com-

if existing structures can carry on the

mate, school threat assessment, and

prised of central office administra-

tasks of the safety team. The work

capacity assessment. For culture

tors, district leaders, mental health

of the safety team is foundational,

and climate, student and staff per-

coordinators, preventions and inter-

primarily focused on prevention

ceptions of school safety and stu-

vention coordinators, special edu-

and, therefore, at efforts aimed at

dents’ connectedness are examined.

cation administration, building and

all students of a school or district (or

The goal of assessing this area is to

grounds leader, transportation head,

sometimes a segment of the school

obtain data regarding staff percep-

and representatives from the commu-

population) requiring prevention

tions of safety and data on problem

nity’s first responders’ groups, among

efforts. Safety teams and their core

behaviors to address to improve

others. Comparable types of individu-

functions fit in well with ESSA’s focus

school climate. The assumption is

als should be included in school safety

on school climate.

that as school climate is improved

teams. District and school improve-

Among the critical tasks of a

there will be an increased likelihood

ment teams, PBIS committees, and

safety team is to conduct regular

that students will report concerns and in some cases prevent crises from occurring. Reviews of school cl imate mea su res include Th e American Institute for Research’s National Center on Safe Supportive Learning Environments, which presents a compendium of school climate measures (see resources,

The next time your district needs to do a search for a new superintendent, call your team at IASB.


The IASB executive searches department is just one component of the IASB team that provides services to your district every week, every year of your term as a board member. The IASB team continues to support your district long after the search is completed. Field services, policy services, board development, and communications provide you year-round services.

groups: school-wide positive behav-

Universal programs aimed at addressing climate and culture can be categorized into three major ior and support, social emotional learning, and specific prevention programs. The primary goals of school-wide positive approaches are preventing behavior problems and promoting a positive school climate characterized by safety, caring, and student engagement in learning. Many times such efforts also include helping students develop social, emotional, and behavioral competencies.

We care about the ongoing success of your district.

Prominent among such programs are

NEED A SEARCH? Contact your IASB Executive Searches team at 630/629-3776, ext. 1217 or 217/528-9688, ext. 1217

Support (PBIS) and Safe and Civil

Positive Behavioral Interventions and Schools.


November/December 2016 THE ILLINOIS SCHOOL


We are indeed fortunate to be the

health and safety survey of 149 ques-

The trend — or requirement —

first state to adopt social emotional

tions, respondents answered “Yes”

from most funding sources in select-

learning standards (SEL). Addressing

at an alarming rate to the question:

ing programs for use is finding those

these standards can be incorporated

“During the past 12 months,

that are evidence-informed. There

into curriculum programming. The

did your boyfriend or girlfriend

are clearinghouses and databases

Illinois SEL standards mirror those

ever hit, slap, or physically hurt

that provide evaluations of pro-

espoused by the Collaborative for Aca-

you on purpose?”

grams. Typically such sites rate the

demic, Social, and Emotional Learn-

To develop a plan, the school

strength of a program on a number

ing (CASEL) located at the University

formed a task force that included a

of dimensions, most important being

of Illinois-Chicago. CASEL provides

dean, school psychologist, school

the strength of the scientific frame-

the recently updated guides for Effec-

social worker, teacher, two counsel-

work and procedures used to assess

tive Social and Emotional Learning

ors, and staff from a local domestic

a program’s effectiveness. Schools

Programs for preschool and elementary students, and another for middle and high school students. After having conducted climate surveys and having obtained other data indicating school trends, safety teams could use such

“The assumption is that as school climate is

guides to help inform stakeholders as

improved there will be an increased likelihood

to which program(s) might be best

that students will report concerns and in some

suited to the district and/or schools. It is important that once such pro-

cases prevent crises from occurring.”

grams are selected, the safety teams continue monitoring the integrity of delivering such programs and the effectiveness of such intervention. Many times the programs include the

violence agency. The group studied

also should take into consideration

necessary evaluation tools.

what dating violence prevention

how well a program fits the context

Evaluation data may lead a safe-

programs were available at the time

in which it will be applied, aspects

ty team to consider adopting a pro-

and selected one which was devel-

such as other current school climate

gram aimed at prevention efforts for

oped and field-tested on a similar

challenges, cultural variables, time

specific challenges: bullying, anger

population. We used the services of

commitment, cost, community and

management, trauma, in-school gang

the local domestic violence agency

parent involvement, staff training,

behavior, dating violence, etc. The

to help deliver the curriculum to all

etc. There are a number of places

safety team’s next step would be to

ninth-grade students. Evaluation

to seek such information. Here are

examine programs that have strong

data showed positive effects of the

four I recommend, with links in the

research support and which matches

curriculum training. Using an evalu-

resources section below:

the demographic profile of the stu-

ation tool developed by the domestic

• The Campbell Collaboration is

dent population and community.

violence agency, participants were

a registry of randomized and

Sometimes such programs may

noted to have made significant gains

somewhat randomized social,

require expertise that might be

in their knowledge of important teen

psychological, educational, and

beyond that of school staff. A few

dating relationship concepts. A pro-

criminological trials, as well as

years ago, a school district with which

cess like this would be led by and

a list of reviews of interventions

I was connected gathered data from

coordinated through the efforts of

and policy evaluations in edu-

students in grades 8, 9, and 11. In this

a school safety team.

cation, crime and justice, social



welfare, and methods. The Campbell Collaboration is known for its

learning programs and their

programs and developing policies that

application at various schools.

promote school safety for all students,

use of meta-analyses, or studies

• SAMHSA Model Programs and

create positive prevention systems

of a number of studies on a topic.

Ef fective Subst ance Abuse

and effective interventions. They can

• The Center for the Study and

and Mental Health Programs

also assist by selecting, implementing,

Prevention of Violence includes

for E ver y C om mu n it y i s a

and evaluating programs that increase

Blueprints for Violence Preven-

searchable registry of promis-

school connectedness while mindful

tion, which describes each pro-

ing, effective, and model evi-

of the importance of considerations

gram’s theoretical rationale,

dence-based programs reviewed

around cultural competence and

components, evaluation design

by the National Registry of Evi-

home-school collaboration.

and results, and implementation

dence-Based Programs and

experiences. Sometimes inter-

Practices, including links to the


views with the developer(s) of a

programs themselves as well as

program area included.

to publications about prevention.

PREPaRE Model: professional-development/preparetraining-curriculum

• The Collaborative for Academic,

In conclusion, safety teams or

Social, and Emotional Learn-

current groups that perform many of

ing (CASEL), in addition to

the functions of safety teams can

including guides that rate var-

serve the needs of districts seeking

ious social emotional learning

to foster a school culture and climate

programs, also provides summa-

that will promote learning and aca-

ries of studies that evaluate the

demic success. Safety teams can

The American Institute for Research’s National Center on Safe Supportive Learning Environments: p-12-education-and-social-development/ school-climate-and-safety

effectiveness of social emotional

guide districts and schools in seeking


Guide for Developing High-Quality School Emergency Operations Plans (USDOE and other federal departments): docs/rems_k-12_guide_508.pdf

Safe & Civil Schools: www.safeandcivil Collaborative for Academic, Social, and Emotional Learning: The Campbell Collaboration,

DIVISION MEETINGS Invest one evening, gain benefits throughout the year for yourself, your school board, and your district.


Center for the Study and Prevention of Violence: SAMHSA Model Programs and Effective Substance Abuse and Mental Health Programs for Every Community:

Field Services

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.

Mark your calendars now! Visit the IASB website for a complete list of events and locations:


References NASP article on ESSA School Safety for Decision-Makers: Brock, S. E., Nickerson, A. B., Louvar Reeves, M. A., Conolly, C. N., Jimerson, S. R., Pesce, R. C., Lazzaro, B. R. (2016) School Crisis Prevention and Intervention: The PREPaRE Model (2nd ed.). Bethesda, MD: National Association of School Psychologists. National Association of School Psychologists (NASP) PREPaRE Training Curriculum. U.S. Department of Education (2013, June). Guide for developing high-quality school emergency operations plans. Washington, D.C.


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(800) 654-9504 or visit us on the web at WCSIT and ISDA are sponsored by the Illinois Association of School Boards (IASB)

© 2016 The San dn e r G rou p In su ran ce P r o g r a m M a n a g e r s . A l l r i g h ts r e s e r ve d .


Workplace bullying impacts district climate By Sandra Malahy

Sandra Malahy, Ed.D., is superintendent of Lostant CUSD 425.


recent study of teachers in

bully in their school. These results

such behaviors prompted this inves-

26 school districts in Illi-

mirror those of a 2013 survey by

tigation. Because adult bullying in

nois found that teacher-to-teach-

the Workplace Bullying Institute

our schools has not been studied

er bullying is a problem. Nearly

that found that nursing, teaching,

with the same urgency as student

20 percent of the teachers who

and public service are the top three

bullying, it was important to deter-

responded to the study indicated

bullying-prone professions.

mine which types of bullying exist

they had been bullied on a month-

Student bullying has received

to determine the types of policies

ly, weekly, or daily basis, by other

substantial attention in recent years,

teachers, in the last six months.

but little attention has been focused

A n i n str u ment , The Nega-

Nearly 73 percent of the teachers

on the adults in our schools. First-

tive Acts Questionnaire-Revised

indicated they witnessed bullying

hand observation and knowledge of a

(NAQ-R), recognized by the Work-

in their school during that same

number of teacher-to-teacher issues

place Bullying Institute as a statisti-

ti me per iod. Th ree of t he 294

coupled with a lack of district policy

cally reliable and valid instrument,

respondents self-identified as a

or state law for guidance in resolving

was used to survey over 1,000 teach-

that are needed.

ers in Illinois. This instrument determines both the frequency and the types of bullying that occur in work environments. Twenty-two questions categorized into three types of bullying behaviors identify the type of bullying — work-related, person-related, or physically intimidating — experienced by the participant. Work-related descriptors included withholding necessary information affecting your performance; being ordered to do work below your level of competence; having your opinions ignored; being given tasks with unreasonable deadlines; excessive monitoring of your work; © SvetaZi/Shutterstock

pressure not to claim something to which by right you are entitled (such



as sick leave, holiday entitlement,

profession. Policies addressing teach-

Although school employees are

travel expenses); and being exposed

er-to-teacher bullying are few, if any,

to receive ethics training, at least

to an unmanageable workload.

according to Catherine Bradshaw

every two years, this training does

Person-related descr iptors

and Kate Figiel in a 2012 report

not work, according to Gary Namie

included being humiliated or ridi-

prepared for the National Education

of the Workplace Bullying Institute.

culed in connection with your work;

Association. A review of district poli-

He reports ethics training is ineffec-

having key areas of responsibilities

cies and employee handbooks in the

tive, because organizational leaders

removed or replaced with more triv-

26 districts in this study found only

do not take vision, mission, values,

ial or unpleasant tasks; spreading

one contained anti-workplace bul-

ethics, and conflict-free work zone

of gossip and rumors about you;

lying language, and it stated that all

language seriously. Nor does the fed-

being ignored or excluded; hav-

employees must maintain a safe envi-

eral government officially address

ing insulting or offensive remarks

ronment that is free from bullying.

negative workplace acts. There are

made about your person, attitudes, or your private life; hints or signals from others that you should quit your job; repeated reminders of your errors or mistakes; being ignored or facing a hostile reac-

“Federal laws require governmental enforcement,

tion when you are approached ;

which in turn generates costs, which explains

persistent criticism of your errors

why there are no plans at this time to draft or

or mistakes; practical jokes carried out by people you don’t get along

pass a federal workplace bullying law.”

w ith ; hav i ng a l legations made against you; and being the subject of excessive teasing and sarcasm. Physically-intimidating behaviors included: being shouted at or

Since 2009, several bills have

no federal laws that address work-

being the target of spontaneous

been introduced relating to work-

place bullying, and adult bullying

anger; intimidating behaviors such

place bullying in Illinois. However,

no state in America has anti-bul-

as finger-pointing, invasion of per-

all have ended with a committee in

lying laws for the workplace. Ver-

sonal space, shoving, blocking your

session sine die — adjourned with-

bal bullying which may include

way; and threats of violence or phys-

out action and no date for further

teasing, taunting, or gossiping,

ical abuse or actual abuse.


is legal because it is not covered

Of the three ty pes of bully

The Illinois School Code Section

under violence policies and laws.

behaviors, survey respondents indi-

105 of the Illinois Compiled Statutes,

Federal laws require governmental

cated they encountered 12 of the 22

does not address workplace bully-

enforcement, which in turn gen-

descriptors five to 16 percent of the

ing. The Code of Ethics for Illinois

erates costs, which explains why

time on a monthly, weekly, or daily

Educators is found in 23 Ill.Admin.

there are no plans at this time to

basis. The two descriptors with the

Code section 22.20, and is included

draft or pass a federal workplace

highest frequency were being ignored

by reference in IASB's PRESS poli-

bullying law. In the absence of

or excluded, and having your opin-

cy services. The language does not

federal law, state law, and school

ions ignored.

specify the terms “bullying,” “work-

board policies, our schools may

The results of this study and

place bullying,” “negative acts,” or

ver y wel l c ont i nue t o prov ide

others indicate that the education

“unethical conduct,” because these

teacher bullies a well-paved path

field is an especially bullying-prone

are not addressed in statute.

toward negative workplace acts.



The findings in this research

The Workplace Bullying Institute

time before workplace bullying is

revea l that teachers are being

at for

brought to the forefront as a result

bullied by other teachers. School

anti-bullying training for school

of costly litigation. The initial effort

boards must ensure they have a pol-


of school boards should be to adopt

icy in place that addresses work-

Preserving a positive climate is

policy language and provide profes-

place bullying. Initial talking points

vital, but another reason for boards

sional develop training so that dis-

may include define workplace bul-

to enter into this work is that liti-

trict expectations are known.

lying, define district expectations,

gation can be costly and time con-

inform teachers how to report bul-

suming. Minimum action should

lying, list action steps that will be

include consulting with school dis-

Adult Bullying Resources

taken if incidents of bullying are

trict attorneys for employee hand-

reported, and provide clear notice

book language that makes district

how bullies will be handled. School

expectations known regarding work-

administrators may also conduct an

place bullying and repercussions for

Baughman, H., Dearing, S., Giammarco, E., & Vernon, P. (2012). Relationship between bullying behaviours and the dark triad: A study with adults. Personality and Individual Differences, 52: 571-575.

annual workplace survey to deter-

violating the expectations.

mine the overall organizational

There is no doubt teach-

health in his or her school. School

er-to-teacher bullying in our schools

boards may engage the services of

is a problem. It is only a matter of

Bradshaw, C. P., & Figiel, K. (2012). Prevention and intervention of workplace bullying in schools. A report prepared for the National Education Association. Retrieved from http:// Illinois State Board of Education, Illinois Educator Code of Ethics: http:// pdf/meetings/emag/pdf/educator_ COE_0311.pdf Malahy, S. (2015). Workplace bullying: Teacher-to-teacher.(Doctoral dissertation). Marzano, R. & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, Ind.: Solution Tree Press. Namie, G. (2014). 2014 WBI U. S. Workplace Bullying Survey, found at WBI-2014-US-Survey.pdf

Learn the building blocks of effective governance by attending these three Conference panels ... Exploring the Benefits of Board Self-Evaluation

Saturday, Nov. 19, 10:30–11:30 a.m.

Setting District Goals and Direction Saturday, Nov. 19, 1:30–2:30 p.m.

Superintendent Evaluation: It’s a Team Effort Saturday, Nov. 19, 3–4 p.m.

For locations near you, visit

Columbus C/D Ballroom, Hyatt East Tower


Namie, G. (2014). Frequently asked questions about the healthy workplace bill. Retrieved from http://www.healthy Paulhus, D. L. & Williams, K. (2002). The Dark Triad of personality: Narcissism, machiavellianism, and psychopathy. Journal of Research in Personality, 36: 556-568. Rockwood, P. R. (2010). “Board and superintendent perceptions of the Illinois professional standards for school leaders critical for superintendent success.” Graduate Theses and Dissertations. Paper 11833. Workplace Bullying Institute (2014). About us. Retrieved from http://www.



Survey finds perception of adult bullying among school leaders By Pamela R. Rockwood


erception is reality, or so it is

It then went on to ask questions per-

and locations kept confidential. A

said. Perceptions are based

taining to if the responder had ever

variety of stories were offered. Some

on our values and what we believe

been a bully, ever been bullied, had

were stories of great pain.

to be true.

seen or heard of bullying in the dis-

Males made up 55 percent of

In February of 2016, Illinois

trict among adults (teachers, staff,

the respondents. Two-thirds were

school board members and super-

administration), and types of bully-

board members. Half represented

intendents were asked to share their

ing or mobbing tactics observed. If a

PK-12 school districts.

perceptions pertaining to adult bul-

responder indicated no perception

Two-thirds, or 67 percent of all

lying that they had experienced,

in the district, no responses to fur-

responders, stated that they had per-

witnessed, heard of, or perpetrat-

ther questions were included in the

sonally experienced mobbing or bul-

ed in their school districts during

survey results. Those who respond-

lying while in their present position,

their service. The responses, with

ed to the survey were also asked if

with 46 percent of them saying that

20 percent of school districts in Illi-

they had any adult bullying or mob-

it had occurred during the past year.

nois represented, showed the overall

bing incidents that they would like

Adult bullying caused chronic stress

perception is that adult bullying is

to share, with details such as names

for 18 percent of respondents, and

Pamela R. Rockwood, Ph.D., recently retired as superintendent of Indian Creek SD 425 and is currently assistant professor of educational leadership at Texas A&M UniversityTexarkana.

alive and well in their districts. The idea for this survey and study came about as the result of a panel session, entitled “Bullied Boards, Board Bullies,” given by Indian Creek SD 425 during the 2015 Joint Annual Conference in Chicago. At that time, it was clear that attendees wanted more information on this topic and what is happening statewide regarding adult bullying and mobbing (collective bullying in the workplace). The survey began by first asking demographic questions such as role, gender, ethnicity, the type of school district in which the responder served, and his or her age range.

© Zerbor/Shutterstock



anxiety for 15 percent. The bully-

of responders replying positively to

climate that allows all educators to

ing tactic most used was slander,

this question is too many.

maintain their individual profession-

gossip, and rumors (21 percent);

According to the Workplace

al integrity.” In addition, most school

followed by verbal abuse and attacks

Bullying Institute, there is no work-

districts have a policy (provided by

(13 percent); and repeated criticism

place anti-bullying law in the United

the PRESS policy service from the

and blame (8 percent). Note that all

States. The Institute’s Healthy Work-

Illinois Association of School Boards)

three of these are of a verbal nature

place Campaign notes that Illinois

that includes the Illinois board mem-

and combined make up 42 percent

was the 15th state to introduce its

ber oath of office. This includes the

of the tactics used.

Healthy Workplace Bill. Senate Bill

statement: “I shall encourage and

When responders were asked

2943 was introduced in 2015. The

respect the free expression of opinion

what bu l ly i ng t act ic t hey had

bill stayed in committee until the

by my fellow Board members and

observed used on others, again they

session ended sine die.

others who seek a hearing before the

identified slander, gossip, and rumors

Illinois superintendents are

Board, while respecting the privacy

(26 percent) and verbal abuse and

required to comply with the Illinois

of students and employees.” Also of

attacks (25 percent).

Educator Code of Ethics which

note is the fact that most boards of

When responders were asked if

includes “Collaborating with col-

education approve their district’s

they had ever bullied another adult

leagues in the local school and

student handbooks, and bullying is

within their district, 15 percent indi-

district to meet local and state

a prohibited and punishable action

cated either “yes” or “perhaps.” We

educational standards” and “Work-

found within them.

can appreciate the honest respons-

ing together to create a respectful,

Only 9.6 percent of the respond-

es, but also note that any number

professional and supportive school

ers indicated that they had no knowledge of adult mobbing or bullying

Bullying Group:

Perception is


Perception is


Board member to administrator (other than superintendent)



Administrator to administrator



Administrator to teacher



Teacher to administrator



happening in their districts. Of the remaining responders, only 13.3 percent felt that the superintendent bullied board members and only 35 percent felt that board members bullied the superintendent. That good news relates to a 2010 dissertation study I did in PK-12 districts in Illinois that found that one of the most critical competencies for superintendent success in Illinois was to foster a

Teacher to teacher



Administrator to support staff



Support staff to administrator



Teacher to support staff



strong superintendent-board relationship. In turn, that strong relationship leads to superintendent stability and increased length of tenure in the district. This is extremely important to student achievement as research by Timothy Waters and Robert J. Marza-


Support staff to teacher



Teacher to student



Student to teacher



no has found that stability in superintendent leadership contributes to an increase in student achievement. There were mixed perceptions among the responders in terms


of if the community had bullied

felt that the one factor most responsi-

or mobbed the board or a board

ble for the mistreatment of the victim

member, with a 50-50 split between

was a personality flaw of the bully (40

those perceiving that this had hap-

percent), followed closely by bullies

pened and those perceiving it had

not being held accountable (37 per-

not. The table on the previous page

cent). Research entitled “Relation-

shows the results of other questions

ships between bullying behaviours

asked pertaining to responder per-

and the Dark Triad: A study with

ceptions of adult bullying or mob-

adults,” by Holly M Baughman, Syl-

bing in their districts.

via Dearing, Erica A. Giammarco,

Overall, responders felt that

and Philip A. Vernon, has indicated

males bully females the most (53

that most bullies fall in to one of the

percent) and that females bully oth-

following three personality types: 1)

er females the most (84 percent).

narcissistic; 2) Machiavellian; or 3)

These results are consistent with a


2014 national workplace bullying

So, according to survey respon-

survey, conducted by Gary Namie of

dents, what finally stopped the

the Workplace Bullying Institute, that

adult bullying/mobbing of the vic-

indicated that both males and females

tim? Sadly enough, 9 percent of the

perceived that, overall, females were

responders indicated that the target

bullied or mobbed more.

was terminated and 27 percent said

Responders in this survey also shared that whenever there was an

Join the conversation at the 2016 Joint Annual Conference • Politics? No. Adult Bullying? Yes, Survey Says… 3 p.m. Panel Session, Saturday, November 19

that the bully was punished but kept

elements of human relations for all

their job.

adults who work with and in the edu-

adult bullying or mobbing incident in

The results of this survey were

cation field. To join the conversation

their district that 55 percent of them

very informative and demonstrate

on adult bullying among school lead-

attempted to publicly help the victim

the need for further discussion and

ers, attend the new panel session at

or they reported the incident. They

i ncre a s e d t ra i n i n g i n va r iou s

the Joint Annual Conference.

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Sharing the road: Multi-district transportation contracts By Walter J. Zukowski, James S. Peters, and Nathaniel P. Washburn

Partners Walter J. Zukowski and James S. Peters, and associate Nathaniel P. Washburn, are attorneys at Zukowski Law Offices, which is involved in legal matters in education through the Education Law Section Council of the Illinois State Bar Association and the Illinois Council of School Attorneys.


cross Illinois, school districts

Sharing of bus routes (having

joint process can also expand the

c ont i nue to c ome u nder

children from multiple districts on

number of alternative proposals

ever-increasing financial stress.

the same bus at the same time) or

a bus company can submit. The

Districts look for viable methods

pairing of bus routes (having a bus

proposals can set forth costs based

of reducing service costs while still

run a route for one district and then

upon being awarded one district’s

maintaining a high degree of quality.

immediately run a route for anoth-

contract or all of the contracts. This

One budget item to be considered is

er district) provides the prospective

flexibility permits the transporta-

the cost is transportation of pupils.

transportation companies the ability

tion companies the ability to factor

More districts are working coopera-

to reduce their own fuel and logistical

in efficiencies they would realize

tively to engage in joint transporta-

costs. Districts that elect to share

from the award of multiple con-

tion proposals in an effort to reduce

or pair routes have realized, in our

tracts, thus incorporating savings

those costs.

experience, as much as a 50 percent

related to economies of scale.

The request for proposal (RFP)

Statutory considerations

process can be a time-consuming

The chart on page 26 provides an

and expensive process for many

example of the potential cost savings

School boards are specifically

districts. The quality of a proposal

based upon data gathered during a

authorized to enter into contracts

can greatly impact the outcome. The

recent multi-district proposal.

“up to 3 years for transportation

level of detail within the RFP can

The top row indicates the total

of pupi ls to a nd f rom school,”

be the difference between a district

number of routes — which did not

according to the Illinois School

receiving a responsive proposal from

include pairing — each district was

Code (105 ILCS 5/29-6.1). They

a responsible transportation com-

running prior to the new contract.

can also be extended for up to two

pany, or having the go through the

The next row sets forth each district’s

more years, and thereafter may be

process twice in order to correct

route breakdown under the new con-

extended on a year-to-year basis

deficiencies. Districts that work

tract. Note that the total number of

unless the school board receives a

together can benefit from sharing

routes has not changed, but by virtue

timely request from another inter-

the costs of preparing a joint request

of the route pairing the districts are

ested contractor that the contract

for proposals, analysis of the submit-

able to achieve savings.

be let by bid. When dealing with

ted proposals, and preparation of a

As the table demonstrates, it is

multiple school districts especially,

model transportation agreement.

possible for districts to incur sub-

great care must be taken to provide

These approaches may allow dis-

stantial cost savings if able to pair or

timely notice, in accordance with

tricts to receive the same high-qual-

share bus routes with other districts.

the current contract language, to

ity service at a reduced cost to each

Another advantage is the oppor-

all current transportation carriers

tunity for alternative proposals. A

that any year-to-year contracts will

respective district.


per-route savings.







15 routes

18 routes

6 routes

12 routes

7 routes






be discontinued after the current

transportation agreements, and fuel

for there to be delays and issues

contract year.

escalator provisions.

that arise from the inability to

Unlike other service contracts, transportation contracts are subject

The more districts that become

contact one or more of the super-

involved, the greater the intendents. Transportation costs forcoordinaeach school district:

to a specific exemption within the


tion needed among and between $630,496 $245,429

School Code Bidding Statute (105

the participants. Administrative

Finally, districts should consid$465,875 $153,198

er the timing of each participating

ILCS 5/10-20.12(a)(xvi)). Other efficiency Contract is a key toPairing makingTransportation joint district’sRoutes regular board meetings. Multi-District service contracts must be let to the

proposals successful. When deciding

The timing of the necessary approv-

lowest responsible bidder; however

whether or not to participate in a

als will have an impact on the deci-

transportation contracts are to be

multi-district process, each district

sion regarding the submission,

awarded “by first considering the bid-

should consider the working rela-

opening, and pre-opening confer-

der or bidders most able to provide

tionship between the participating

ence dates.

safety and comfort for the pupils,

districts. Likewise, if the transpor-

Another practical consider-

stability of service, and any other

tation needs of other districts are

ation is the scale of the proposal.

9 paired routes


6 paired routes

6 paired routes

$112,230 $122,714 substantially different (because,

1 paired route


2 paired routes


factors set forth in the request for

The transportation company needs

proposal regarding quality of service,

for example, one or more districts projected savingsto be of a sufficient size to be in

and then price.” Thus, consensus

currently employ their own drivers)

a position to realize these bene-

must be reached regarding appro-

the efficiency of any joint process

fits. W hen preparing multi-dis-

priate factors to be “...set forth in

can be reduced.

Districts that elect to share or pair routes have trict proposals, it is possible that realized as much as 50 percent per-route savings.

the request for proposal…” to avoid

Districts should also closely

smaller transportation companies

disagreements over how to deter-

examine their collective bargain-

will not be able to submit a com-

Based on 2016-2017 data gathered during a recent multi-district proposal. To see

mine the successful bidder(s)/pro- the ing agreements prior to engaging in petitive proposal to ser vice all full range of projections visit www._________________ poser(s). The request for proposal a joint proposal process. For exam- of the districts at issue. In order can, for instance, require the buses

ple, districts may encounter issues

to maximize the benefit from a

Sharing vs. Pairing Sharing: Having children from multiple districts on the same bus at the same time. Pairing: Having a bus run a route for one district and then immediately run a route for another district.


be no older than a certain age, and

of possibly adjusting the start or end

multi-district proposal, language

can require background informa-

of the school day in order to accom-

should be considered as to wheth-

tion regarding the safety record of

modate shared or paired routes. This

er to permit alternative proposals


may require union input.

that allow smaller transportation

Practical considerations

When coordinating between

compa n ies the oppor tu n it y to

multiple districts it is not uncom-

make a competitive submission

Practical considerations

mon for there to be issues of effi-

w ith respect to a subset of the

include administrative efficiencies,

cient communication between all

districts (or individual districts)

the scale of the proposal, existing

the districts. It is also common




Districts wishing to take part in a

• The geographical location of

multi-district process will need to be

district with respect to other

aware of any special considerations

participating districts; and

that would be applicable to only their

• The expiration schedule of any

transportation specifications, dis-

district. Some examples of these con-

existing transportation contract.

tricts have preferred to set a base

siderations, in addition to the con-

Many transportation contracts

price-current “pump price” of fuel.

siderations discussed above include:

contain a fuel escalator provision.

Districts generally desire to set the

• District conversion from owning

This provision is designed to allow

base rate at a level that reflects the

its own buses to a third party

an adjustment in price, depending

best guess at fuel cost over the term


upon the price of fuel. If the price

of the multi-year contract. Then the

of fuel goes up, the bus contractor

bus company’s proposal amount

will be paid more. If the price of

(premised on the pump retail price)

• Special student monitoring requirements;

fuel declines, the amount paid by the school may decline. Historically, when preparing

will most closely approximate what the districts will pay over the term of their respective contracts. This in turn would minimize the need to implement an “escalator,” which is

“... [M]ulti-district transportation proposals can

built into the contract to adjust for

provide districts with many positive benefits,

fluctuations in fuel prices.

including the sharing of process costs, sharing and pairing of bus routes, and an expanded

However, some districts are concerned about the fact that larger bus companies can purchase fuel on long-term contracts in order to

number of contracting choices.”

“hedge” against price fluctuations. For such companies an increase in the pump price, and any resulting

Potential Savings District A

District B

District C

District D

District E















tractor specify their base fuel rate





and including the following sample





language within the fuel escalator:





“The Contractor shall pro-

ing from fuel escalator language, can amount to a windfall. This concern can be addressed by having the con-





vide fuel for the operation of the





buses under this contract. The





















when calculating the Contractor’s





cost of fuel. The Contractor shall





provide information with its pro-

Projections based on 2016-2017 data gathered during a recent multi-district proposal.


increase in school payments result-


Contractor shall provide an initial base fuel rate in its proposal. The base fuel rate shall include all applicable taxes, fees, delivery charges, and other variables used

posal supporting the calculation


Potential Benefits of Pairing School Bus Routes DISTRICT A










15 routes

18 routes

6 routes

12 routes

7 routes






Transportation costs for each school district:






Multi-District Contract Pairing Transportation Routes 9 paired routes

6 paired routes

6 paired routes

1 paired route

2 paired routes






projected savings Districts that elect to share or pair routes have realized as much as 50 percent per-route savings. Projections based on 2016-2017 data gathered during a recent multi-district proposal. Based on 2016-2017 data gathered during a recent multi-district proposal. To see the full range of projections visit www._________________

of the bus fuel rate. The District

districts with many positive benefits,

reserves the right to request

including the sharing of process

additional information from the

costs, sharing and pairing of bus

Contractor if the information pro-

routes, and an expanded number of

vided by the Contractor is not sufficient for the District to make an

Sharing vs. Pairing

Sharing:choices. Having children contracting However, priorfrom multiple districts on the same bus at the same time. to engaging in a multi-district pro-

accurate determination regarding

cess, districts, and their legal coun-

the base fuel rate.�

sel, should carefully consider the

In conclusion, multi-district transportation proposals can provide

Pairing: Having a bus run a route for one district and then immediately feasibility of the process in light of run a route for another district.


the foregoing considerations.




Develop teacher leaders through Danielson Framework By Jana Hunzicker

Jana Hunzicker, Ed.D. is an associate professor in the Department of Teacher Education at Bradley University in Peoria. She previously served for three years as a P-8 dean of students and for six years as a P-5 elementary principal.


rom student discipline to

realize their school’s mission and

— including Illinois — as a tool

Common Core to the PARCC

goals, making teacher leadership a

for teacher evaluation. Danielson’s

assessment, today’s school admin-

necessity for today’s schools, and

FF T spans four domains (plan-

istrators are busier than ever. Add

a topic of consideration for school

ning and preparation, the class-

the important but time-consuming

board members today.

room environment, instruction,

process of performance evaluation,

But how can school leaders

and professional responsibilities)

and it is a wonder that principals

encourage and develop teacher lead-

across four levels of performance

have enough hours in the day to do

ers in the midst of all their busy-

(unsatisfactory, basic, proficient,

their jobs. University of Chicago

ness? One answer is right at their

and distinguished). For each com-

researchers James Sebastian and

fingertips: Danielson’s Framework

ponent, three to f ive element s

Elaine Allensworth have shown

for Teaching (FFT).

delineate what the component

that principals influence teaching

Charlotte Danielson’s FFT has

entails and three to five indicators

and learning by creating a posi-

been around since 1996, when it

suggest what each element might

tive school climate, but classroom

was first published as a tool for

look like in action. Visit www.

teachers directly impact student

sel f-ref lection and discussion. for

achievement. Indeed, only through

Upd ated i n 20 07 a nd a ga i n i n

these details.

professional collaboration can

2011 and 2013, the framework

Within the fourth domain, three

principals and teachers effectively

i s now u s e d i n over 2 0 st at e s

components offer descriptions of teacher leadership: 4d — participating in the professional community; 4e — growing and developing professionally; and 4f — showing professionalism. Components 4d, 4e, and 4f d e s c r ib e c om mon ly a c c e pt e d conceptions of teacher leadership using descriptions that benchmark teacher leadership according to the levels of performance. From no sign of teacher leadership practices (basic) to emerging teacher leadership practices (proficient) to more frequent and intentional



demonstrations of teacher leader-

• Receptivity to feedback from

ship (distinguished), the Framework prov ide s a ya rd st ick for


manner, the framework can be

• Service to the profession

teacher leaders across a range of developmental levels.

leadership along the way. In this used to “grow” teacher leaders without sacrificing the develop-

4f. Showing professionalism

ment of f u ndament a l teaching

• Integrity and ethical conduct

r e s p on s ib i l it ie s t h a t mu s t b e

4d. Participating in the

• Service to students

mastered first. W hether teach-

Professional Community

• Advocacy

ers use the framework for self-re-

• Relationships with colleagues

• Decision making

flection and personal goal-setting,

• Involvement in a culture of pro-

• Compliance with school and

as a springboard for conversation

fessional inquiry

district regulations

with other teachers, or to discuss

• Service to the school

leadership strengths and potential

• Participation in school and dis-

Importantly, the placement

with their principal as part of the

o f c omp onent s 4 d , 4 e, a nd 4 f

performance evaluation process,

within the whole of Danielson’s

components 4d, 4e, and 4f offer

4e. Growing and Developing

F F T g u id e s t e a c her s t o fo c u s

a common language and shared


on mastering effective teaching

vision for teachers interested in

practice across all four domains,

exploring teacher leadership roles

w ith oppor tunities for teacher

and responsibilities.

trict projects

• Enhancement of content knowledge and pedagogical skill


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Research shows that teacher

district-wide programs such as

leadership or specific leadership

leaders are more likely to emerge

mentor ing, professional devel-

roles. Fortunately, the Teacher

a nd develop when encou ra ged

opment, action research, school

Leader Model Standards ( www.

and suppor ted by their pr inci-

improvement, and parent com- ) pick

pa l s, a n act t hat of t en o c c u r s

munications, teacher leaders are

up where components 4d, 4e, and

during the performance evalua-

more likely to emerge and develop

4f leave of f, prov id i ng teacher

tion process. Danielson herself,

through increased opportunities

leaders with a tool they can use

quoted by Liz Griffin in School

for appl ication, feedback, col-

to advance to the next level when

Administrator, explains, “In my

laboration, and problem solving

they are ready. Both Danielson’s

f ra mework , t he pr i ncip a l a nd

arou nd is sues of teach i ng a nd

FFT and the Teacher Leader Mod-

teacher are engaged in conver-

learning in the classroom — and

el Standards can be downloaded

sation. They compare notes on


from the internet at no charge.

what happened in the class and

A lt hou g h D a n iel s on’s FF T

Combined, the two tools create

interpret it against a rubric that

provides benchmarked descrip-

a comprehensive, research-based

provides clear attributes of what

tions of teacher leadership with-

framework specifically focused

teachers do.”

in the context of classroom

on teacher leadership.

When Danielson’s FFT guides

teaching practice, components

per for ma nce eva lu ation, com-

4d, 4e, and 4f stop short of

b i ne d w it h ot her s c ho ol - a nd

d e s c r ib i n g a d va n c e d t e a c h e r

Is your district ready to manage the tidal wave of updates from the Illinois General Assembly, Congress, and regulatory agencies for the 2016-2017 school year? Every Student Succeeds Act (ESSA) … Board Member and Employee Expenses … Open Meetings Act Amendments … Freedom of Information Act Amendments … Student Residency Challenges … Speech Rights of Student Journalists Act … School District Employment and Educator Licensure Disqualifications … Employee Leave Acts … Right to Privacy in the Workplace Act … Final Smart Snacks Rules, Wellness Policy requirements and Breakfast after the Bell … Concussion Oversight Team and Protocols requirements … SB 100 … And many more new Illinois Public Acts affecting your district.

Author’s Note: This article was adapted from a longer version written for publication in Kappa Delta Pi Record.

Why Subscribe? Researched, written and edited by the IASB Office of General Counsel and vetted by members of the PRESS Advisory Board, a subscription gives you access to: • Footnoted, legally-referenced policy, exhibit, and administrative procedure materials • PRESS Highlights Memos explaining recent changes to these materials Subscribers also have online access through PRESS Online. For more information please contact 630/629-3776 or 217/528-9688 ext. 1232.

Policy Services


Nov/Dec 2016



Reaching across the divides


’ve called No Child Left Behind

“We have a very high attrition

“The result has been a worsen-

‘a celebration of separation’

rate in the United States: 8 percent

ing of America’s rich schools, poor

because of its piecemeal approach

of teachers leave every year. That’s a

schools divide — and its racial divide,

to children’s needs and the pro-

couple-hundred-thousand teachers.

because many poor districts are also

grams that address them. A holistic

Less than a third of them are leaving

heavily minority. It also perpetuates

approach, with a unified response

for retirement. If you look at high-per-

the perception that the system is

to the needs of the ‘whole child’ –

forming countries like Finland or

rigged in favor of the haves, at the

medical, physical, social, emotional,

Singapore, or go across the border

expense of the have-nots — a major

as well as academic – is what most

to Ontario, Canada, the attrition rate

driver of America’s angst in this elec-

people I talk to call ‘common sense.’

is usually 3 percent or 4 percent of

tion year. The AP found that aid to

As required by the Every Student

teachers. If we could reduce our attri-

local districts from the federal gov-

Succeeds Act, now is the time to acti-

tion in half to 4 percent — we call it

ernment surged after the economic

vate the unique potential of states,

the 4 percent solution — we would

downturn, as part of the stimulus,

school-community partnerships,

actually have no teacher shortages

but then receded. Schools were left

educators and individual students

right now. We would have plenty of

to rely more on state funding that

to create state plans that improve

supply and be able to be much more

has not bounced back to pre-reces-

outcomes for everybody’s children

selective about who we bring into

sion levels. And poorer districts that

and benefit our entire country.”

teaching. So it is a big part of the

cannot draw on healthy property tax

problem and the solution.”

bases have been left in the lurch.

— Tony Smith, Illinois superintendent of education, “States Can Help Every Student Succeed,” U.S. News & World Report, September 15

“… [I]n some instances there is so little independence between the school and the management group that it could lead — and has led—to

— Linda Darling-Hammond, president and CEO of Learning Policy Institute and founder of Stanford University’s Center for Opportunity Policy in Education, as quoted in “Frustration. Burnout. Attrition. It’s Time To Address The National Teacher Shortage,” Eric Westervelt, NPR, September 15

The effects vary widely across the 50 states. Each has its own unique funding formula.” — Sara Burnett and Larry Fenn, “Divided America: In recovery, many poor schools left behind,” Associated Press, September 6

trouble. The OIG audit examined 33 schools in six states and found several

“Visit a typical school and notice

examples of conflicts of interest, relat-

that exterior doors get propped open,

ed-party transactions, and insufficient

vacant interior rooms are left wide

segregation of duties — all controls

open, and visitor management prac-

designed to prevent fraud. The lack

tices prove far less than effective.

of proper guard rails in these relation-

This “Mayberry mindset,” a false

ships between charter management

sense of security, leads to higher

organizations and their schools, the

levels of risk and inevitable regrets.

audit concludes, significantly increas-

What is the remedy for this culture of

es the risk that federal programs are

compromise? How can schools move

not being implemented correctly and

from a Mayberry mindset to more

are wasting public money.”

of a “defensive driver” mentality?”

— Andrew Ijifusa, “Audit: Cronyism Between Charters, Management Groups Imperils Federal Aid,” Politics K-12, Education Week, October 5

— Paul Timm, “Physical plant and school buildings: Three keys to effective facility security,” page 6



Ask the Staff

continued from page inside back cover

federal and state initiatives. This

of educational products and ser-

multiple offerings that you can wit-

year, with ESSA, and the School

vices. When I was a principal, our

ness demonstrations, view the prod-

Funding Commission — those are

100-year-old high school building

ucts, and determine for yourself if

sure to be lively and informative

was retrofitted with new, energy-ef-

it is right for your district. And that


ficient windows. This improvement

doesn’t even count the chance to

Of course, this conference is

was largely due to a demonstration

meet with officials from the Illinois

known nationally for outstanding

at the Exhibit Hall that our board

High School Association, Illinois

keynote speakers who will challenge,

members were able to witness.

Principals Association, or present-

inspire, educate, and remind you why

Those windows paid for themselves,

ing partners IASA and Illinois ASBO

you do what you do. They are all of

over a period of years, just in energy

— what the Exhibit Hall offers is

national prominence — to get even

efficiency. This year’s Exhibit Hall


one such speaker at a conference is

will again allow our members to wit-

We are always looking for ways to

great. To get three keynotes in one

ness the offerings of hundreds of

improve your experience at the Joint

weekend? This is an exceptional

providers of educational necessities,

Annual Conference. New this year


including the latest in environmen-

is “Homeroom,” the place to expe-

The massive Exhibit Hall pro-

tal, architectural, engineering, and

rience and learn what your Associ-

vides an opportunity for attendees

transportation services. Whatever

ation can do, after the Conference

to observe first-hand a wide variety

your need is as a district, there are

and throughout the year — to assist and serve you and the needs of your district. The overarching point here is

Community Engagement —

Community Engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools.

expertise on all of these topics, all at one time and place with the quality of presenters that we have, is tru-

essential to effective school board governance.

ly an exceptional value for board

Learn more about why it’s important, what it looks like, and how school boards do this work.

compare it to other such confer-

Consider an in-district workshop facilitated by IASB staff to bring this work to your board and district. Contact your IASB field services director for more information. Springfield - 217/528-9688 Lombard - 630/629-3776

members, administrators and other education professionals. When you ences around the country, it is the premier education conference. We hope you agree that attendance is worth the time, effort, and resources, to interact and collaborate with educational leaders, to find the services you need, and to be challenged and inspired in our work as leaders in public education. If you have not yet signed up, there is still time to do so. Visit our webpage at www.iasb. com/jac16 to register or learn more

about the details of the 2016 Joint

Field Services 32

that to have all of this talent and

Annual Conference. See you in Chicago!



continued from page 36

Shirley Jean Green, 90, died

Ralph Monier, 98, died August

Thomas B. Terlep, 69, died

September 30, 2016. She was a for-

21, 2016. He previously served on the

September 25, 2016. He previously

mer member of the Matteson District

Sparland school board for 18 years.

served as a member of the Rockdale

162 Board of Education. William E. Harm, 81, died September 2, 2016. He previously served

Rosalie A. Plapp, 86, died September 12, 2016. She was a member of the Malta school board.

school board. Charles Tiedemann, 94, died August 14, 2016. He had formerly

on the Richmond grade school board.

Darwin A. Ross, 85, died August

Wi lbur Hossbach, 90, died

6, 2016. He had formerly served on

September 23, 2016. He previously

the school board in the former Ophir

Glen Dale Van Etten, 92, died

served as member and president of

school district (Triumph) for 12 years.

September 29, 2016. He was a former

the Frankfort CCSD 157C Board of

Darryl L. Sayre, 75, died August

member of the Easton school board.

served 11 years on the Mascoutah CUSD 19 Board of Education.

3, 2016. He had previously been a

Eleanor Voss, 83, died August 5,

Ronald C. Jess, 84, died August

member of the Franklin CUSD 1

2016. She was a former school board

23, 2016. He previously served on the

Board of Education and served as

member of District 12, Breese and

school board of Libertyville Elemen-

president for two years.



tary District 70.

Harry William Schaudt, 89, died

John S. Williams, 97, died Sep-

James L. Keen, 85, died July 30,

September 22, 2016. Schaudt served

tember 14, 2016. He was a member

2016. He was a former school board

on the Villa Park District 45 Board of

of the Kaneland CUSD 302 Board of

member at Riverside Brookfield High

Education, with a stint as president

Education and served as president


from 1968 to 1976.

of the Kane County PTA.

Robert E. Kroehnke, 84, died

Donald F. Schone, 86, died

Neval N. Yeates, 84, died August

September 19, 2016. He was a mem-

August 31, 2016. He was previously

26, 2016. He previously served on the

ber of the District 200 school board

a member of the Bluffs school board,

Naperville Elementary District 90

from 1981 to 1985.

serving for many years.

Board of Education and a founding

Henry C. Lanan, 85, died Sep-

Carl A. Seabolt, 76, died Septem-

member of the Board of Education

tember 30, 2016. He served many

ber 11, 2016. He served as president of

for Indian Prairie CUSD 204 (Naper-

years on the Genoa-Kingston Board

the South Holland District 151 Board

ville), and was subsequently the first

of Education.

of Education in the late 1970s.

building director for the district.

Marjorie Eleanor Lehan, 90, died August 27, 2016. She was a former member of the Haish grade school (DeKalb) school board. M. John “Sonny� Macketta, 92, died September 24, 2016. He former-


ly served on the school board for the Coal City High School District. Earl Edward Meisinger, 96, died September 13, 2016. He formerly served as president of the Valley View school board. Dona ld H. Meyer, 89, died September 29, 2016. He previously served on the Triopia CUSD 27 Board

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.

of Education.



FANNING HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook – 847/292-1039 FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436

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.

GREENASSOCIATES, INC. — Architecture/construction services. Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates. com; email: HEALY, BENDER & ASSOCIATES, INC. — Archi­tects/Planners. Naperville, 630/904-4300; website:; email: HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro – 217/532-3959; East St. Louis – 618/3980890; Marion – 618/998-0075; Springfield – 217/787-1199; email:

Appraisal Services

JH2B ARCHITECTS — Architects. Kankakee – 815/933-5529; website:


JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website:; email:

INDUSTRIAL APPRAISAL COMPANY — Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook – 630/575-0280

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning and design, architectural and interior design, and construction administration with a specialization in K-12 facilities. Springfield – 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website:; email: BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/3569606; Bloomington – 309/828-5025; Chicago – 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford – 815/968-9631; website: CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago – 312/332-9600; website: ; email: CM ENGINEERING, INC. — Specializing in ultra efficient geoexchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO – 573/874-9455; website: www. CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840; website: 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:; email: DLR GROUP — Educational facility design and master planning. Chicago – 312/382-9980; website:; email: tsjolander@ ERIKSSON ENGINEERING ASSOCIATES, LTD. — Civil Engineering, Traffic Engineering, and Landscape Architecture. Grayslake – 847/223-4804 34

FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website:

KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website:; email: snelson@ LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/662-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: ; email: PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 317/819-1355 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington – 847/381-2946; website:; email: SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield – 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444 TRIA ARCHITECTURE — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien – 630/696-7000; website:; email: WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/624-2080


WOLD ARCHITECTS AND ENGINEERS — Specializing in PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine – 847/241-6100

Building Construction

RADON DETECTION SPECIALISTS — Commercial radon surveys. Westmont – 800/244-4242; website:; email:

Financial Services

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website:

AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168

FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website:

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago - 312/281-2014; email:

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5260; website:; email:

PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760

FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email:

POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website:

GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website:; email:

ROSS CONSTRUCTION, INC. — A full-service construction management firm specializing in educational institutions. Marion – 618/993-5904 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; website:; email: TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook – 630/734-6033

Environmental Services

ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01; website:; email: CTS-CONTROL TECHNOLOGY & SOLUTIONS — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/633-0691; website:; email: ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@ GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, MO – 314/548-4136; Des Plaines – 847/770-5496; Maryland Heights, MO – 314/548-4501; email:; IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington – 309/828-4259 ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website:; email: OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Chicago – 312/498-7792; email:

ICE MILLER, LLP — Nationally recognized bond counsel services. Chicago – 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello – 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton – 630/653-1616 SIKICH, LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website: www.speerfinancial. com; email: STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville – 800/230-5151; email: WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago – 312/364-8955; email: WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120

Human Resource Consulting

BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/3423042; website:; email:


THE SANDNER GROUP — Insurance program management, marketing & claims services for workers' compensation, property & liability. Chicago – 800/654-9504

Office Equipment

FRANK COONEY COMPANY, INC. — Furniture for educational environments. Wood Dale – 630/694-8800

Superintendent Searches

ECRA Group & HYA — Superintendent searches, board and superintendent workshops. Schaumburg – 847/318-0072




Achievements Philip Nelson,

the 14th president of the Illinois

upgrades to all five schools and

a former member of

Farm Bureau, holding that post

maintained a balanced budget.

the Newark school

for ten years. His efforts included

W hen he joined the distr ict in

b o a r d , r e c e nt l y

launching the Illinois Farm Family

July 2005, he reached out to the

received the Torch

campaign that worked to bridge the

community to begin shaping the

of Leadership

gap between farmers and those less

school system’s future through a

award from the Illinois Agricultur-

connected to agriculture.

detailed strategic plan. In addition

al Leadership Foundation Alumni

to educational program improve-

Association. Returning to the farm

John Perdue,

ments, the district adopted a $25

in 1978 after his father experienced

a retired Glen

million bond referendum in Febru-

health issues, he was elected to

Ellyn superin-

ary 2008, allowing for modernized

the school board at age 20, going

tendent, recently

schools buildings, including air

on to become president. He later

received the Dis-

conditioning, new roofs, windows,

earned the American Farm Bureau

tinguished Service

and updated technology. Perdue

Federation’s National Outstanding

Award from the Glen Ellyn Cham-

further emphasized open commu-

Young Farmer honor in 1984 and

ber of Commerce. Perdue retired

nication and community participa-

the Jaycees of the United States

in June after 11 years as leader of

tion by creating a citizens advisory

Outstanding Young Farmer Award

the CCSD 89 (Glen Ellyn) schools.

council in the wake of the district’s

in 1991. In 2003, Nelson became

During his tenure, the district saw

finance referendum success.

In memoriam Edward F. Arndt, 81, died Sep-

Lynn A. Bowman, 63, died Sep-

Randy Davison, 55, died Sep-

tember 29, 2016. He was a former

tember 11, 2016. He was a former

tember 26, 2016. He was a current

member of the Malta Board of Edu-

member of the R.O.W.V.A. CUSD 208

board member at Martinsville CUSD


(Oneida) Board of Education.

3C. He was first elected in 2005 and

Mildred “Millie” Baier, 88, died

Lester Bohms, 92, died August

September 21, 2016. She was a former

2, 2016. He previously served on the

Paxton school board member and

East Coloma school board.

life-long Paxton resident. John Baltisberger, 95, died

30, 2016. He formerly served on the

August 25, 2016. He was a former

school board for Okawville High

member of the board of education

School, serving for 14 years.

for Brussels grade school.


Roy Brammeier, 88, died August

Lucius Alfred Copeland, 86,

William E. “Bill” Billings, 88,

died August 6, 2016. He was previ-

died August 14, 2016. He was an

ously a member of the Waukegan

active member of the East Peoria

District 60 Board of Education.

community, serving for many years

George E. Darr, 86, died Sep-

on the East Peoria CHSD 309 Board

tember 2, 2016. He previously served

of Education.

on the Carrollton school board.

served as board secretary. Dorothy Jean Dressel, 83, died August 19, 2016. She formerly served on the Marissa Unit District 40 Board of Education. Jacquelin Galloway, 91, died September 20, 2016. She served numerous terms on the Morris elementary school board. Kenneth Wayne Gorden, 94, died September 8, 2016. He served six years on the Blue Mound-Boody school board. Continued on page 33



What is the value of attending the Joint Annual Conference? IASB Executive Director Roger Eddy answers the question in this issue of The Illinois School Board Journal.


have attended the Conference

Second, is the depth and

for — wow, probably 30 years —

breadth of offerings. The workshops

as a principal, as a superintendent,

and panel sessions are vetted and

serving on various panels when I was

chosen for content and quality by

in the General Assembly, and now on

fellow board members and adminis-

the other side of the curtain, so to

trators. Each workshop, panel, and

speak. So I can personally attest to

session is related to the importance

the value the Joint Annual Confer-

and relevance of the education issues

ence has for school board members.

— the offerings are unmatched. Also

First of all, there is value in

in several workshops, we include

collaboration — opportunities that

legal experts. These are the best of

individual board members have

the best in Illinois School law cir-

for collaboration with board mem-

cles providing our members with the

bers from around the state. They

latest in legal know-how. Nowhere

see and hear about varied student

else can you find this quality, and

demographics and populations. They

the breadth and the depth of the

realize that while they might be dif-

information that you can get, all at

ferent in some demographic, they are

one place and at one time.

The 2016 Joint Annual Conference of the Illinois Association of School Boards (IASB), Illinois Association of School Administrators (IASA), and Illinois Association of School Business Officials (Illinois ASBO) takes place November 18 through 20, 2016.

very much alike in their goals — to

As an example, this year the top-

provide children with the best pos-

ics include financial management,

sible education. This collaboration

long-term facilities planning, leg-

allows a common bond, no matter if

islative panels regarding the latest

they are from deep southern Illinois,

from Springfield, leadership, quali-

central parts of the state, suburban

ty school governance, data and data

areas, urban areas. You get to see

privacy, family engagement, risk

By design, all of this provides our

your own district in a different light,

management, and more. We have

members with relevant knowledge

but know that we are all facing sim-

the details of contracts and budget-

regarding specific issues that will

ilar challenges. Sometimes the best

ing and the theories of mindfulness

assist them, in their roles as school

solutions are arrived in a casual dis-

and visioning. We cover preschool

leaders, in making critical decisions

cussion with other board members

programs to college and career. We

regarding their school district.

from around the state, talking about

also added a new School Safety and

In our sessions, you will have the

what worked in their district.

Security Seminar prior to Confer-

opportunity to hear timely panels

That opportunity for collabora-

ence and a series of related panels are

regarding current proposals on key

tion, I think, is a tremendous value.

included in panel session offerings.

Continued on page 32


2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested

#ILjac16 Details at

ch fS no tio

cia sso is A

• Illi no

As so c i ati on of S ch oo l Bo a rds

Panel Sessions Vendor Exhibits Learning Labs Keynote Speakers Delegate Assembly Awards Presentations Chicago School Tours School Design Exhibit Conference Bookstore School Attorneys Seminar Pre-Conference Workshops Board/District Secretaries Training School Safety and Security Seminar and more!

I ll i no i s

• • • • • • • • • • • • • •


Conference highlights: lA



tr nis

a to


lin • Il


so c s As


o f S ch ool Bus i ne ss Of f i c ia


The Illinois School Board Journal, November/December 2016  

A bimonthly magazine for public school board members and administrators highlighting issues in education.

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