The Illinois School Board Journal, September/October 2016

SEPTEMBER/OCTOBER 2016

V ol. 8 4, N o . 5

New direction for student discipline

NOMINATING PETITIONS • ANALYTICS • RESTORATIVE JUSTICE

W

ith the election coming up

on the responsibility of recruiting, at

for student discipline” starting on

— no, not that election —

www.iasb.com/training/recruiting.cfm.

page 6. IASB assistant general coun-

it’s time for school board candidates

The Illinois School Board Jour-

sel Maryam Brotine, in “Using car-

to be thinking about the direction

nal is another good place to start,

rots instead of sticks” on page 12,

they want their April 2017 campaign

particularly in this issue for those

offers information and resources

to take.

seeking direction as first-time can-

on restorative justice, a preferred

IASB encourages and assists

didates. Attorneys Scott F. Uhler

recommendation for the direction

new school board candidates and

and Gregory T. Smith offer advice

of student discipline.

board members up for re-election to

on how to proceed with nominating

The Journal heads off in oth-

be the best candidate they can be. In

petitions, and how to avoid the com-

er directions, as regular contrib-

order to continue the good work of

mon pitfalls that can get petitions or

utor Diallo Telli Brown covers the

a school board even when member-

signatures challenged. “Getting on,

bases of big and small data, tying

ship changes, and to ensure a board’s

and staying on, the ballot,” starts

Moneyball-style analytics with

good stewardship continues, and to

on page 19.

school management. “Here’s the

encourage quality candidates to step

Recent legislation in Illinois

pitch: Analytics for managing school

forward into a school board candi-

changed the course of student

dacy, school boards must create a

discipline. Known as SB 100, the

In the wake of the Journal’s

forward-thinking culture and plan

law reflects federal guidelines that

recent pieces on arts in education,

for succession.

buildings” begins on page 14.

state “out-of-school suspensions,

we heard from former IASB president

The best place for a new poten-

expulsions, and referrals to law

G. Howard “Bud” Thompson. Begin-

tial candidate to start is in the

enforcement authorities creates

ning on page 25, he shares a moving

company of an experienced board

the potential for significant, neg-

commentary, leaving no doubt that

member, who can share the princi-

ative educational and long-term

“Arts are the spark of his life.” This

ples and knowledge of good school

outcomes, and can contribute to

spark touches some lives every day:

gover na nce. S evera l of I A SB’s

what has been termed the school to

Thompson’s artwork graces the halls

upcoming Division Dinner Meetings

prison pipeline.” Attorney Court-

of the IASB offices in Springfield.

will include candidate information

ney Stillman outlines the key ele-

forums. Also, IASB offers information

ments of SB 100 in “New direction

— Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 6 New direction for student discipline Senate Bill 100 sets Illinois' course for student discipline, aiming to “accentuate positive behavioral interventions instead of removal, and recommends policies that offer individual supports and limit and provide alternatives for suspension and expulsion.

By Courtney Stillman Cover art © Gary S. Chapman/Getty Images

12 Using carrots instead of sticks Restorative justice brings accountability, community safety, and competency development to school discipline practices.

By Maryam Brotine

FEATURE ARTICLES 14 Here’s the pitch: Analytics for managing school buildings Can school districts take a Moneyball approach to managing challenges in their buildings?

By Diallo Telli Brown

19 Getting on, and staying on, the ballot Become familiar with the basic requirements in the proper circulation and preparation of nominating petitions, and avoid the pitfalls that can lead to disqualification.

By Scott F. Uhler and Gregory T. Smith

25 Commentary: Arts are the spark of his life A former IASB president shares how art changed his life.

By G. Howard “Bud” Thompson

S E P T E M B E R / O C T O B E R

2 0 1 6

Vol. 84, No. 5

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.

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PRACTICAL PR

Better together: Partner up for engagement

By Cathy Kedjidjian

Cathy Kedjidjian is coordinator of communications and community relations for Deerfield Public School District 109 in Deerfield, and president of INSPRA, the Illinois Chapter of the National School Public Relations Association.

I

n this election year, one common

communications professionals are

• In an annual “I NSIGHTeX”

refrain from candidates of both

in a solo shop, they never have to be

culture survey conducted by

parties is that Americans are “better

alone. They can connect and combine

HUMANeX, staff reports the

together.” While the divisiveness of

resources with others in their local

highest possible levels of staff

party politics may get in the way of

and professional communities. Sim-

satisfaction and engagement.

unifying our country or our state, as

ilarly, board of education members

Last year, two schools had 100

school leaders and education profes-

can benefit from accessing their own

percent of staff reporting that

sionals, we can forge partnerships

networks as well. Forging community

they are highly engaged and

that increase our effectiveness and

partnerships increases opportunities

highly satisfied at work.

our reach to improve our schools and

to connect with constituents to serve

Those results are directly relat-

communities.

students, support families, and make

ed to the culture of communica-

the community stronger.

tion in District 109, but consistent,

In Illinois, many school districts rely on the superintendent, principals, and other administrators to manage

Communicator collaboration

come solely from a communication

communication and community

Communication is key in the

department of one person, no matter

engagement. They send emails, return

success of high-achieving students

how many well-crafted emails that

phone calls, update websites and cal-

and the high level of productive

one person sends. Emails alone —

endars, hold parent information ses-

parent involvement and superior

and no one tool alone or one person

sions or community drop-in sessions,

staff satisfaction in Deerfield Public

alone — cannot establish a culture

present at the senior center, meet with

Schools District 109, a PK-8 district

of communication.

local businesses, hang posters, and in

of approximately 3,000 students in

In Deerfield, all public entities

their spare time, they might blog, tweet

four elementary and two middle

work together in the Community

or post on Facebook. Those districts

schools in a suburb north of Chicago:

Communicators Coalition (CCC), a

fortunate enough to have a communi-

• Students earn high marks on

group of employees within the local

cations department often have a staff

PARCC tests as well as local

of one to take on these roles, as well as

assessments.

support and train administrators and

• A large percentage of parents

front-line staff members and work with

are active contributors to school

board of education members on how to

Parent-Teacher Organizations.

best inform and engage staff, students,

This year, PTOs provided fund-

parents, and community members.

ing for library renovations and

E ven t hou g h m a ny s cho ol and distr ict of ficials or school

2

clear, open communication couldn’t

construction of SmartLabs in all elementary schools.

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

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

public entities who are responsible

get the posters up and flyers out any-

for communication and communi-

where that teenagers might see it.

ty engagement. We meet regularly

Using Google Docs to share

to share resources and ideas, and

material, they also created press

sometimes fr ustrations or fail-

releases to send to local media and

ures. We find ways to collaborate

templates of emails for school princi-

to better connect with our shared

pals to send to parents and students

audience. Specific to education,

and produced a video to show to stu-

the local K-8 districts collaborate

dents at all schools (view the video

regularly, and in many ways, with

at tinyurl.com/textatip).

the high school district.

Treasurer Thomas Neeley

Vice President Joanne Osmond

Immediate Past President Karen Fisher

BOARD OF DIRECTORS

Being able to collaborate to

A shining example of collabo-

create and distribute consistent

ration for communication was the

communication throughout the

March 2015 launch of Text-A-Tip

community allowed the program to

in school districts 106 (Bannock-

gain immediate “branding” and deep

burn K-8), 109 (Deerfield PK-8),

impact. Text messages came in from

112 (Highland Park PK-8) and 113

students in need on the first day of

(Deerfield and Highland Park High

launch, meaning that teenagers in

Schools), and beyond the schools

the communities found the support

throughout those communities. Text-

Abe Lincoln Lisa Weitzel

Lake June Maguire

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

they needed, immediately.

Cook North Barbara Somogyi

Southwestern Mark Christ

Leader connections

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

A-Tip is a service that allows teens to find anonymous, immediate help for

President Phil Pritzker

themselves if they are struggling with

That community collaboration

drug or alcohol abuse, depression,

with Text-A-Tip was easy to establish

difficult family situations, bullying,

because many of the leaders of the

or any of the many challenges they

public entities already had strong

face today. The service is available

connections. District 109 Superin-

24/7, is completely anonymous, and

tendent Mike Lubelfeld builds bonds

is staffed with local counselors to

with other community leaders so that

support teenagers (and others) who

he can better understand the com-

have a concern or crisis. Teenagers

munity as a whole and better serve

text a message or scan a QR code on

our parents and constituents. Local

their phone to get help.

leaders — including the mayor of

The team of school communica-

Deerfield, village manager, chief of

tors from the districts created post-

police, and director of the park dis-

ers, flyers, and Chromebook stickers

trict — meet monthly. Those regular

for students in grades 6-12 and found

meetings ensure that relationships

a printer to provide printing at cost.

are solid so, if there ever is a crisis

They worked with school adminis-

or need, the leaders know exactly

trators to distribute the posters and

where to turn for help.

stickers throughout the schools and

For job-alike sharing, he con-

with officials at the villages and cit-

nects with other superintendents,

ies, park districts, and libraries to

locally through the Lake County

S E P T E M B E R - O C T O 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

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.

3

Superintendents Association, state-

Board bonding

the time is spent on formal agen-

wide through the Illinois Association

Board members can form valu-

da items, but much of the time is

of School Administrators, nationally

able partnerships with other elected

spent informally sharing experi-

through the American Association of

and appointed officials to broaden

ences and ideas. These are valu-

School Administrators and the Sub-

their experiences and increase their

able discussions that lead to greater

urban School Superintendents, and

ability to serve their communities.

understanding of the community as

virtually on Twitter through #supt-

In Deerfield, the board members,

a whole among all officials. A repre-

chat, a Twitter chat he co-moderates

trustees, and other elected govern-

sentative of each government body

with Leyden High School District 212

ing officials in the community hold

gives a quick recap of recent events

Superintendent Nick Polyak.

an annual joint meeting. Some of

in their organization. District 109 board secretary Sari Montgomery finds these meetings valuable for herself as a board member and for the district. ”It’s important to have those

www.iasb.com 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

4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance (TAG) Steve Clark, Consultant 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 Nancy Bohl, Consultant Shanell Bowden, Consultant Angie Powell, Consultant Brian Zumpf, Consultant

lines of communication open,” Montgomery says. “When village trustees know who we are — and can put a face to a name — we are more likely to be able to help each other when the need arises.”

Of course, IASB offers great opportunities for board of education members to share with other board of education members. In addition to the learning opportunities at the statewide Joint Annual Conference in November, the regional gatherings are valuable for board member networking and sharing. District 109 hosted the IASB Lake Division dinner in March 2016 and proudly shared the experience of constructing new state-of-the-art science, STEM, and communication media arts labs with board members from nearby districts. District 109 board members have enjoyed learning from other districts and have used those experiences to guide their work in District 109. “Just before we went 1:1 in District 109, I attended a dinner at a school that had just launched 1:1,” says Mrs. Montgomery. “It was helpful for me to see what they did, and their outcomes.”

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

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P R O U D L Y

S E R V I N G

T H E

P U B L I C

S E C T O R

FEATURE ARTICLE

New direction for student discipline Illinois aims to reduce suspension, expulsion

By Courtney Stillman

Courtney Stillman is an attorney with Hauser Izzo, LLC, Attorneys at Law. She represents school districts throughout the state, primarily with special education and student legal issues.

P

ublic Act 99-456, commonly

Letter on Racial Disparities in

the potential for significant, neg-

known as Senate Bill 100, is

Student Discipline issued in 2014

ative educational and long-term

effective September 15, 2016. By that

jointly by the Department of Jus-

outcomes, and can contribute to

date, school districts in Illinois must

tice (DOJ) and the Office for Civil

what has been termed the “school

have adopted discipline policies consis-

Rights (OCR). This letter warned

to prison pipeline.”

tent with the Act, which seeks to limit

that an increasing number of stu-

The Dear Colleague Letter

the number and duration of expulsions

dents are losing valuable instruc-

expresses concerns that students

and out-of-school suspensions.

tional time due to exclusionary

who are out of school will run the

discipline. Further, the increasing

streets, become involved in crime

Social context

use of “out-of-school suspensions,

and end up in prison. The DOJ and

PA 99-456 adopts the recom-

expulsions, and referrals to law

OCR cite research that exclusion

mendations of the Dear Colleague

enforcement authorities creates

from school does not positively change behavior and opine that school discipline policies should emphasize constructive interventions rather than exclusionar y sanctions.

The DOJ and OCR also criticize a disparity in how exclusionary discipline is used. According to the letter, minority students are suspended disproportionately to non-minorities. Black students are three times more likely to be suspended than white students. The Dear Colleague Letter cautions against discrimination in discipline policies and practices. It gives examples of how discipline policies can be implemented in a discriminatory manner or selectively enforced, which leads to disparate impact on minority

6

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

students, even if the school’s disci-

mirrors the sentiments of the feder-

only if other appropriate and avail-

pline policy is not discriminatory on

al Dear Colleague Letter. As a result

able behavioral and disciplinary

its face. The letter also condemns

of the Act, 105 ILCS 5/10-22.6(b-5)

interventions have been exhausted;

zero tolerance policies, suspending

now reads, “Among the many possible

and the student’s continuing pres-

students for truancy, and denying

disciplinary interventions and conse-

ence in school would either:

students admission to school after

quences available to school officials,

• Pose a threat to the safety of oth-

police involvement.

school exclusions, such as out-of-

er students, staff or members of

school suspensions and expulsions,

the school community; or

The Dear Colleague Letter proposes that school discipline policies be

are the most serious.”

• Substantially disrupt, impede,

written to accentuate positive behav-

PA 99-456 proclaims, “School

ioral interventions instead of removal

officials shall limit the number and

of the school.

and recommends that policies

duration of expulsions and suspen-

I f the board of education

• Explicitly limit the use of out-of-

sions to the greatest extent practica-

expels a student, the board must

school suspensions, expulsions,

ble, and it is recommended that they

justify the expulsion in its writ-

and alternative placements to

use them only for legitimate educa-

ten expulsion decision. The board

the most severe disciplinary

tional purposes.” The legislature

must detail the specific reasons

infractions that threaten school

reiterates that “To ensure that stu-

why removing the student is in the

safety or to those circumstances

dents are not excluded from school

best interest of the school. This

where mandated by federal or

unnecessarily, it is recommended

would include reasons why the stu-

state law.

that school officials consider forms

dent poses a threat to safety and/

• Provide for individual, tailored

of non-exclusionary discipline prior

or why the student will substan-

intensive services and supports

to using out-of-school suspensions

tially disrupt, impede, or interfere

for students reentering the class-

or expulsions.”

with the school’s operation. The

room following suspension or expulsion; and • Provide for alternatives to suspensions.

or interfere with the operation

Schools are required to make

decision must also include a ratio-

reasonable efforts to resolve threats

nale as to the specific duration of

and disruptions to reduce the num-

the expulsion. Additionally, the

ber of suspensions.

board must document whether

Amidst troubling statistics in

In an attempt to radically reduce

other interventions were attempt-

Illinois, PA 99-456 was enacted.

exclusionary discipline, PA 99-456

ed with the student or whether it

According to the UCLA Civil Rights

amends the School Code to substan-

was determined that there were

Project, one out of every four black

tially change the requirements and

no appropriate and available inter-

public school students in Illinois was

circumstances in which students may

ventions other than the expulsion.

suspended at least once during the

be expelled or suspended from school.

Although zero tolerance pol-

2009-2010 school year, which was the

This amendment does not change

icies are no longer permitted, the

highest rate among 47 states exam-

basic requirements of due process

School Code still provides for expul-

ined by the Project. Statistics pro-

or the need to provide parents and

sion for at least one year for students

vided by Voices of Youth in Chicago

students notice of the school’s dis-

who bring a weapon to school, any

Education (VOYCE), indicated that,

cipline code, the opportunity for a

school-sponsored activity or event,

during the 2012-2013 school year,

hearing regarding suspension, the

or any activity that bears a reason-

black students were 30 times more

requirement of an expulsion, and

able relationship to school. However,

likely to be expelled than their white

other notice requirements.

the School Code continues to pro-

counterparts were. In response to this alarming data, and with assistance

vide that either the superintendent Expulsions after PA 99-456

from VOYCE, the Illinois Legislature

Effective September 15, 2016, a

developed PA 99-456, which also

student may be expelled from school

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

and/or the board of education can modify the period of expulsion on a case-by-case basis.

7

Suspensions after PA 99-456 PA 9 9 - 4 5 6 d i s t i n g u i s h e s

The written suspension decision must detail

assist suspended students. Districts

between suspensions for three days

• The student’s specific act of

must create a policy to facilitate the

or less and suspensions for longer

gross disobedience or miscon-

re-engagement of students who are

than three days. Because the Act

duct resulting in the decision to

suspended out of school, expelled,

prohibits zero tolerance policies, the

suspend the student, including

or returning from an alternative

decision to suspend and the length

why the student poses a threat

school setting.

of a suspension must be determined

to safety or a disruption or sub-

on a case-by-case basis by the Board

stantial disruption;

The Act does not provide specific requirements for facilitating the

• A rationale as to the specific

re-engagement of such students. A

A student may be suspended out

duration of the suspension; and

plan could address what the student

of school for three days or less only

• For suspensions of more than

must do while he or she is out of

if the student’s continuing presence

t h ree d ays, whet her ot her

school, such as complete academic

in school would pose

interventions were attempted

work, take tests, or enroll in an alter-

• A threat to school safety; or

or whether it was determined

native educational program. A plan

• A disruption to other students’

that there were no appropriate

might provide for supportive inter-

learning opportunities.

and available interventions as an

ventions that will be in place upon

A student may be suspended

or its designee.

alternative to the suspension.

return to school, such as scheduled

out-of-school for more than three

The statute does not provide

meetings with a counselor or other

days only if other appropriate and

guidance regarding how to deter-

staff, a check-in/check-out system,

available behavioral and disciplinary

mine the duration of a suspension.

or a safety plan. The re-engagement

interventions have been exhausted

School administration may want

plan might also include academic

and the student’s continuing pres-

to consider the factors set forth in

re-engagement strategies, such as the

ence would either:

the Illinois Supreme Court’s 1991

student taking advantage of school

• Pose a threat to the safety of oth-

decision in Robinson v. Oak Park

tutoring or support programs, to avoid

er students, staff or members of

and River Forest High School. This

loss of academic credit and progress.

the school community; or

includes (1) whether the student has

Other potential ways to facilitate

• Substantially disrupt, impede,

previous violations; (2) the impact of

a student’s return to school include

or interfere with the operation

the student’s behavior on the school

developing behavior strategies spe-

of the school.

environment; (3) the impact of the

cifically related to the student’s dis-

Suspensions of more than three

suspension on the student; (4) the

ciplinary infraction; implementing

days require the same threat/dis-

age and grade of student; and (5)

communication strategies for the

ruption test as expulsions. The

any mitigating factors, such as who

school, parents, and student; explain-

Act does not explain the differ-

started a fight, versus who defended

ing community resources available

ence between a “threat to school

against it. Although suspension and

to the family; and providing ongoing

safety” and a “threat to the safety

expulsion decisions must be made

social emotional supports or coun-

of other students, staff or commu-

on a case-by-case basis, it may be

seling to the student.

nity members.” Likewise, the dis-

helpful to keep a log of how these

Additionally, districts must cre-

tinction between disrupting other

exclusions are implemented to

ate a policy by which suspended stu-

students’ learning opportunities

ensure there is no disparate impact

dents have an opportunity to make

versus substantially disrupting the

on certain groups of students.

up work for full academic credit. This

school’s operation is not defined.

These distinctions will need to be made by schools on a case-by-case basis.

8

99-456 requires school districts to

includes students suspended from Assistance for excluded students

the school bus who do not have other

In addition to these require-

means of transportation to school.

ments for suspending a student, PA

Furthermore, during out-of-school

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

suspensions longer than four school

School administration and staff

What are other

days, a school must provide appro-

may not advise or encourage stu-

“appropriate

priate and available support services

dents to drop out of school due to

and available

during the period of suspension

behavioral or academic difficulties.

interventions”?

unless the school determines that

The Act requires school districts

there are no such appropriate and

make reasonable efforts to provide

def i ne “other appropr iate a nd

available services. “Appropriate and

ongoing professional development on

available interventions.” Further-

available support services” are not

the adverse consequences of school

more, PA 99-456 does not require

defined in the Act and must be deter-

exclusion, justice system involve-

a district to adopt any particular

mined by the district.

ment, effective classroom strategies,

intervention — or any interven-

culturally responsive discipline,

tions whatsoever. However, not

and developmentally appropriate

developing inter ventions alter-

Other provisions of the Act

The Act does not

I n add ition to restr ictions

discipline methods that promote a

nate to suspension and expulsion

on out-of-school suspensions and

positive and healthy school climate.

puts a district at risk of challenge

expulsions, the Act provides that

Districts’ parent-teacher advisory

by students. Additionally, each

monetary fines may not be used as

committees are encouraged to create

school district must submit data

a disciplinary consequence, except

a memorandum of understanding

to the Illinois State Board of Edu-

as restitution for lost, stolen, or

with local law enforcement agencies

cation (ISBE) annually regarding

damaged property. A school may

that clearly define the agencies’ role

out-of-school suspensions, expul-

not utilize a zero tolerance policy.

in schools.

s ion s , a nd a lt er n at ive s cho ol

$

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SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

settings; disaggregated by race,

year and schools with fewer than

create alternatives to suspension

gender, age, grade level, English

50 white students or 50 students

and expulsions.

learner, incident type, and dis-

of color enrolled) in out-of-school

Some alternatives to suspension

cipline duration. See www.isbe.

suspensions and expulsions to

may include, but are not limited to

net/research/htmls/eoy_report.htm.

submit a plan to ISBE identifying

• I n - k i n d r e s t i t u t i o n : T h e

Based on this reporting, begin-

strategies to reduce exclusionary

student helps to restore or

ning in the 2017-2018 school year,

discipline, racial disproportionality,

improve the school environ-

ISBE will require districts that rank

or both. This plan must be approved

ment by addressing problems

in the top 20 percent of racial dis-

by the school board and posted on

caused by the student’s behav-

proportionality, (over-representa-

the district’s website. Within one

ior (e.g., repair things dam-

tion of students of color or white;

year, a progress report must be sub-

aged) or to improve the school

does not include schools that issue

mitted to ISBE and posted on the

environment generally (e.g.,

fewer than 10 out-of-school suspen-

district’s website. This reporting

pick up trash, wash lockers).

sions or expulsions during a school

provides an additional incentive to

This is as opposed to financial restitution that typically punishes parents instead of students.

• Behavior plan: This is a struct u red, coord i nated b ehavior support plan based on a hypothesis about the function of the behavior that focuses on increasing desirable behaviors and replacing inappropriate behaviors.

• Behavior contract: Develop a contract that reminds the student to problem solve and includes reinforcing success and consequences for continuing problem behaviors.

The IASB Executive Search Team…

• Facilitates executive searches which includes superintendent, assistant superintendent, business manager, principal, and director search services • Considers the “big picture” in the search process and school district governance

• Required short course: The student must watch a video or complete a reading assignment on a topic related to the stu-

• Represents the interests of the client school districts • Assists client school districts build an effective relationship with the new executive • Acts with integrity and in the spirit of trust

dent’s inappropriate behavior (e.g., anger control, social skills, strategies for conflict, inappropriate language, drug abuse).

• C o m m u n i t y s e r v i c e : T h e student performs supervised

FOR INFORMATION CONTACT: 2921 Baker Drive One Imperial Place Springfield, IL 62703 1 East 22nd Street, Suite 20 217/528-9688, ext. 1217 Lombard, IL 60148 630/629-3776, ext. 1217

10

www.iasb.com/ executive

Jan/Feb 2016 T H E2016 ILLINOIS Sept/Oct

community service outside of school hours.

• Counsel ing: The student is required to receive individual

SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

counseling from a trained pro-

students. This may result in school

strongly suggests that

fessional focused on problem

staff conducting less manifestation

m a ny c h i l d r e n w it h

solving, anger management,

determination meetings (required

disabilities may not be

social skills, or the student’s

when considering exclusion of spe-

receiving appropriate

individual problems.

cial education students for more

behav iora l i nter ven-

• Parent supervision: Parents

than 10 cumulative school days).

tions in their IEPs and cautioned

are invited to brainstorm ways

However, the U.S. Department of

that suspensions may indicate that

to provide closer supervision

Education has taken the position

a student’s IEP does not appropri-

and there is frequent contact

that an in-school suspension may

ately address his or her behavioral

and collaboration between the

count as a day of suspension for

needs. The letter reiterated that

school and parent regarding

purposes of the 10-day manifesta-

behavioral interventions must be

behavior, incentives, and con-

tion determination rule, if certain

available in all placements and that

sequences.

conditions are met. These condi-

a student should not be removed

• Loss of privileges (e.g., recess)

tions include that the in-school

to a more restrictive placement

• Timeouts

suspended student does not par-

unless behavioral interventions

• Detentions

ticipate in the general education

in a less restrictive environment

• Seizure of contraband

curriculum, does not continue to

have proven insufficient.

• In-school suspensions : PA

receive Individualized Education

In addition to cautioning against

99-456 does not limit suspen-

Program (IEP) services, and does

the use of suspensions, the DOE also

sions that take place within the

not continue to participate with

described certain practices that, if

school setting.

non-disabled students to the same

used repeatedly, would constitute

extent as he or she would in his or

disciplinary removal, equivalent to a

her current placement.

suspension. These measures include

• Restorative justice: Restorative justice principles seek to make students aware of the impact

It will remain important under

repeated office referrals or time outs

of their behavior on others, to

the Act for school staff to care-

that cause extended time away from

understand the obligation to take

fully document the interventions

instruction, repeatedly sending a stu-

responsibility for their actions,

tried and proposed in a student’s

dent home from school, repeatedly

to take steps towards repairing

behav ior inter vention plan, as

sending a child home and requiring

harm caused, and to prevent

these will be important in deter-

a risk assessment or other evaluation

future harm. Restorative Jus-

mining whether there are other

as a condition to the child’s return to

tice measures include, but are

appropriate and available inter-

school, and shortened school days.

not limited to letters of apology,

ventions. Finally, if a student is

peer mediation, peer juries, and

receiving IEP services, it is likely

community service (see page 12

that the services will be considered

The Act significantly changes

for more information).

appropriate and available support

how student discipline is contem-

Many of these interventions

services, which should be provid-

plated and implemented. However,

may be part of a school-wide or

ed if the student is suspended for

much of the language of the Act is

classroom behavior system.

more than four days.

vague, specific interventions are

On August 1, the U.S. Depart-

not defined or required, and the

Implications for special

ment of Education issued a Dear

Act leave s much d iscretion to

education

Colleague L etter on Ensur ing

school officials. School districts

Conclusion

The Act applies to both gener-

E quity an d Pro v i din g B eh av -

w i l l need to develop practices

al and special education students

ioral Supports to Students

during the school year to address

and therefore should result in less

with Disabilities. It explained

the purpose and legislative intent

out-of-school suspensions for all

that recent data on suspensions

of PA 99-456.

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

11

Using carrots instead of sticks Restorative justice in student discipline

By Maryam Brotine

Maryam Brotine is assistant general counsel for the Illinois Association of School Boards.

R

estorative justice, also known

and has since spread into the areas

In 2014, the “Bullying preven-

as Balanced and Restorative

of school bullying prevention and

tion” section of the Illinois School

Justice is “a philosophy based on a set

discipline reform. In 1998, Illinois’

Code (105 ILCS 5/27-23.7; Public

of principles that guide the response

Juvenile Justice Reform Act revised

Act 98-669) was amended to define

to conflict and harm,” according to

the Illinois Juvenile Court Act to

“restorative measures” and to require

Implementing Restorative Justice:

include the following purpose and

that school district bullying preven-

A Guide for Schools. This guide fur-

policy statement, which adopts,

tion policies include procedures for

ther outlines the three main goals of

in pertinent part, the restorative

promptly informing parents/guard-

restorative justice:

justice philosophy for all juvenile

ians of all students involved in alleged

delinquency cases:

bullying incidents of the availability

1. Accountability — Restorative justice strategies provide

“(1) It is the intent of

opportunities for wrongdoers to

the General Assembly to

be accountable to those they have

promote a juvenile justice

Now, per Public Act 99-0456

harmed, and enable them to repair

system capable of dealing

(commonly known as Senate Bill

the harm they caused to the extent

with the problem of juvenile

100), as of September 15, 2016 the

possible.

delinquency, a system that

Illinois School Code requires that

may include restorative measures.

2. C o m m u n i t y S a f e t y —

will protect the community,

schools exhaust all other appropri-

Restorative justice recognizes the

impose accountability for

ate and available behavioral and

need to keep the community safe

violations of law and equip

disciplinary interventions before a

through strategies that build rela-

juvenile offenders with com-

student may be considered for sus-

tionships and empower the commu-

petencies to live responsibly

pension of longer than three days,

nity to take responsibility for the

and productively.”

expulsion, or disciplinary removal

well-being of its members.

In 2011, the Illinois School Bul-

to an alternative school. Restorative

3. C o m p et e ncy D evelo p -

lying Prevention Task Force released

justice measures are one of myriad

ment — Restorative justice seeks to

a report stating that “restorative

interventions available to schools.

increase the pro-social skills of those

discipline should wholly replace

who have harmed others, address

punitive discipline measures …

What are restorative justice

underlying factors that lead youth

discipline should include compre-

measures?

to engage in delinquent behavior,

hensive efforts to help students learn

The U.S. Department of Edu-

and build on strengths in each young

alternative ways to handle conflict

cation describes restorative jus-

person.

and relational aggression and the

tice measures as “a set of informal

ability to practice those behaviors

and formal strategies intended to

until fluency is gained.”

build relationships and a sense of

Modern restorative justice is rooted in the juvenile justice system

12

of student support services, which

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

community to prevent conflict and

San Francisco Unified School District

wrongdoing, and respond to wrong-

depicts restorative practices along

doings, with the intention to repair

a continuum and describes them

any harm that was a result of the

as “multifaceted in nature,” which

wrongdoing.”

“include interventions when harm

The Illinois School Code defines

has happened, as well as practices

“Restorative Measures” as a contin-

that help prevent harm and conflict

uum of school-based alternatives to

by helping to build a sense of belong-

exclusionary discipline that

ing, safety, and social responsibility

• Are adapted to the particular needs of the school and community; • Contr ibute to maint aining school safety;

in the school community.”

Closer to home, Minneapolis Public Schools visually portrays its restorative practices as a “Circle of

• Protect the integrity of a positive

Supports” involving interventions

and productive learning climate;

which range from prevention mea-

• Teach students the personal and

sures aimed at broad populations to

interpersonal skills they will

intensive interventions focused on

need to be successful in school

individual students’ needs.

and society;

Currently 22 states, including

• Serve to build and restore relation-

Illinois, have enacted statutes encour-

ships among students, families,

aging or requiring the use of restor-

schools, and communities; and

ative justice in school discipline.

• R e d u c e t h e l i k e l i h o o d o f future disruption by balancing accountability with an understanding of students’ behavioral health needs in order to keep students in school.

Restorative justice responses vary from state to state and district to district, but often include educational and/or behavioral consequences, and bring affected parties together to resolve conflict through tools such as peacemaking circles, mediation, conferencing, and peer juries. For example, California’s Oakland Unified School District describes its restorative justice as “processes” which build community and respond to harm, and breaks restorative justice into three tiers. Across the bay,

Resources: Implementing Restorative Justice: A Guide for Schools, Illinois Criminal Justice Information Authority (2009), www.icjia.state.il.us/publications/ implementing-restorative-justice-aguide-for-schools School Bullying Task Force Report, Illinois State Board of Education (March 1, 2011) at: www.isbe.net/SBPTF/pdf/ sbptf_report_030111.pdf U.S. Department of Education on restorative justice, blog.ed.gov/2016/03/ restorative-justice-practices-and-bullying-prevention/

Join us at the 2016 Joint Annual Conference for the following panel sessions related to student discipline.

• Can We Expel? A Board Member’s Discipline Boot Camp SB 100 changed the way schools suspend and expel students. This interactive panel will review the changes in law and work with hypothetical student expulsion situations to train boards how to effectively handle student discipline situations in this changed landscape • Restorative Justice: Apply SB 100 Effectively Learn how a high school district teamed with the local police to implement peer mediation, and how restorative justice principles are applied age appropriately • In addition, A new course, Senate Bill 100 for Board Members, will be available in IASB’s Online Learning Center beginning in September.

Board members should contact their board attorney for any questions, concerns, or information regarding Senate Bill 100 implementation in their school district.

Oakland Unified School District, Whole School Restorative Justice information sheet, www.ousd.org/restorativejustice San Francisco Unified School District, Continuum of Restorative Practices, www.healthiersf.org/RestorativePractices/WhatIsRP/continuum.php Minneapolis Public Schools, Circle of Supports, http://ecs.mpls.k12.mn.us/ restorative_practices_in_schools

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

FEATURE S A TRO T IRCYL E

Here’s the pitch: Analytics for managing school buildings

By Diallo Telli Brown

Diallo Telli Brown is an administrator of an alternative private day school and urban education advocate, author, and speaker.

I

don’t watch many movies. I tend

Moneyball is a notewor thy

Athletics — after three superstars’

to think of movies as frivolous, a

take on the effects of analytics in

contracts expired — and solve the

100-plus minute escape from reality,

Major League Baseball (MLB). The

ballclub’s small-market finance

conditioning some minds to expect

film introduces an ex-MLB player

problems.

odd and improbable outcomes to

turned general manager named Wil-

After digesting the movie and

future challenges. But I recently

liam Bean and features a depiction

pouring over research on analytics,

watched Bennett Miller’s and Brad

of Paul DePodesta, then a recent

I am convinced that, if the matter is

Pitt’s 2011 film, Moneyball, based

economics graduate of Harvard

approached systematically and spe-

on the nonfiction book Moneyball:

University. Together this pair used

cific to the setting, school boards and

The Art of Winning an Unfair Game

data-crunching analytics to repair

their districts can duplicate the pro-

by Michael Lewis.

the decimated roster of the Oakland

cess of success that analytics brings to many different industries.

Analytics in a peanut shell According to Tom Davenport of the Harvard Business Review, these five essentials are the very basics of analytics: • Identifying and Framing the Analytical Problem • Working with Quantitative People • Understanding Different Types of Data and Their Implications • Understanding Different Types of Analytics and Their Implications • Exploring Internal and External Uses of Analytics W hile I won’t delve into all five, two stand out: “Identifying and Framing the Analytical Problem” and “Exploring Internal and External Uses of Analytics.” Respectively these two essentials are the starting

14

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

pitcher and middle reliever, and they

parents’ minds about consistent

relate to how school boards can man-

school attendance.

age their relationships with school buildings.

A pr o b l e m l ie s i n I T s t a f f knowing their data too well, and

Regardless of the contributing

as such not articulating what it

factors, these data sets may not be

means in mutually beneficial ways.

Analytics begins with an iden-

located on the district’s server but

This leaves the administrators to

tified and particular problem. For

are correlating factors in consid-

decipher more by instinct than by

the sake of educational discussion,

ering, and winning, the issue of

analytics. In baseball, there is a

let’s use truancy as the identified

truancy. Analytics uses both big

situation called a “pickle.” It occurs

agitator. The truancy problem is

and small data sets to identify the

when a runner is between two bas-

shared across several departments,

problem and provide solutions in

es and needs to safely return to

has internal and external factors,

order to further the academic suc-

one base (that is not occupied by

and is not contained to a single

cess of the district.

a teammate) before being tagged

school building. The district is made aware of the problem and

by an opposing player with the Who’s on first?

ball. This accurately describes

those at the both the building and

Oakland’s general manager duo

an administrator when dat a is

district level begin to determine

of Bean and DePodesta eventual-

requested, but either not accurately

what type of data is available to

ly proved their system worked by

articulated or the implications are

them internally, as well as what

winning the American League West

not completely understood. More

other sources may avail them-

title with one more win than the

consideration of how data can be

selves before the end of the ninth

previous season, minus the three

used both intellectually as well

inning. The internal data set or the

superstars the organization could

as instinctively is the process of

“small data” that district has at its

no longer afford to pay. In this anal-

analytics, which lead the Oakland

fingertips (for example through

ogy, if the school board is the gener-

As to a 20-game winning streak, a

PowerSchool, Infinite Campus,

al manager, then the administrators

modern-era Major League Baseball

Blackboard, or Skyward) has useful

are the coaches, and members of

record.

analytical tools that contribute to

the district’s information technol-

seeing the problem of truancy and

ogy staff are the players. All are

aiming to diminish it.

involved in making schools better

But what about “big data” —

via analytics.

Building the fan base It’s been said that a school should not be run like a business.

data sets outside a school’s serv-

No one player is of superstar sig-

I agree. However, a school district

er? Perhaps there are conditions

nificance. Instead, there is a metic-

should be run like a business, if

in a particular neighborhood that

ulous way of managing the district

you consider its customer to be

prevent a student from attending

in order to gain consecutive wins

the school building. In turn, the

school routi nely. Maybe t here

towards the identified problems in

school needs to put out a great prod-

is a medical outbreak r unning

need of solutions. Usually, the dis-

uct — well-educated students who

unchecked but unreported in a

trict office is responsible for pull-

will become productive citizens.

c er t a i n c om mu n it y or a rea of

ing data reports at building-level

These students are viewed as Ws

town? Perhaps there is a lack of

or district-level requests. Instead of

— they are wins to the community

childcare, affecting the district’s

reacting, IT staff should become pro-

and families they serve. When the

PreK and kindergarten programs.

active in running daily and weekly

school regularly produces student

Maybe the increasing talk of a char-

data sets against the norms of the

growth and success, fans are creat-

ter school lottery or school voucher

district, state, and other districts

ed from near and far. When fans or

program is creating reservations in

they want to emulate.

stakeholders are pleased with the

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

15

product, and as a result, support

can interpret the data in a common

winning streak and AL West cham-

is established in the community,

language so that it can be used to

pionship. It also opened the eval-

a better financial picture for the

manage problems within the school

uating eyes of industries across

district is foreseeable.

building, boards can focus more on

the world to how analytics can be

prevalent issues.

an asset to just about any situa-

To explain, I need to change-up the analogy. Now, school boards are

O n e s u c h p r eva l e nt i s s u e

tion. Analytics promotes a deeper

the team owners with administra-

would be a referendum. Wishful

understanding of how problems

tion being the GMs. Operational

t h i n k i ng su g ge st s t hat , some -

can be solved implementing the

efficiency in education has to evolve

d ay, sel l i ng a referendu m w i l l

use of big and small data sets. The

into the school board’s u nder-

be a non-issue, because the dis-

question becomes, why have school

standing of the school building as

trict has used big data and small

districts not completely embraced

a customer instead of an internal

data analytics to solve its issues,

that notion? In baseball, there is

partner. Purposes of a school board

in turn producing students Ws,

a player called a closing pitcher –

include safeguarding finances and

which develops demand from fam-

the closer. His job is to enter the

providing equity in learning for

ilies relocating into the district,

game in the late innings, and shut

the district’s customer (the school

which results in more tax dollars

down the opposing team’s hitters.

building) and the customer’s cus-

and state funding.

His priority is to not allow the runs

tomer (the students).

that would cause his team to be

By providing safe and secure

The closer

tied or to lose. His analytics are

opportunities to infuse analytics

The 2002 Oakland As season

to recognize the problem (getting

and providing an intermediary who

resulted in more than a 20-game

the last remaining batters out).

His data set is the type of pitch he is capable of commanding versus the type of pitch the batter is expecting.

Remember the truancy problem? By the use of analytics, we

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

can acquire a realistic assessment of the problem. We can determine how many students from past years who have like addresses have experienced truancy issues. We can

Field Services

develop correlations between discipline and social/emotional issues

R

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.

associated with truancy. We can gather data on parent involvement, or lack of.

From there, this problem, or any problem becomes a quest for regularization, which can lead to closing the distance between intel-

Mark your calendars now!

Visit the IASB website for a complete list of events and locations: www.iasb.com/calendar/

16

lect and instinct; both of which are needed to improve how school boards manage school issues for consistent Ws.

HE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016 Sept/Oct T2016

CONFERENCE PREVIEW www.iasb.com/jac16 Keynote Speakers

GENERAL SESSIONS WILL ENTERTAIN, TEACH, AND INSPIRE YOU Panel Sessions

A major feature of the Joint Annual Conference are the keynote addresses given during the three general sessions. This year’s lineup includes a Ethiopian refugee who went on to graduate from Harvard, a world renown school safety expert, and a “surprise” keynote speaker from network TV news.

OVER 100 PANEL SESSIONS

The president of each of the sponsoring associations will open each session and act as emcee. They include IASB President Phil Pritzker, Wheeling CCSD 21; IASA President Derek Hutchins, Crab Orchard CUSD 3; and Illinois ASBO President Jennifer J. Hermes, Lake Forest SD 87. The officers and boards of directors for each organization will also be introduced.

This year’s General Sessions will introduce student art and music performances and a special STEM competition. Awards will also be announced to recognize Keynote speakers* the state’s outstanding school 2–3 p.m.

FRIDAY, NOVEMBER 18 First General Session, Third General Session, board president, school secretary, Your Board: Gatekeeper to School Safety:Dorn Security and Fire superintendent, and school busiInvolveFriday, Peer Teachers inMawi Teacher Nov. 18 — Asgedom Sunday, Nov.r 20 — Michael 11 a.m.–noon Financial Management Michael Dorn is — Experts intofire and law enforce-ness official. Winners will also be Evaluation — Rockford 205 and Mawi Asgedom is a SD refugee turned Harvard considered besafety one of Excellence — Explore policies, ment security will explain the importance IASA transformed the teacher evalannounced for school design and Conference Orientation: Navigating graduate. He has written eight books and the nation’s most respected school safety practices, and management tools your of working with local emergency responduationspoken processtotoover improve teaching risk management awards. the Landscape — Does your district one million students and experts. He has published 27 books on to susers in preparing school emergency plans practices.

IASA provided personalized have a leader attending the Joint Annual educators in more than 40 states. As a school board should consider school safety, emergency preparedness, and credit and drill down into the procedures and The General Sessions will coaching forhe teacher evaluators pro- andtain the financial stability and Conference for the first time? This session child, fled civil war inthat Ethiopia law enforcement. During a 25-year public rating of your district. Whether going best practices of school building safety. be held at 3:30 p.m. Friday, duced consistent evaluations by employwill review the Conference program, how a Sudanese survived refugee camp for three years. After safety career, he served as a university police lieutenant, school 8:30 a.m. Saturday, and through a financially turbulent season ing best practices. This has resulted in and where to find assistance, directions, resettling in Wheaton, Illinois, he overcame poverty, language district police chief, anti-terrorism planner, and Georgia Middle School Athletics: Realistic 10 a.m. Sunday, Nov. 18-20, or looking to maintain flexibility, this transformation and accountability of the maps, sessions, and activities that barriers, you Expectations — What should you in the Grand Ballrooms of the and personal tragedy to graduate from Harvard Homeland Security lead program manager.

A graduate of the session is for you. teacher evaluation process. won't want to miss. realistically expect briefings from your junior Hyatt Regency Chicago.

University with a degree in American history. Since then, FBI National Academy, Dorn has received advanced Planning for Major Needs andPolice. His work high/middle interscholastic proExpanding Art’s Essential Role in Asgedom has also created a suite of online leadership courses by the Israel National has also school taken him to The ballrooms can accommodate Expenditures —Mexico, An archigram? This session willand give board memLearning — Why are the arts and founded Student Mental Karate, a leadership system used to Annual Central America, Canada, Europe, Asia, Africa, tect and athe building and grounds director bers some insight into expectations of several thousand guests; howev2–3 p.m. integral to all student growth, and how inspire students.

Middle East. er, it is advisable to arrive early will discuss a process for planning, budcoaches, parents, fans, and how to handle can learning communities promote comIllinois Attendance * Because of contractual the identity of the second Session speaker cannot be revealed in this publication. getingGeneral and prioritizing major maintedifficult situations that often arise in theto find your choice of seats. prehensiverequirements, fine art experiences to all stuCommission nance needs and benchmarks to develop interscholastic athletic program. dents? Join representatives from the IAEA Public Hearing an efficient annual budget for operaand Arts Alliance for an in-depth conver2016 Legislative Session Review — Share your attendance-related tions and maintenance expenditures. sation on these questions and more.

Get an update on the latest education IASB • IASA • IASBO Joint Annual Conference • November 18-20, 2016 • Chicago #ILjac16 5 experiences, challenges, and r School Safety: Emergency Plans issues from the Capitol.

Improving Your Learning solutions with the Commission. and Training — School safety experts Environment Through Dashboards: What You Should Know Your success stories, barriers will clarify the requirements school disSustainability — Hear from two trailand Why — As a board member you to student enrollment and retentricts must meet regarding emergency blazing school districts that use sustainare confronted with many tough decisions tion, and approaches you’ve plans and drills, highlight best practices ability initiatives to leverage both financial and are often engaged by community used with special student popuin school emergency plans, and explore savings and enhanced educational promembers seeking information. Do you lations should be voiced. This is available school security training opporgrams. Investments in both facilities and have the right statistics at hand? We'll your chance to be heard regardtunities for school district personnel. students demonstrate the value of strategic identify data sets that are critical to school ing student attendance issues in thinking, life-cycle considerations, stewboard members' success. schools. ardship, and enhancing education’s future.

KEY: r Panels are part of the Safety and Security Seminar (see p. 21 for more information).

IASB • IASA • IASBO Joint Annual Conference • November 18-20, 2016 • Chicago

6

#ILjac16

#ILjac16

This year’s 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) will offer hundreds of events, activities, and learning opportunities.

Come meet your peers, confer with your counterparts from other school districts, and consult with authorities on a wide array of topics.

To catch a glimpse of the myriad panel sessions, workshops, tours, exhibits, speakers, and other learning opportunities offered, visit www.iasb.com/jac16.

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SCHOOL SAFETY AND SECURITY SEMINAR

From Operations to Culture:

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FEATURE ARTICLE

Getting on, and staying on, the ballot

By Scott F. Uhler and Gregory T. Smith

L

o c a l ele ct ion sea son w i l l

or sufficiency of such petition unless

A fa i lure to str ictly fol low the

arrive shortly, opening with

the requirements of this Section are

r e qu i r e me nt s o f t he E le c t ion

complied with.”

Code is more likely to result in

s c h o o l b o a r d c a n d i d a t e s c i rculating and filing nomination

While a number of courts have

objections to nomination petitions,

petitions for elected office. Each

held that a candidate need not

costs to both the candidate and

election season we see objections

strictly comply with each require-

the municipality with respect to

to new and incumbent candidates’

ment regarding voter signatures

the electoral board hearing pro-

petitions and these candidates’

and candidate nominating peti-

cess and, where a candidate has

names being stricken from bal-

tions, successful compliance, and

not “substantially” complied with

lots because of failures to follow

withstanding a challenge, depend

certain requirements, the invali-

the requirements of the Illinois

on the specific facts of each case.

dation of a candidate’s nominating

Scott F. Uhler and Gregory T. Smith are partners with the law firm of Klein, Thorpe and Jenkins, Ltd., with offices in Chicago and Orland Park.

Election Code.

Section 10 of the Election Code sets forth the fundamental requirements regarding the collection of signatures and preparation of a candidate’s nominating petitions for independent, nonpartisan, and new party candidates for office. Section 10-4 of the Election Code and Section 9-10 of the Illinois School Code set forth basic requirements regarding the form and contents of nominating petitions for nonpartisan school board candidates.

Importantly, Section 10-4 of the Election Code specifically provides, “No signature shall be valid or be counted in considering the validity

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

petitions. Candidates are advised

this problem is to include a space

if objected to, such a practice is

to become fa m i l iar w ith these

on the nominating petition sheet for

unlaw ful. A nyone signing both

requirements for the proper cir-

both the cursive signature and the

their own name and the name of

culation and preparation of their

printed name of any voter signing

another could result in one or both

nominating petitions. Avoiding

the sheet. The most commonly used

of the signatures being stricken as

mistakes in the following areas

petition forms can be found in the

invalid. The person collecting the

reduces the possibility of suc -

Illinois State Board of Elections'

signatures on a nominating petition

cessful objections to a candidate’s

“Candidates Guide,” available at

sheet should therefore ensure that

nomination papers.

its website (see resource list, page

any voter signing the sheet signs

23). The forms are samples and can

only for him or herself.

1. Properly collect qualifying signatures

20

be revised (with care).

D) Not enough valid signa-

B) Voter signatures that are

tures — Each school district has a

The Election Code requires that

illegible — Having voters sign in cur-

specific minimum number of voter

a candidate collect a minimum num-

sive, print the name on a nominating

signatures which must be collected

ber of signatures on petition sheets,

petition sheet, and set forth the street

in order for a candidate to properly

to substantiate a basic showing of

address, all in a legible fashion, all

file nominating petition sheets. For

support from the registered voters

reduces the possibility that the voter

boards of education, that number is

of the school district to which the

cannot be confirmed as a “qualified

50 qualified voters, or 10 percent of

candidate seeks election. Under the

voter” because their writing on the

voters, residing within the school

Illinois Election Code, those petition

petition sheet is illegible. At any rate,

district. For school “directors” that

sheets must be “signed” by “qualified

the person collecting signatures (the

number is 25 or 5 percent. Those

voters.”

circulator) should be able to read

thresholds can be found in the Illi-

There are a number of challeng-

the name of the voter signing and/

nois School Code at Section 9-10 and

es that can be raised to the signatures

or printing. If a name cannot be read

the “Candidates Guide.”

of voters which are collected by a

by the person circulating the petition

If the minimum number of sig-

candidate on his or her nominating

sheet, an objector could challenge

natures is not collected on a candi-

petitions:

the signature as invalid because it is

date’s nominating petition sheets,

A) “Printing” name on candi-

not possible to confirm that it match-

they can be rejected by the election

date’s petition sheet — While there

es any particular voter’s signature on

official with whom they are to be

is no legal prohibition on a voter

the voter registration card.

filed, or they can be challenged by

printing their name and not “sign-

C) Signing nominating peti-

an objector. If a challenge is brought

ing” it in cursive, challenges are

tion sheet for another voter — It

to certain of the signatures on a nom-

frequently made contending that

may seem like common sense, but

inating petition sheet and those sig-

“printing” a name is not “signing”

the Election Code requires that

natures are invalidated, the number

it. Further, if a voter signed the vot-

any voter signature on a candi-

of remaining signatures becomes

er registration card in cursive, and

date’s nominating petition sheet

important. We therefore recommend

then printed the name on a candi-

must be placed there personally

collecting a reasonable “cushion”

date’s nominating petition sheets, a

by the voter. It is not uncommon

of extra signatures, over and above

legal challenge to that name could

for a person to sign a nominating

the minimum, to reasonably ensure

be made by an objector contend-

petition sheet for him or herself,

enough valid signatures remain in

ing the “printed” signature of the

and for a spouse or other family

the event of a challenge.

voter does not match the “cursive”

member. S ome people a s su me

E) Unqualified voters sign-

signature (or vice versa) on their

such an action is reasonable and

ing petition sheets — A “quali-

voter registration card. Although

authorized. It may be proper under

fied voter” who is eligible to sign

not required, one way to minimize

other circumstances. However,

a candidate’s nominating petition

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

is defined in the Election Code (10

of Election website (see resource

and in the candidate’s Statement

ILCS 5/3-1.2) as:

list, page 23).

of Candidacy. School districts all

“For the purpose of determining

The name of the office being

have specific names and numbers,

eligibility to sign a nominating peti-

sought, the candidate’s name and

and the district name should be the

tion or a petition proposing a pub-

the candidate’s address should be

complete, legal name of the school

lic question the term ... “qualified

the same in the heading of this

district. Referring to a school dis-

voter” ... shall mean a person who

form, and in the body of this form,

trict simply by the city or village it

is registered to vote at the address

as is set forth in the heading of

is in could cause confusion about

shown opposite his signature on the

each of the nominating petition

whether it the high school district

petition or was registered to vote at

sheets upon which signatures are

or the elementary, or if a particular

such address when he signed the

collected. After being completed,

city or village is located in more than

petition...”

this Statement of Candidacy must

one school district. Further, there

also be signed by the candidate in

are other local government offices,

ment, a voter signing a candidate’s

In addition to this basic require-

front of a notary public.

such as park district commissioner,

nominating petition sheets must

3. State the office correctly on all

library trustee, or alderman on a city

be registered to vote at an address

petition sheets

council. If there can be any uncer-

within the boundaries of the governmental body for which the candidate is seeking election, e.g. the school district.

There are three basic forms which comprise a proper

2. File a proper Statement of

filing of nominating petitions by a candidate: (1)

Candidacy

the nominating petition sheets, upon which the

There are three basic forms which comprise a proper filing of

voter signatures are collected; (2) a statement of

nominating petitions by a candidate:

candidacy; and (3) a receipt for the filing of the

(1) the nominating petition sheets,

candidate’s statement of economic interests.

upon which the voter signatures are collected; (2) a statement of candidacy; and (3) a receipt for the filing of the candidate’s statement of economic interests. All three of these

The office being sought by the

tainty in the minds of voters about

documents must be filed in order

candidate should be set forth with

what governmental entity you are

to constitute a lawful, proper filing.

specificity by the candidate, both

seeking election to, or the nature of

The requirements and a sample form

as to the length of the term and the

the seat, a potential objection can be

for the completion of the Statement

office itself. The governing entity and

made to lack of specificity and poten-

of Candidacy for each particular

the local government itself should be

tial confusion raised in the minds of

local government office (including

stated specifically, for example, “for

voters as to the office being sought.

school board) in Illinois are provid-

election as member of the Board of

ed in the “Candidates Guide” and

Education of [Anytown School Dis-

4. State the term of office

the “State of Illinois Local Election

trict 101] … .” The specific office,

correctly, too

Official’s Handbook for the 2017

the governing body, and the govern-

In addition to naming the spe-

Consolidated Elections.” Both are

mental unit should all be specifically

cific office and the specific govern-

available at the Illinois State Board

stated in the heading of the nom-

ing entity or board of the specific

inating petition signature sheets

governmental unit, there can be

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

different “seats” on a particular

or to fill a vacant seat on a board

the sheet to each voter signing the

governing entity or board that are

with an unexpired term, there could

sheet, however the circulator must

up for election. A candidate should

be confusion in the minds of voters.

actually be present and see each of

indicate whether he or she is run-

Confusion can result in a successful

the signatories sign the petition. Cir-

ning for a full term (and specify the

objection to the candidate’s nomi-

culators should therefore be aware

years, such as two-, four-, or six-year

nating petitions.

that they cannot allow the petition

term, as applicable) for a seat on

to be removed from their presence

a governing board. If he or she is

5. Each person signing a petition

in order to receive a signature from

running to fill the unexpired term

for nomination must sign in the

someone who they cannot physically

of a vacant seat on the board, this

presence of the circulator

observe sign the petition.

must be specifically stated on the

The Election Code requires

signature petition sheet and State-

that each circulator of a candidate’s

6. File securely bound

ment of Candidacy. If there are seats

signature sheets must certify that

nomination petitions

up for election that are of differing

each signature on the sheet of the

The Election Code requires that

terms (such as a vacancy on the

petition was signed in his or her

the sheets constituting the petition

board with an unexpired term to

presence. The person who signs

for nomination “shall be neatly

be completed), and if the candidate

the circulator’s affidavit need not be

fastened together in book form,

does not specify seeking a full term

the person who physically presents

by placing the sheets in a pile and

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: bzumpf@iasb.com or apowell@iasb.com

22

Jan/Feb 2016 May/June 2016

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

fastening them together at one edge

required to be residents or voters

in a secure and suitable manner.”

in the school district. Each sheet

The purpose of this requirement is

of a nom i nation petition mu st

to prevent tampering and preserve

contain a circulator’s statement/

the integrity of the petitions. Courts

affidavit at the bottom, signed by

have found that the key requirement

the circulator of the petition and

is that the nominating petitions be

providing the circulator’s street

fastened in a secure and suitable

address or rural route number, as

manner. It is recommended that

the case may be, as well as the

all sheets be stapled or bound by

county, city, village or town, and

two- or three-hole punch clips, also

state. The circulator’s statement

known as a universal metal binder.

should certify that:

It is also recommended that paper

• The signatures on that sheet of

clips and binding clips be avoided,

the petition were signed in his

as those manners of fastening, if not secure, could be determined to not provide a secure fastening and invalidate a petition filing.

or her presence; • The signatures are genuine; and either o Indicate the dates on which that sheet was circulated; or

7. Consecutively number each page of the petition for nomination A candidate must also number

o Indicate the first and last

dates on which the sheet

Resources: A shortcut to the links below is available at blog.iasb.com/2016/08/ journal-resources-nominating-petition.html Illinois Elections Code: w w w. ilga.gov/legislation/ilcs/ilcs5.asp?

ActID=170 Illinois School Code: www.ilga. gov/legislation/ilcs/ilcs5.asp?

ActID=1005 Illinois State Board of Elections Candidates Guide (2017): www. elections.illinois.gov/Downloads/ ElectionInformation/PDF/2017CanGuide.pdf Illinois State Board of Elections Local Election Official’s Handbook for the 2017 Consolidated Elections: www.elections.illinois.gov/ Downloads/ElectionInformation/ PDF/2017LEOBook.pdf

was circulated; or o Indicate that none of the

9. File Statement of Economic

signatures on the sheet was

Interests properly and in the

the petition for nomination consec-

signed more than 90 days

correct office

utively. This requirement has been

preceding the last day for

found to help in the identification

the filing of the petition.

each signature sheet constituting

One of the three required documents that must be filed to be a

and description of each petition and

• To the best of his or her knowl-

proper, lawful filing by a candidate

again, guard against tampering with

edge and belief, the persons so

of their nominating petitions is a

the petitions. Failure to number or

signing were at the time of sign-

Statement of Economic Interests.

numbering of petition sheets for each

ing the petition duly registered

The Statement itself is not filed

circulator (if multiple circulators are

voters of the school district for

with the candidate’s nominating

used), rather than numbering all the

which the candidate or candi-

petition sheets and the Statement

sheets in one, consecutive order, has

dates are to be nominated and

of Candidacy; only the receipt for

been found to be a fatal flaw which

certify that their respective res-

the filing is to be included. The

can result in a disqualification of the

idences are correctly stated.

Statement of Economic Interests

candidate’s petitions.

The circulator’s statement on

form is available from the coun-

each nominating petition sheet must

ty clerk where the main office of

8. Each circulator must sign

be signed and sworn to personally

the school district to which the

each nomination petition sheet

before a notary public. A failure of

candidate seeks election is locat-

before a notary public

the person who circulated the peti-

ed (usually available online, and

A ny circulator of a petition

tions to personally appear before a

can be printed). The form must be

for nomination must be at least

notary public who acknowledged his

completed (the instructions are

18 years of age and a citizen of

or her signature can invalidate those

on the form itself) and filed by all

the United States. They are not

petition sheets.

candidates, even if the candidate

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

is currently an elected official and

Economic Interests should not

t he i r S t a t e me nt o f E c o no m ic

has already filed a Statement of

be filed w ith the I l linois St ate

Interests was filed with the county

Economic Interests in relation to

B o a r d o f E l e c t io n s . For s o me

and showing the date of filing. The

the office to which they seek elec-

offices (generally state officials

receipt received from the appli-

tion. The requirements related to

a nd jud ges), ca ndidates are

cable county clerk must then be

the completion and filing of the

required to file their Statement

filed along with the nominating

Statement of Economic Interests

of Economic Interests with the

petitions. Including this receipt

form in Illinois are included in the

of fice of the Il linois Secretar y

for the filing of the Statement of

“Candidates Guide” (see resource

of State, but this is not true for

Economic Interests, along with the

list, page 23).

school board candidates.

filing of the nominating petition

All candidates for local elec-

signature sheets and the Statement

tive of f ice a re requ ired to f i le

10. File the receipt evidencing

of Candidacy, is required in order

t he i r S t a t e me nt o f E c o no m ic

the filing of the Statement

for the filing to be considered law-

I nterest s i n the of f ice of their

of Economic Interests with

ful and complete.

applicable county clerk. The fil-

nomination petitions

ing mu st be made in a w r itten

A candidate must be certain

or printed form (cannot be filed

he or she receives a w ritten or

electron ica l ly) . St atement s of

printed receipt indicating that

11. Make the filing in the correct office A candidate for a school b o a r d (o r s c h o o l d i r e c t o r) i s required to file the nominating petitions, Statement of Candi-

setting district goals and direction

strategic planning values and beliefs/mission/vision/goals

clarifying the district’s purpose

Setting District

Goals and

Direction Whether you call it Setting District Goals and Direction, strategic planning, or values and beliefs/ mission/vision/goals work, school boards are responsible for clarifying the district’s purpose.

An IASB Field Services Director brings expertise about the school board’s role in this work.

For more information, contact your IASB field services director today!

Springfield - 217/528-9688 Lombard - 630/629-3776

24

dacy, and receipt for the filing of their St atement of E conomic Interests with the applicable county election authority/clerk (or Board of Election Commissioners, if applicable), and not with the school board secretary or the administrative offices of the school district.

Conclusion The discussion above is intended to highlight and clarify certain, common issues that tend to arise with the filing of nominating petitions by candidates for local elected office in Illinois, and to assist candidates in minimizing the possibility of any successful challenge to the preparation of nominating petition sheets, the collection of signatures on the sheets, or the

Field Services

filing of the sheets with the appropriate official.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

Jan/Feb 2016

COMMENTARY

Arts are the spark of his life

By G. Howard “Bud” Thompson

A

number of years ago, con-

are not tested. I believe the arts

is fostered throug h a student ’s

vent ion a l w i s dom ab out

are ever y bit as impor tant to a

par ticipation in the visual and

educational leadership included

student’s education as algebra,

performing arts. In some cases,

the following from a speaker at

biology, or composition. As edu-

participation in the arts may be

an “arts in education” seminar:

cators, we all know that valuable

the necessary spark that keeps a

“There are 842 school districts

lessons are learned and creativity

student from dropping out.”

i n I l l i noi s. A l l but 19 of t hem

G. Howard “Bud” Thompson of Prophetstown was IASB president in 1976 and 1977.

have male superintendents, and they all have the same first name: Coach.”

That was likely an exaggeration then and is definitely so now.

But there is a kernel of truth to the sentiment: many school administrators have a physical education and /or athletic history. Seldom do you see a superintendent with an art major. This is part of the reason arts seem to come in last on budget priorities.

The field of the arts has a very large tent. A nyone is welcome.

Everyone is welcome. The arts are not racist – in fact the arts exemplify diversity. If your goal is life-long learning, try the arts.

In 2012, then-state superintendent of education Christopher Koch said, “We put so much focus on math, science, and Eng l ish language arts, and unfortunately sometimes neglect areas that

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

I was born in October of 1930.

My family — my parents and two

worst. I vowed to get even some way, someday.

older sisters — was very poor. The

But in eighth grade, a great thing

Depression was bad enough for

happened. I loved to draw. I was in

everyone, but my dad was an alco-

study hall, but instead of studying, I

holic -- no, really he was a “drunk.”

was drawing tanks, guns, ships, and

He would be gone for two, three

planes. World War II was in progress.

days at a time, sometimes for a

I was unaware that the study hall

whole week. I was a small, skinny

teacher was standing behind me.

kid and my clothes were clean but

She said, “I want to see what you

worn.

are doing.”

I hated school. I was picked on just about every day, taunted with

I was in trouble, I thought. “I’ve had it.”

The arts are not a frill. They are

“Your old man is a drunk.” I had

But she took my drawing, looked

not only important, they are crucial.

a list of five bullies who were the

at it, and handed it back. She said, “I would like to keep this and please sign it.”

She hung it in the teacher’s lounge on the bulletin board. I had many teachers and others tell me how good my drawing was. This was a huge spark in my life. My negatives turned to positives. My

Policy Services

grades got better. I tore up the list of five.

Two years later, my Dad found

SCHOOL BOARD POLICIES ONLINE

Alcoholics Anonymous and never had another drink.

After high school graduation, I enrolled in Augustana College in Rock Island. I had an art teacher

Your board works diligently to maintain a policy manual that effectively governs the district. Let the Illinois Association of School Boards publish your school board policy manual online, and share your good work with staff, students, parents, and the community.

Get the policy information you need when you need it.

IASB’s upgraded and improved School Board Policies Online provides you with the search tools you need to quickly access important policy content.

who told me I had gotten a gift from God with my art. But, she said God demands that you share your gift.

I got a grant for a summer session at the University of New Mexico at the Harwood Foundation in Taos, N.M. I enrolled in the school of painting at the Art Institute in Chicago and was to start in Janu-

Contact Brian Zumpf, Policy Consultant, to discuss how School Board Policies Online can benefit your district. bzumpf@iasb.com, 630/629-3776, ext. 1214

26

HE ILLINOIS Sept/Oct T2016

ary after Taos. But Dad got emphysema, a killer if you work around livestock. A decision had to be made: sell the family business and

SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

continue my art career, or forget art

the Illinois Alliance for Arts Edu-

involvement. He is right, but I have

and take over the family business.

cation in 2005.

never told him that. And yet, in the

I chose the latter.

As it turned out, I was very

I sincerely believe the arts saved my life.

words of William Shakespeare: The man that hath no music

successf u l. A fter retirement, I

I have a long-time friend who

tried to honor my commitment

was very active in sports in the

to God, to share my art. I taught

late 1940s. His children were very

art classes for our church school

active in athletics during their

yout h. I develop e d a ser ie s of

time in school in the 1970s. We

murals working with our students

get into a discussion occasionally

in the high school art club. We

about which is more important:

did 12 historic-based murals. We

the arts or athletics. He is stub-

received the “Most Art-Friendly

born and biased (which I am not, of

Small Town in Illinois” award from

course). He stresses how many stu-

Let no such man be trusted.

the Illinois Municipal League and

dents have benefited from athletic

— Merchant of Venice

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

in himself, Nor is not moved with concord of sweet sounds, Is fit for treasons, stratagems and spoils; The motions of his spirit are dull as night And his affections dark as Erebus:

27

INSIGHTS

Constantly evolving “Public education has played

to invest in public education, con-

students are getting. … Standard-

a significant part in lifting genera-

tinue to undermine the amazing

ized testing is intended to give the

tions of people from lower to middle

work taking place in what is argu-

community a measuring stick. Tax-

income, and from middle to higher

ably our most valuable institution.”

payers should know how effectively

income. And, public schools have

— Thomas Gentzel, “Public Education Is Constantly Evolving and Progressing,” The Blog at Huffington Post, July 27, 2016.

their public schools are accomplish-

enormous potential to elevate even more children and their families out of poverty - but schools cannot

ing their missions. Parents should know which schools deliver the best education. Educators should know

do it alone. A societal commitment

“No doubt we have to improve

how they are doing compared with

to solve the problems of poverty is

our schoolchildren’s performance

other states or with the jobs they did

needed. Sadly, childhood poverty

in math and science; we need more

five years ago. Lawmakers should

and racial disparities are hard-

homegrown engineers of varying

know where to target revenue or

ly discussed by elected officials,

types. But not everyone wants to

regulation. Keep changing the rul-

and these issues have been mostly

be an engineer, or can be. And,

er, and no one figures out just how

absent from this election year’s

as leaders in science and the tech

short you are of the mark.”

political debate. At the same time,

industry have acknowledged over

budget cuts and legislation promot-

the years, innovation is spurred by

ing vouchers and other programs

people who are creative in different

that divert essential funding from

ways. The gathering of ideas from

“60 Stag g seniors [took] an

schools, along with the reluctance

seemingly disparate fields often

experimental elective English class

brings new ways to think about

aimed at building empathy through

problems and allows creativity to

storytelling. They now have a book

flourish. There must be a way to

and a documentary film to show for

fashion K-through-12 educational

their efforts. … That book, titled

systems to produce students who

111th & Roberts: Where Our Stories

are sufficiently literate and numer-

Intersect, contains the student-gath-

ate when they arrive at college to

ered accounts of fellow classmates

be able to take advantage of all

and alumni, all of them identified by

that higher education has to offer.

first name only. .. Separately, they

This sug gests that there should

are stories about surviving loss and

be greater cooperation between

enduring hardship, about finding

K-through-12 schools and our insti-

purpose and overcoming obstacles.

tutions of higher learning.”

Together, they are the story of Stagg

— Annette Gordon-Reed, “Making the Case for More Than Just STEM,” The New York Times essay, June 22, 2016.

— Editorial Board, “Why can’t Johnny test in Illinois,” O’Fallon Progress, July 20, 2016

and of the human quest to connect, understand and relate. Some of the stories are heartbreaking, some are inspiring, all are honest.”

“Imagine asking your teacher to keep giving you different tests until you finally found one on which you could achieve an A. It sure seems like that is what Illinois’ high school

28

— Donna Vickroy, “Stagg storytelling project culminates in book, film, lesson in empathy,” Daily Southtown (reporting from Amos Alonzo Stagg High School in Palos Hills), August 5.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

Milestones

continued from page 32

on the Prairie du Rocher CCSD 134

served on the Rock Falls THSD 301

Board of Education.

school board.

Dennis F. Trybus, 69, died May 1, 2016. He had previously served as a

Robert K. Hild, 93, died June 1,

William M. Pollack, 86, died April

member of the Oak Park Elementary

2016. He was previously a member

30, 2016. He previously served for 16

School District 97 Board of Education.

of the LaMoille CUSD 303 Board of

years on the Wilmington school board.

Rollin Gene “Jake” Tye, 81, died

Vincent Ray Reagor, 86, died

at 5:33 P.M. on Thursday, June 22,

Gail (Wright) Johnson, 90, died

July 4, 2016. He served on the Rood-

2016. He was past president of the

July 18, 2016. She previously served

house Community High School Board

R.O.W.V.A. CUSD 208 school board,

on the Latham Park school board for

of Education from 1955 to 1963.

based in Oneida.

Education.

six years.

Paula “Polly” Jeanne Kelly, 75, died July 14, 2016. Kelly was very

William L. “Bill” Roth, Sr., 81,

Arthur “Art” David Vandling,

died July 10, 2016. He was a past pres-

86, died June 30, 2016. Vandling

ident of the Ashland school board.

was a past member of the Hiawatha

active in the PTA and later served on

William Daniel “Dannie” St.

the River Grove SD 85.5 school board.

John, 90, died June 1, 2016. He was

Richard (Dick) E. Walters, 73,

Thelma “T.J.” Larsen, 52, died

formerly a 29-year member of the

died July 6, 2016. He previously

Cornell High School Board.

served on the Woodstock District 200

May 24, 2016. She was known for her tireless work on the Prairie Hill

Everett “Gene” Shissler, 89, died

CCSD 133 Board of Education, where

May 7, 2016. He formerly served on

she formerly served for eight years,

the Elmwood CUSD 322 Board of

including four years as president.

Education.

Joe W. Marchiori, 81, died May

Larry D. Smith, 78, died July

10, 2016. He was a member of the

25, 2016. He was a member of the

Township High School District 211

Mt. Vernon THSD 201 at the time of

(Palatine) school board from 1980 -

his passing.

1997, and served as board president for a number of years.

Lawrence B. McPeek Sr., 85, died June 3, 2016. He had previous-

school board.

school board and was board president for eight years.

Ray M. Watkins, 81, died June 12, 2016. He formerly was a member of the PORTA CUSD 2 Board of Education in Petersburg, serving for 13 years.

Thomas W. Wickham, 66, died July 18, 2016. A former driver’s edu-

Nadine Smith, 86, died June 9,

cation teacher and coach at Fairfield

2016. She was previously a member

Community High School, he had

of the Allendale CCSD 17 Board of

served as a board member at North

Education.

Wayne CUSD 200, Cisne.

ly been a member of the Stockton

A.W. “Sandy” Sornberger, 94,

Larry Eugene Wilcoxen, 79, died

CUSD 206 Board of Education, serv-

died July 19, 2016. One of the last of

July 2, 2016. He was a two-term school

ing for 32 years.

the Greatest Generation, a plane he

board member for Bureau Valley

Marcia L. Markwa lder, 83,

co-piloted was shot down by enemy

School. Wilcoxen was also a teacher,

died June 18, 2016. She was a for-

fire during WWII, and he then was

coach, principal, and superintendent,

mer member of the Oak Grove SD

held as a prisoner of war in Barth,

starting in Bradford, then moving to

68 school board.

Germany for nearly a year. He lat-

Deer Grove and later Tampico. After

er served on the R.O.W.V.A. school

retirement, he spent his time as an

board, based in Oneida.

interim superintendent for Tiskilwa,

Maynard “MG” Mowrey, 94, died May 9, 2016. He previously served on the Stockland school board for eight years.

John Mrjenovich, 90, died May

Jerry Wilton Taplin, 75, died

Neponset, Ohio, and Malden school

May 8, 2016. He was a former Mt.

districts. He was also notably a long-

Vernon school board member.

time official for IHSA, for which he

John (Jack) Simmons Trees,

officiated 6,743 games in five sports.

84, died June 4, 2016. He served his

John W. Zedrow, 93, died June

Donald L. Nehrkorn, 79, died

community as a member of the Lake

18, 2016. He formerly served as a

July 25, 2016. He had previously

Bluff school board from 1964 to 1971.

Naperville school board member.

11, 2016. He was a former Burnham SD 154.5 school board member.

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

29

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 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: www.fgmarchitects.com GREENASSOCIATES, INC. — Architecture/construction services.

Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com

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.

Appraisal Services

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

Architects/Engineers

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: www.arconassoc.com; email: rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: www.berg-eng.com 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: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting.

Chicago – 312/332-9600; website: www.cannondesign.com ; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geoexchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO – 573/874-9455; website: www. cmeng.com

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: dpool@hurst-rosche.com JH2B ARCHITECTS — Architects. Kankakee – 815/933-5529; website: www.JH2B.com 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: www.jmaarchitects.com; email: allison@jmaarchitects.com 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: www.larsondarby.com; email: snelson@ larsondarby.com 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: www.legat.com ; email: rrandall@legat.com 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: www.rljarch.com RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington – 847/381-2946; website: www.ruckpate.com; email: info@ruckpate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants.

Springfield – 217/585-9111

CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com

STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444

DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Chicago – 312/660-8800; Elgin – 847/695-5480; website: www.dewberry.com

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

DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning.

Chicago – 312/382-9980; website: dlrgroup.com; email: tsjolander@ dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Civil Engineering, Traffic Engineering, and Landscape Architecture.

Grayslake – 847/223-4804 30

HEALY, BENDER & ASSOCIATES, INC. — Archi­tects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien – 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com 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

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

Building Construction

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: www.COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 MANGIERI COMPANIES, INC. — An agent construction management service with general contractor capabilities. Peoria – 309/688-6845 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: www.poettkerconstruction.com 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: www.smwilson.com; email: judd.presley@smwilson.com

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: sharon@opterraenergy.com RADON DETECTION SPECIALISTS — Commercial radon surveys.

Westmont – 800/244-4242; website: www.radondetection.net; email: kirstens@radondetection.net

Financial Services

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 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5260; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com

TRANE — HVAC company specializing in design, build, and retrofit.

Willowbrook – 630/734-6033

ICE MILLER, LLP — Nationally recognized bond counsel services.

Chicago – 312/726-7127

Consulting

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

SEGAL CONSULTING — A comprehensive array of consulting services including Health and Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration and Technology; and Compensation and Bargaining. Chicago – 312/984-8512

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: www.alphaACS.com; email: info@alphaacs.com 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: www.ctsgroup.com; email: rbennett@ctsgroup.com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine – 847/438-0808 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@ energysystemsgroup.com GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove – 630/629-4044 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: Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com 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: www.ILLec.org; email: hwallace@iasbo.org

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: dphillips@speerfinancial.com 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: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago – 312/364-8955; email: ehennessey@williamblair.com 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: www.bushuehr.com; email: steve@bushuehr.com

Insurance

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

SEPTEMBER-OCTOBER 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

31

MILESTONES

Achievements Brenda M. Dixon, an Oswego

and learning analytics firm. Assistant

NSPRA’s annual seminar in Chicago.

CUSD 308 school

Superintendent Judith Minor said she

The award recognizes a top school

a d m i n i s t r a t o r,

is proud that the work Dixon does is

administrator for outstanding lead-

has been named a

being recognized, adding, “We are

ership in school public relations and

Renaissance Distin-

fortunate to have such a distinguished

communication. Schuler was hon-

guished Educator by

educator working on our team to pro-

ored for making communication a

Renaissance Learn-

vide exceptional educational support

priority in District 214, the state’s

ing, Inc., an honor reserved for edu-

for School District 308 students and

second-largest high school system,

cators who have achieved optimum

staff.”

primarily by executing an innovative

student growth and who are dedicated to helping all students learn, grow, and

plan to remake the district’s commuDavid R. Schuler, superinten-

nications department. The rebuilt

achieve. Dixon is director of assess-

dent of THSD 214,

department included a creative team

ment, data, and accountability at the

Arlington Heights,

to oversee media relations and public

Oswego district. The Renaissance

and president of the

affairs, build fundraising through

Distinguished Educators Program

American Associ-

an expanded education foundation,

recognizes outstanding educational

ation of School

operate an alumni relations program,

leaders who have led students to suc-

Ad m i n i st r at or s ,

lead communication initiatives to

cess with data strategies and effective

recently earned a prestigious award

promote education, and enhance the

implementation of products designed

from the National School Public

district’s social media presence. He

to differentiate instruction and per-

Relations Association (NSPR A).

used this new department to engage

sonalize student practice in reading

Schuler was presented with the

the local community in the dis-

and math. Renaissance Learning is

Bob Grossman Leadership in School

trict’s mission while promoting and

a Wisconsin educational assessment

Communications Award on July 18 at

expanding learning opportunities.

In memoriam Glen Herbert Alexander, 94,

Melvin L. Bowman, 82, died May

E. Ferrell Durham, 82, died June

died June 18, 2016. He served many

21, 2016. He formerly served on the

11, 2016. He previously served on the

years as a member of the Ball-Cha-

Southwestern Unit 9 school board

Malta school board.

tham CUSD 5 Board of Education.

member for four years.

Howard Robert Barron, 86, died

Donald Lyman Burks, 70, died

June 28, 2016. He was a long-time

June 4, 2016. He spent many years

member of Township High School

serving the Yorkville CUSD 115

Edward Franklin Fairless Jr.,

District 113 (Highland Park) Board of

school system, first as a volunteer

85, died June 4, 2016. He formerly

Education, and a past president of the

and later as a school board member.

served on the school board at Frank-

school board in the former Highland

Edwin Couleur, 88, died June

July 28, 2016. He was a former school board member at Dupo CUSD 196.

lin CUSD 1, Alexander.

1, 2016. He formerly served on the

Paul A. Herzog, 69, died May

Glen L. Bork, 88, died May 25,

school boards of the Day School in

18, 2016. He was very active in his

2016. He was previously a member of

Chicago and LaGrange-Highlands

community and previously served

the Mt. Carroll school board.

SD 106 in LaGrange.

Park District 107.

32

Al Smith Roy Ferry, 85, died

Continued on page 29

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2016

ASK THE STAFF

IASB offers recognition for leadership development

By Dean Langdon

Q

uestion: What's the difference

as a division officer or director. Addi-

School Board LeaderShop curricu-

between IASB's Master Board

tionally, Master Board Member des-

lum, they earn and maintain mem-

Member Program and LeaderShop

ignations can count participation in

bership in the Academy.

Academy?

other national and statewide events,

LeaderShop can include state-

such as with NSBA, ISBE, state or fed-

wide events, such as the Pre-Con-

nswer: IASB offers many edu-

eral government hearings, and at the

ference Workshops, and specific

cation programs and work-

Joint Annual Conference. Points are

regional, in-district, or online cours-

shops to help school board members

calculated automatically in IASB’s

es and workshops. Membership in

fulfill their responsibilities to their

database through the event registra-

the Academy includes an invitation

communities, which is why we have

tion process.

to a special biennial Academy Sym-

A

recognition programs associated with

The L ea derS hop Ac a demy

posium. The Symposium, held in

these efforts. A recent update to the

program recognizes board mem-

odd-numbered years, features special

definitions of these programs offers the

bers’ efforts towards continuous

presentations on current education

opportunity to clarify the difference

learning by participating in specific

governance issues.

between the “Master Board Member”

LeaderShop designated workshops.

IASB’s new member database

program and “LeaderShop Academy.”

LeaderShop offers a curriculum of

system will allow members to sub-

The Master Board Member pro-

programs that focus on effective gov-

mit and check their progress and

gram is how IASB recognizes and

ernance and board-level leadership

keep track of their status for both

honors school board members for

topics, such as basics of school gover-

the Master Board Member program

the time and effort they devote to

nance, detecting a compelling vision,

and LeaderShop Academy. Mem-

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board-superintendent relationships,

bers needing assistance accessing

Furthermore, Master Board Member

superintendent evaluation, effective

their individual accounts can visit

activities are a means to achieving

meetings, and much more. As board

www.iasb.com/services/ams.cfm or

the Association’s vision of excellence

members work their way through the

call 217/528-9688, ext. 1100.

Dean Langdon, IASB associate executive director for Board Development/ TAG, answers the question for in this issue of the Journal.

in local school board governance supporting quality public education.

The program recognizes board members who engage in IASB activities beyond their local districts, through attendance at events and leadership functions. Within IASB, these include fall and spring Division Meetings, Division Governing Meetings, legislative meetings, and serving

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