The Illinois School Board Journal, May/June 2015

M A Y / J U N E

2 0 1 5

Vol. 83, No. 3

BEING RURAL • LOST IN THE BEAUTY • COMMUNITY ASSETS

F

rancis C. Blair, the state superintendent of public instruction,

Nu mbers not w ithst anding, Blair’s sentiments ring true today.

school buildings into community and retail centers, starting on page 20.

noted that Illinois was the first state

In “Being Rural,” this month’s

Also with this issue of The Illinois

to recognize the need for distinct

issue of The Illinois School Board

School Board Journal, we welcome

consideration of rural education. He

Journal examines research, defi-

newcomers to school board service.

said, “...every department of public

nitions, and statistics on the state

Once again, Blair’s words are as true

instruction should be provided with

of rural and small school education

today as they were a century ago:

expert supervisors of secondary and

in Illinois. For the past five years,

“Now for one I believe that

of rural-school education.”

a team of superintendents — Mary

we need these three points of view

Blair was speaking in 1914. At

Parker of Delavan CUSD 703; Gary

in public education. We need the

the time, the rural schools he was

DePatis, soon to be Morrisonville

philosopher — the idealist who

referring to were the 10,632 one-

CUSD 1 superintendent; and Tami

throws aside the restraints of

room schoolhouses operating in

Roskamp of Schuyler-Industry CUSD

what has been and what is and

Illinois. A century later, even though

5 — has surveyed rural and small

insists that what is true in thought

far fewer exist, rural public schools

school superintendents on non-fi-

can be made true in practice. It

in Illinois continue to offer experi-

nancial issues. Review their findings

is his insistence upon this perfect

ences — and face challenges — that

and discover other resources starting

form that has helped constantly

are dramatically distinct from those

on page 8.

to improve our educational sys-

of suburban and city schools.

Steve Webb, past president of

tems. We also need those who are

the Association of Illinois Rural and

devoted to the literary point of

“Now, a community is a

Small Schools, is superintendent at

view, who believe that we must

very difficult thing to define. It

Goreville CUSD 1, located in a corner

interpret the present in the light

may be a city like Chicago with

of Illinois where the beauty is “breath-

of the past, who have a fondness

its 2,393,325 inhabitants, with

taking.” In “Lost in the Beauty,” on

for collecting data and statistics

its representatives from every

page 18, he writes that rural schools

and working them over and giv-

nation of the earth, or it may be

suffer a financial disadvantage and

ing us a fresh restatement of them.

a little rural community with not

were already “doing more with less”

And we need of course the man

over twelve families. Each feels

before state funding cuts hit.

who is on the firing line. We need

Blair also said:

that it is a community and that

In “After consolidation: Villag-

him to try out and embody all that

its schools should be organized

es turn school buildings into vital

is given in the ideal and literary

and administered so as to serve

community assets,” educator and

forms as fast as the existing order

the peculiar needs of its people.

author Jim Burgett takes a look at

will take them.”

… There is, however, a more

a post-consolidation success story

determining force ... shaping the

taking place in the villages of Eliza-

— Theresa Kelly Gegen, Editor

school districts… It is the revenue

beth and Hanover in northwestern

tgegen@iasb.com

proposition.”

Illinois. See how the villages turned

TABLE OF CONTENTS

COVER STORY 8

Being Rural Rural schools cope with unique issues that urban and suburban counterparts do not face. The Illinois Small and Rural School Survey helps define rural, foster collaborative statewide partnerships, share innovative professional development, and give a voice to small and rural Illinois schools.

By Theresa Kelly Gegen

FEATURE ARTICLES 6

Education ‘experts’ may lack expertise A University of Illinois study suggests people cited as “education experts” in blogs and news stories may have little background in education and education policy.

By Sharita Forrest

16 Farm to School leads school lunch revolution The National Farm to School Network connects communities with fresh, healthy food and local food producers by changing food purchasing and education practices at schools and preschools.

By Lydia Mills

18 Commentary: Lost in the beauty Educators should never be obligated consider efficiency over quality. Rural schools provide quality education — and quality of life — with the most efficiency.

By Steve Webb

20 After consolidation: Villages turn school buildings into vital community assets Neighboring villages found uses for unused school buildings and land, re-purposing them into recreation, community, and retail centers that benefit the entire area.

By Jim Burgett

M A Y / J U N E

2 0 1 5

Vol. 83, No. 3

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776.

The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district.

Non-member subscription rate: Domestic $18 per year. Foreign (including Canada and Mexico) $21 per year.

PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor

REGULAR FEATURES

Heath Hendren, Contributing Editor Dana Heckrodt, Advertising Manager Kara Kienzler, Design and Production

Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Copyright © 2015 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES July/August

School board basics, not only for newcomers

September/October

Dual language programs

www.iasb.com @ILschoolboards

PRACTICAL PR

Crisis-proof communications with principles, priorities, planning

By Faith Behr

Faith Behr is principal/ consultant at Behr Communications.

She advises and counsels school boards and school administrators on crisis communications and public relations. She is a 20-year veteran of school public relations and has worked with dozens of Illinois school districts.

S

ocial media and digital com-

• Responsiveness: A school district

Emergencies may require simul-

munications have great pow-

should be accessible and willing

taneous communications to multi-

er. They have toppled governments,

to respond. It should acknowl-

ple priority groups, but the order is

ignited election campaigns, and been

edge that the concern is legiti-

critical. Even communicating with

blamed for corporate stock drops. In

mate and needs to be addressed.

those directly affected a few minutes

schools districts, I have seen social

These are, in essence, expecta-

ahead of the broader release, you will

media derail a school boundary deci-

tions of what all constituencies expect

respect their need and right to know

sion, cause a renege on a superinten-

and demand to engender trust in their

first. This action will reduce reputa-

dent’s contract, and crush a board

school system. These are especially

tional damage to the district lead-

member’s re-election chances.

necessary in a crisis and even truer in

ership and the community at large.

Communications practices

the era of social media, smartphones

cannot thwart a crisis but can help

and digital communications, where

manage one so that a school board

issues, problems, and rumors are

School leaders are encouraged

can have a consistent and positive

quickly circulated — often before

to use the following to develop a plan

relationship with its constituencies

school officials are aware.

that serves communications needs, in

in good times and bad. Here are some suggestions on how to develop effective communications protocols for a crisis.

Principles Ever y communication plan

both every day and crisis situations: Priorities

Develop communications and

Although each situation war-

social media policies and guidelines.

rants different audience priorities, in

With social media, these guidelines

general, communications in a crisis

should be updated to address the com-

should follow this order:

munity users of the district’s social

1. Those who are most directly

media channels, the district’s official

affected. Victims come first.

communications use, and internal

• Openness: Information about

Their needs always are foremost

employees’ social media policy. They

a current or soon-to-be-known

and unless they are addressed,

should also address what can or can-

distr ict problem shou ld be

the crisis will continue. This

not be used when staff members and

released voluntarily.

audience includes students.

faculty communicate with students.

should include these principles:

• Truthfulness and transparency:

2. Those who are indirectly affect-

Complete honesty and disclo-

ed. Th is aud ience is of ten

sure that tell the whole truth

employees and parents.

while adhering to applicable

3. News media and friends.

privacy laws must be the foun-

4. Community. Reaching this

dation of all communications.

2

Planning

group requires the use of the

• Timeliness: The release of infor-

school district’s broader com-

mation or the response to an issue

munications channels to com-

should be prompt and timely.

municate in a crisis.

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

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

Implement a communications/

Appoint a media spokesperson.

social media management and

A seasoned media spokesperson is

monitoring system. The majority of

important to help communicate in a

school-related issues arise when dis-

crisis. News media are essential for

tricts fail to identify and act upon a

help in a crisis, to communicate warn-

potentially contentious matter at an

ings and eliminate rumors. Deter-

early stage, which then impedes offi-

mine in advance who will speak to the

cials in building an action plan and

media and prepare talking points, so

navigating through an impending

they can speak clearly and effectively

issue. Having in place a monitoring

in terms that can be easily under-

system for listening to social media

stood. If provoked by misleading

is critical to success. If there is no

statements, falsity or hiding behind

communications director, this moni-

“no comment,” the media can quickly

toring must be performed by a social

inflame or prolong a crisis.

media savvy person who is close to the

Create a crisis plan and be able

superintendent – a “cabinet” member

to access it in digital and written

or other direct report. Regular mon-

form. Here is a checklist of a good

itoring of social media is essential in

crisis communications plan:

learning about and getting ahead of emerging and complex issues.

Establish a community manager. Ideally, this is a communications director. If there is no communications director, the superintendent or his or

• Names and contact information of the crisis team.

• Understand what kind or level of crisis you are facing.

• First response. What information has top priority?

her designee should serve as a manager.

• Notification procedures. Who

Decide on communications

needs to know and how will you

tools. Most districts have email and

get them that information?

phone communications to house-

• Situation room. What is required

holds but neither of these are as

in terms of physical space, soft-

immediate as social media in pre-

ware, hardware, staffing, docu-

venting or handling a crisis. At the

ments, and tools?

very least, I recommend a Twitter

• Contacts. Name of media outlets,

account for school districts, either

reporters, message boards, and

as a superintendent’s account or as

databases of staff, parents, stu-

the school district’s account. News

dents, community leaders and

reporters and your community’s

others.

movers and shakers are big Twitter

• Template responses. Standard-

users. If you are not tweeting about

ized formats for communications.

your problem or crisis, unfortunate-

Managing a crisis is often the

ly, they are. Facebook is also a key

ultimate test of a school board or

social media tool for even the small-

superintendent. A well-managed

est of school districts. The two plat-

crisis with an effective recovery will

forms can be updated weekly if not

leave your constituents with renewed

daily, and their power and reach can

confidence in its school board and

be harnessed during a time of crisis.

school district.

M A Y - J U N E 2 0 1 5 / 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

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Thomas Ruggio

Wabash Valley Tim Blair

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jesse Ruiz 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

INSIGHTS

Looking for ways to engage, inspire ‘“But why do I have to go?

always on the lookout for fun ways

retention of information and putting

School is not fun!’ That quote is

to engage and inspire students. …

knowledge to work in everyday situ-

from a first-grade child, asking his

We also know that teachers are not

ations (including tests).”

mom why he has to go every single

selected or trained to be comedians

day to this place that he was told

or entertainers. However, we know

was going to be a lot of fun, but has

that a positive climate for learning,

not lived up to the hype. … We are

and enjoyment, is correlated with

―— Maurice Elias, “Using Humor in the Classroom,” edutopia/Student Engagement, updated March 30, 2015. www.edutopia.org/blog/usinghumor-in-the-classroom-maurice-elias

“If we know that family income is driving the test scores, these are not tests of intelligence. And, if we say race and social economic status impact the test scores, then maybe 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 Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, 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 2 921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

www.iasb.com 4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant

these aren’t tests of intelligence, these are tests of other factors that we don’t wish to acknowledge.” ― — Ken Wesson, education consultant in neuroscience in the documentary “Defies Measurement,” defiesmeasurement.com

“Finland’s education system,

COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Jennifer Nelson, Director, Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Assistant Director/ Production Services Gerald R. Glaub, Consultant

often held up as an exemplary mod-

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

schools will be placing less empha-

Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant

One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

el for the rest of the world, is on the verge of making some major changes.

For years, Finland has led the pack in international test scores, becoming a source of fascination for education policymakers and experts. Now, the country is changing the way it teaches students. Going forward, Finnish sis on individual subjects like math and history, and will instead focus on broader, more interdisciplinary topics. The goal, according to Finnish leaders, is to provide students with the necessary skills for a more technological, global society.” ― — Rebecca Klein, “Finland’s Schools Are Overhauling The Way They Do Things. Here’s How.” The Huffington Post, March 28, 2015. www.huffingtonpost.com/ 2015/03/28/finland-educationoverhaul_n_6958786.html

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

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FEATURE ARTICLE

Education ‘experts’ may lack expertise

By Sharita Forrest

Sharita Forrest is the education and social work editor for the University of Illinois News Bureau.

T

he people most often cited

prominent and influential in the

as “education experts” in

field of education.

icy or advocacy organization also

blogs and news stories may have

Each person’s level of expertise

substantially increased an expert’s

the backing of influential organi-

was then scored using a formula

media presence. People associated

zations, but they have little back-

that included their number of Goo-

with the American Enterprise Insti-

ground in education and education

gle Scholar citations; their years of

tute were nearly 2.5 times more like-

policy, a recent study suggests.

experience, calculated by subtract-

ly to be cited in education media.

The f i nd i ng s are cau se for

ing the year they attained their high-

Likewise, experts were 1.78 and

concern because some prominent

est degree from 2014; and whether or

1.5 times more likely to be mentioned

interest groups are promoting reform

not the person had earned a doctoral

in blogs if they were affiliated with

agendas and striving to influence pol-

or equivalent degree.

Cato or the American Enterprise

icymakers and public opinion using

Each person’s level of media

individuals who have substantial

influence was calculated based upon

Although the initial list includ-

media relations skills but little or no

the number of times they were quoted

ed 287 experts, Malin and Lubienski

expertise in education research, say

or mentioned in education press, U.S.

could not find the necessary informa-

the authors of the study, Joel R. Malin

newspapers, or blogs during 2013;

tion to estimate 52 of these individ-

and Christopher Lubienski, both at

whether they had a Twitter profile;

uals’ years of experience. More than

the University of Illinois.

and their “Klout” score, which is a

half of these people were connected to

proxy for social media influence.

organizations such as Cato and Her-

To exa m i ne pos sible l i n k s

Institute, respectively.

between individuals’ media presence

Experts were more likely to be

itage. While the three people in the

and their levels of expertise, Malin

quoted or mentioned in newspapers

sample who were affiliated with Cato

and Lubienski compiled a diverse list

and blogs if they had higher scores on

each received the maximum number

of nearly 300 people who appeared

Google Scholar, Malin and Lubienski

of points for blog mentions, these indi-

on the lists of experts prepared by

found. Every one-point increase in

viduals’ average estimated expertise

several major education advocacy

an expert’s Google Scholar score was

score was 4.67 — substantially low-

and policy organizations, including

associated with a 1 percent increase

er than the average score for the full

the conservative American Enter-

in blog mentions.

sample, which was greater than 20.

prise Institute and the liberal National Education Policy Center.

6

However, affiliation with a pol-

Accordingly, each one-point

Perhaps the most troubling find-

increase in years of experience cor-

ing was that possession of a doctoral

Malin and Lubienski also added

responded with an increase of about

degree was associated with 67 per-

to their sample a handful of schol-

1 percent in newspaper citations, the

cent fewer blog citations and 60 per-

ars not on those lists, but who are

researchers found.

cent fewer newspaper mentions, and

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

fewer Klout points, which indicates

traditional and new media. Other-

paper, “Educational Expertise,

that academic researchers with

wise, policy changes in education

Advocacy, and Media Influence,” is

empirical expertise in education

will be guided more by ideology and

available at http://epaa.asu.edu/ojs/

are often far removed from popular

agendas than by research, Malin and

article/view/1706.

and policy conversations, Malin and

Lubienski said.

Lubienski said.

The study was published in a

“Our findings sug gest that

recent issue of the journal Education

individuals with less expertise can

Policy Analysis Archives. The full

This article originated from the News Bureau, a department of the Office of Public Affairs of the University of Illinois. Reprinted with permission.

often have greater success in media penetration,” said Malin, a curriculum specialist with the Pathways Resource Center and a doctoral can-

A system of

didate in educational administration and leadership at the university.

“Although some individuals might not have formal training in research

EVALUATION starts at the TOP with the

methods for analyzing the issues about which they are speaking, they possess skills and orientations that make them accessible and appealing

SCHOOL

to the media. And when these people are affiliated with organizations that have strong media arms or outreach

BOARD!

efforts, they have the support and the incentive to engage broader and policy audiences.”

“Newer forms of media offer particularly useful opportunities for directly engaging audiences, while bypassing traditional forms of quality checks on expertise,” said Lubienski,

How do you score? ___

Annual board self-evaluation

___

Clear mission, vision and goals

of Public Education at the University

___

Solid community connection

of Illinois. “We believe caution and

___

Productive meetings

consideration of individuals’ exper-

___

Strong board-superintendent relationship

a professor of education policy and director of the Forum on the Future

tise are warranted when reporters

___ 100% Does your score add up?

and bloggers are researching topics and seeking insights ― and when policymakers and laypersons are consuming media.”

Researchers who want to see their work have impact beyond the

Contact your IASB field services director today!

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

academic community must become

Field Services

more adept at communicating via

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

July/Aug 2014 Nov/Dec 2014

7

F EOAVTEURR ES TAORRTYI C L E C

Being rural

By Theresa Kelly Gegen

Theresa Kelly Gegen is editor of The Illinois School Board Journal.

8

J

asper County Community Unit

Heights, and Broadview — each with

for a diverse population is a statewide

School District 1 in southeast-

territory that covers less than one

concern. Retaining them in small

square mile.

and rural Illinois towns, where life-

ern Illinois is the state’s largest school district, in area. It covers

In the west central Illinois

style and salary differ from cities

over 450 square miles. The district’s

com mu n ities of Ru shv i l le a nd

suburbs, magnifies the difficulty for

website notes that “JCCU#1 buses

Beardstown, an influx of English

rural educators.

travel a distance farther than driving

Language Learners started with

These school distr ict s and

from New York to San Diego dai-

Spanish-speaking newcomers in

hundreds more in rural Illinois face

ly.” Compare that to four suburban

the 1980s and continues today with

many of the same challenges as their

Illinois school districts — in subur-

French-speaking families from Afri-

urban and suburban counterparts.

ban Norridge, Kenilworth, Harwood

ca. Finding qualified ELL teachers

However, the breadth and depth of

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

such challenges can depend on size,

and theories against survey data.

districts to change.” Excluding state

geography, and location. In addition,

Their goals were to foster collabo-

and federal funding issues allowed

rural schools have unique issues that

rative statewide partnerships, build

survey developers to focus on local

urban and suburban counterparts

capacity within the state for small,

issues.

do not face.

rural schools, share innovative pro-

Five years ago, three rural school

fessional development and, ultimate-

superintendents — Mary Parker of

ly, to give a voice to small and rural

Delavan CUSD 703, Gary DePatis,

Illinois schools.

Defining rural education The Consor tium and other researchers start by establishing

soon moving to Morrisonville , and

“There was research about

what “rural” really means. It is a

Tami Roskamp of Schuyler-Industry

what very large districts across the

stark contrast to the popular per-

CUSD 5 (the second-largest school

country were doing,” said DePatis.

ception of many who consider Illinois

district, by area, in Illinois) — began

“There wasn’t much being said about

to be “Chicago, suburbs of Chicago,

a conversation about the common

small rural districts that have to deal

and everything else.”

challenges they faced. Realizing this

with all the same regulations that

This lighthearted, yet more

topic deserved more than a conver-

everyone else has, as well as our own

on-point than some would care

sation, they formed the Consortium

unique rural issues.”

to admit, simplification demon-

of Rural Research Group (CRRG) to

CRRG’s efforts concentrated

strates that defining rural is part

research and test their experiences

on issues “within the power of the

of the story, and brings to light

Figure 1

NCES Locale Codes: What is rural?

Locale codes are derived from a classification system originally developed by NCES in the 1980s to describe a school’s location ranging from “large city” to “rural.” The codes are based on the physical location represented by an address that is matched against a geographic database maintained by the Census Bureau. This database is the Topographically Integrated and Geographically Encoded Referencing system, or TIGER. In 2005 and 2006, NCES supported work by the Census Bureau to redesign the original locale codes in light of changes in the U.S. population and the definition of key geographic concepts.

11–City, Large 12–City, Midsize 13–City, Small

Territory inside an urbanized area and inside a principal city with a population of 250,000 or more.

Territory inside an urbanized area and inside a principal city with a population less than 250,000 and greater than or equal to 100,000.

Territory inside an urbanized area and inside a principal city with a population less than 100,000.

21–Suburb, Large Territory outside a principal city and inside an urbanized area with a population of 250,000 or more.

22–Suburb, Midsize Territory outside a principal city and inside an urbanized area with a population less than 250,000 and greater than or equal to 100,000.

23–Suburb, Small Territory outside a principal city and inside an urbanized area with a population less than 100,000.

31–Town, Fringe 32–Town, Distant 33–Town, Remote

Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area.

Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area.

Territory inside an urban cluster that is more than 35 miles from an urbanized area.

41–Rural, Fringe

Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster.

Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster.

Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster.

42–Rural, Distant 43–Rural, Remote

Source: National Center for Education Statistics and Illinois State Board of Education. Illinois public school district locale codes can be found at www.isbe.net/research/pdfs/rural_urban.pdf

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

Figure 2

the difficulty of defining r ural

Priority Rankings for Illinois’ Rural Education Situation

on which criteria are used, the

by population only. Depending number of students in the United States who attend rural schools varies from 1.1 million to as many

IMPORTANCE – National Rank: 35 Notable • • • • •

Important

11.6 million.

Very Important

Crucial

Percent of rural schools: 23.8% Percent of small rural districts: 57.9% Percent of rural students: 13.4% Number of rural students: 279,403 (v. US median 141,632) Percentage of state education funds to rural districts: 17%

The National Center for Education Statistics (NCES) categorizes school districts as rural, town, suburban, or urban (see Figure 1) based on proximity of actual school buildings to urban centers, as

STUDENT AND FAMILY DIVERSITY – National Rank: 21 Fair • • • • •

Serious

Critical

Urgent

defined by the U.S. Census. Rural and town classifications are further subdivided into fringe, distant, or remote.

Percentage of rural minority students: 16.5% Percentage of rural ELL students: 2.2% Percentage of IEP students: 15.4% (v. US 12.8%) Number of rural minority students: 46,021 Percentage of rural mobility: 9.1%

Such objective measures are statistically necessary and useful, but may not necessarily reflect a district’s true nature. In Sangam-

SOCIOECONOMIC CHALLENGES – National Rank: 39 Fair • • • • •

Serious

Critical

Urgent

Percentage of rural adults with high school diploma: 89.6% Rural adult unemployment rate: 6.4% Rural median household income: $60,922 Percentage of rural students who are Title I eligible: 11.5% (v. US 19.3%) Percentage of rural students eligible for free or reduced lunches: 27.2%

EDUCATIONAL POLICY CONTEXT – National Rank: 5 Notable • • • • •

Important

Very Important

Crucial

Rural instructional expenditures per pupil: $5,645 Ratio of instructional to transportation expenditures: $8.47 (v. US $11.71) Median organizational scale (x 100): 1,383 State revenue to schools per local dollar: $0.66 (v. US $1.71) Rural salary expenditures per instructional FTE: $55,890

• • • •

Serious

Critical

CUSD 1 in Buffalo, with 700 K-12 students on one campus, is classed as “Suburb, Midsize” due to its 15-mile proximity to Springfield.

Nearby, Ball Chatham CUSD 5 has six campuses with more than 4,600 K-12 students, many with Springfield addresses. Although also in Sangamon County and 12 miles from Springfield, it is categorized as “Rural, Fringe.”

Within states, including Illinois, there are significant variations, not just between urban

EDUCATIONAL OUTCOMES – National Rank: 29 Fair

on County for example, Tri-City

and rural communities, but also Urgent

Rural Grade 4 NAEP performance (math): 241.25 (v. US 242.87) Rural Grade 4 NAEP performance (reading): 224.37 Rural Grade 8 NAEP performance (math): 288.85 Rural Grade 8 NAEP performance (reading): 270.11

between different rural contexts and conditions. Regions within a state can differ considerably from the state average because demographic characteristics tend not to distribute evenly across a state but

Source: Why Rural Matters: The Condition of Rural Education in the 50 States

instead concentrate variously in specific communities.

10

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

As stated in a series of publica-

Diversity, Socioeconomic Chal-

tions entitled Breaking New Ground

lenges, Educational Policy Context,

in Rural Education, author Paul T.

and Educational Outcomes. Based

Hill and the Rural Opportunities

on those gauges, the three “highest

Consortium of Idaho, rural is not

priority” states are Mississippi, Ala-

purely objective.

bama, and South Carolina. Illinois

“Rural is more than sim-

ranks 27th.

ply an attribute of place. It is

“I lli n o i s h a s o n e of t h e

considered “critical” in areas such

an attribute of people who do

largest absolute rural student

as percentage of rural IEP students

certain kinds of work, on farms

enrollments, but rural students

(15.4 percent) and state revenue to

and in extractive industries. It

make up only one in seven public

schools per local dollar ($ 0.66).

is also a set of attitudes, about

school students in the state …

W hen considering dollars spent

tradition, close-knit commu-

[H]igher than average NAEP per-

on transportation compared to

nity, a relaxed pace … These

formance at Grade 8… Teach-

instruction, Illinois ranks second.

ways of bein g r ural are n ot

er salaries are below average

Only West Virginia spends relatively

perfectly associated with the

and rural schools in Illinois

more on transportation.

hard-data-based distinctions

rank near the bottom on state

The “big picture” of education

used by the Census Bureau,

revenue per local dollar. More

reform focuses on urban and sub-

O f f i c e of Ma n a ge m e n t a n d

than one in four rural students

urban schools. Rural communities

Budget, or NCES. People can be ‘rural’ in attitude and modes of employment even if they live in technically urban places …

“Within states, including Illinois, there are signifi-

that contain undeveloped areas

cant variations, not just between urban and rural

and small towns.”

Across the nation Using NCES criteria, Illinois has 279,403 rural public education students, which ranks 13th in the

communities, but also between different rural contexts and conditions. Regions within a state can differ considerably from the state average because demographic characteristics tend not to distribute

nation. Compared to its total pub-

evenly across a state but instead concentrate vari-

lic school enrollment of 2.09 mil-

ously in specific communities.”

lion, Illinois’ percentage of rural students is 13.4 percent, which is 37th in the nation. That second statistic tends to minimize the voice

in Illinois qualifies for free or

must adapt models and mandates

of the rural education community

reduced-priced lunches.”

that do not necessarily fit rural

and its issues.

Other than the low percentage

education. Breaking New Ground

The 2013-2014 publication of

of rural students, Illinois’ lower pri-

explains why rural education is

Why Rural Matters: The Condition

ority based on Why Rural Matters

on reform’s “back burner.” Rural

of Rural Education in the 50 States

is for positive reasons: Illinois rural

school districts are distant from

assigns each state a “Priority Rank”

schools are comparatively success-

major media markets. Domination

for its rural education situation (see

ful in Socioeconomic Challenges

of federal policy by urban concerns

Figure 2). The five gauges used are

and Educational Outcomes. Still,

has led to concentration of feder-

Importance, Student and Family

Illinois rural education needs are

al program funds in metropolitan

MA AR Y -CJH U-NAEP R2I0L1 52 0/ 1T5H/ ET IHLEL IIN S OSICSHSOCOHLO B AL M LO L IIN OO L ABRODAJRO DUJRONUARLN

11 11

areas. Rural schools, despite grow-

• Does the district use online pro-

three teachers teaching outside

ing more diverse, lack a “dramatic

fessional development and social

their content area. By content area,

civil rights connection.” Rural edu-

networking?

the number of districts out of 92

cation policy tends to be a state,

• What are the top concerns for

with no teachers teaching outside

rather than federal function, with

the district (other than financial

their area was English (72), math (70), science (62), social science (66), and foreign language (78). The

“A mismatch exists between the education-reform

subject area with the most teachers teaching outside their content area

solutions favored by the dominant national philan-

was science with 29 followed by

thropies — for example, school choice and compe-

social science with 26, math with

tition — and what is possible in low-density rural areas.” — Breaking New Ground

22, English with 21, and foreign language with 12.

The final question asked if superintendents thought that teachers felt isolated in their districts and had a desire to network with other

states setting priorities based on

teachers. Eleven percent of superin-

• Does the district have teachers

tendents responded that isolation of

ly, and perhaps most importantly

instructing out of their content

their staff and a lack of sharing with

area?

teachers from other districts was a

in Illinois, Breaking New Ground says, “A mismatch exists between

• Do teachers feel isolated and

the education-reform solutions

feel a need to share ideas and

Later surveys included addition-

favored by the dominant nation-

expertise with teachers from

al questions regarding Common Core

al philanthropies — for example,

other districts?

State Standards and access to tech-

school choice and competition —

Four responses to the third

nology. Over four years, the primary

and what is possible in low-density

survey question of what was the

concerns of respondents to the Illi-

rural areas.”

top concern received more than

nois Small and Rural Schools Survey

five mentions from the 135 respon-

have remained consistent:

Small and Rural Schools Survey

12

concerns)?

federal policy and funding. Final-

problem.

dents. The most frequent concern

• Developing a first-rate curriculum; • Attracting and retaining quality

The Consor tiu m of Rura l

was lack of curricular opportuni-

Research Group created and dis-

ties for students. The other three

tributed its initial Illinois Small

mo st com mon re sponse s were

and Rural Schools Survey in 2010

problems finding and retaining

Other notable concerns across

to 720 school superintendents who

quality sta f f, declining enrol l-

survey responses include class size,

were members of the Illinois Asso-

ments, and finance / budgeting /

parental involvement, and technol-

ciation of Small and Rural Schools

resources (even though the sur-

ogy and internet access. Respon-

and whose districts had enrollments

vey stated to avoid concerns with

dents were looking for answers to

of less than 2,500 students.

financing).

accommodate special education in

The first survey asked five ques-

Responses to the fourth ques-

tions “within the power of the dis-

tion about teachers teaching out-

tricts to change.”

teachers; and • Addressing declining enrollment.

small rural communities, as well as offering vocational education.

side their content area pertained

Notable, according to Parker,

• Does the district offer online

to districts with high schools and

was rural district response regard-

classes, dual credit, or distance

had 92 respondents. At the time,

ing school reorganization options.

learning courses?

only seven districts had more than

Reorganization is often suggested as

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

a solution to rural and small school

districts should not be forced into

challenges.

feasibility studies, but could do them

“Over the recent years there

of their own free will. Exploring

have been several attempts to push

School District Reorganization in

consolidation as a possible solution

Illinois: Navigating Your Options,

for educational funding and test

by William H. Phillips, Scott L. Day,

scores lower than they would like

and Leonard R. Bogle, presents

to see,” she said. “Our data showed

information for schools consider-

schools to communities they serve

that very few districts are consider-

ing reorganization, as well as sug-

cannot be overlooked. The nature

ing consolidations now or in the near

gestions for developing educational

and spirit of a community reflect

future. A lack of incentives, cuts in

cooperatives, attracting quality staff

in its schools. A lthough a rural

transportation, and accumulated

and redefining administrator ser-

school district with a widely dis-

debt probably have had this impact.

vices. Many of these are alternatives

persed population can face prob-

And communities [believe that they

underway in Illinois’ rural schools,

lems transporting students over

will] lose their identity [if] they lose

as indicated in the Illinois Small and

great distance, in such a locale

their high schools.”

Rural Schools Survey.

the school is still the center of a

IASB’s position on school dis-

Accord i ng to t he su r vey

trict consolidation is that school

authors, the importance of rural

region’s public and social activities and community involvement.

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MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

DePatis says, “Many times in a rural community the school dis-

place large enough to have a community event.”

trict is the largest employer in the

“The school is the heartbeat of

community. It is the social hub of

the town,” Parker said. “If the school

activities and most likely the one

closes, the town dies.”

The A ssociation of I l linois Rural and Small Schools offers this in its assessment of small and rural schools: “Augmenting … community roles, a small school can play an integral role in addressing a rural community’s most pressing issues. For instance, students, teachers, and school

Policy Services

l e a d e rs c a n b e i nv olv e d i n planning and working toward sustainable local economies that embrace the best characteristics of place and people.

Through school-based entrepreneurship, civic engagement, and meaning ful collaboration, public education can become the economic linchpin of savvy rural development.”

CR RG’s 2014 survey results showed that rural and small schools

Custom, in-district services and workshops to assist your board with all aspects of its policymaking role:

were undertaking a range of innovative practices and employing cutt i ng- ed ge tech nolog y. A s a result, school districts were able to offer comprehensive learning

DEVELOPMENT – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends.

experiences for students and pro-

UPDATING – Policies that are current with legal requirements and provide for effective board governance.

school districts overcome typical-

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!

630/629-3776 or 217/528-9688 Ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

14

This ad will run in the May-Jun, Sept-Oct and Jan-Feb issues of the Journal.

fessional development for teachers. Virtual instruction was helping ly rural challenges of low course enrollment, credit recovery, lack of program offerings or qualified teachers, and financial feasibility. Year 4 results also showed that respondents were adapting to the changing education environment i n i n novat ive ways, i nclud i n g 1-to-1 technology programs with laptops or tablets, Advanced Placement courses and /or dual-credit enrollment, alternative schedules, and flipped classrooms. Districts

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

formed co-ops for special education and vocational education.

“As a rural superintendent, I have to connect with my neighbor-

Attracting and retaining quality

ing districts and share resources

teachers remains a work in progress.

to be fiscally responsible,” said

“I have about 40 families from

Roskamp. “We use transportation

Togo and Congo areas of Africa,”

sharing and co-op vocational, spe-

said Roskamp. “I know it is diffi-

cial educational and extra-curricu-

cult for me to find teachers who can

lar opportunities. I even partner with

Additional resources

teach ELL, especially French. I have

my neighboring districts regarding

for education leaders:

difficulty finding science, Title 1,

professional development and guest

and special education teachers.

speakers for students.”

Alliance for Excellence in Education: all4ed.org/issues/rural-schools/

With the struggles I have had in

Although the fourth Illinois

E ducation Com mission of the

finding candidates, I would think

Small and Rural Schools Survey

S t at e s : www.ecs.org/html/issue.

that teachers may be teaching out

may be the last, Parker, DePatis and

asp?issueid=100

of their primary content area. But,

Roskamp plan to continue working

National Research Center on Rural

other superintendents must do what

for small and rural schools. Believ-

Education Support: www.nrcres.org/

I have done and just keep working

ing that small schools best serve

National Rural Education Associ-

to find someone and not be out of

students in their districts, but that

compliance.”

to continue being the best solution

ation: www.nrea.net/ Rura l S chool and Commu nity

In consideration of addressing

also involves change, CRRG hopes to

declining student enrollment, sur-

continue in its efforts to investigate

“Viability of rural, small schools

vey respondents reported address-

problems and facilitate change to

can be defended,” by Greg Reynolds

ing chal lenges unique to r ural

provide solutions.

and Vicki Van Tuyle: www.iasb.com/

school districts, while retaining their inherent advantages.

“In the cl imate of reduced

Trust: www.ruraledu.org/

journal/j111212_08.cfm

funding for schools in general and

“R u ra l scho ol s have ma ny

small schools in particular,” Park-

advantages such as small class size,

er says, “Small schools need to

understanding individual student

remain competitive scholastically

(and family) needs, which results

a nd f i n a nc i a l ly i f t hey a r e t o

in a better chance of helping indi-

remain viable.”

vidual needs,” said Parker. “Teachers get to know their students and parents to a level that benefits the educational process.”

For more information: “Why Rural Matters 2013-2014: The Condition of Rural Education in

The survey showed that rural

the 50 States,” A report of the Rural

schools offer unique opportunities,

School and Community Trust Policy

such as building greenhouses to run

Program: http://www.ruraledu.org/

as a small business, which offers stu-

user_uploads/file/2013-14-Why-Rural-

dents cross-curricular scope. Several

Matters.pdf

schools are co-opting with neighbor-

“Brea k i n g New G rou nd i n

ing districts and working with local

Rural Education,” and associated

colleges. Offerings include Career

publications: www.rociidaho.org/

and Technical Education clubs,

research-publications/

Future Farmers of America chapters and entrepreneur clubs.

Association of Illinois Rural and Small Schools: airssedu.org/

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

15

FEATURE ARTICLE

Farm to School leads school lunch revolution

By Lydia Mills

Lydia Mills is the Farm to School coordinator for Seven Generations Ahead, a non-profit organization promoting sustainable and healthy communities.

S

chool lunch is in the middle

local food sales and curricular con-

three main areas: the cafeteria,

of a revolution. After decades

nections. This movement is called

the classroom, and the garden. If a

of nuggets and peas, students and

Farm to School, and it is quickly

school or school district has a goal of

school administrators alike are start-

growing across the state.

starting a Farm to School program,

ing to demand more from the cafete-

The purpose of the National

it doesn’t have to source all local

ria line. Here in Illinois, much of the

Farm to School Network is to enrich

produce or have farmers visit the

landscape is farmland, but the food

the connection communities have

cafeteria. If a school builds a raised

that is grown there is rarely placed in

with fresh, healthy food and local

bed and has students plant vegeta-

a school salad bar or blended into caf-

food producers by changing food pur-

bles in the garden, it is engaging with

eteria spaghetti sauce. While there

chasing and education practices at

Farm to School.

are obstacles, the school lunch rev-

schools and preschools.

Often schools will find that one

olution has helped connect farmers

In Illinois, Farm to School is an

project leads to another. If students

and students in the cafeteria through

umbrella term that encompasses

plant a garden, they may want to visit different types of farm operations.

This could introduce new ideas about possibilities for agricultural careers.

In rural areas, schools with Farm to School programs are reviving Future Farmers of America and 4-H groups, some for the first time in years. Students learn to appreciate agriculture while also learning real, hands-on skills in the garden.

Schools in Valley View CUSD365U, in the Romeoville area, have found gardens to be a powerful learning tool. Meghan Gibbons, food service director for the district, created a grant program for schools to use when creating unique gardens.

This initial connection between

Linne Elementary School, Chicago IL - in the garden, planting garlic. Photos courtesy of Seven Generations Ahead.

16

the cafeteria and the garden was a powerful partnership. “Though the

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

school receives guidance from our

discovered that when it brought in

department, they bring their unique

more local food, the students were

spin to each garden,” Gibbons said.

eating better. Anna Gacke, District

“That’s the beauty. Our first pilot

97 assistant director of food and

garden started in 2012-2013 and now

nutrition services, said, “We are

eight of our 19 schools have ‘Edible

proud to serve local food to students

School Gardens.’”

about once a week, depending on the

Bringing garden fresh or local-

season... Pickings are a bit slim in the

ly-grown food into nutrition educa-

winter, but as spring approaches we

tion has the added benefit of tasting

are delighted to start having more

fresh and delicious.

variety to offer the students. So far

In the classroom, Farm to School

this year, we have offered variations

can operate as a stand-alone curricu-

of local apples, salad greens, kale

lum or as a part of existing curricular

mixes, broccoli slaw, baked potatoes,

modules. At Valley View, “Just about

and cauliflower.”

every subject has been taught in our

Serving local food in the cafe-

gardens, making a beautiful tie to

teria created a culture shift in the

our K-12 curriculum,” Gibbons said.

school overall. More healthy food pro-

Many nutrition-focused Farm

motion is done through the cafeteria,

to School curricula are available.

including days when students dress

Although frequently used in health

up as different fruit and vegetable col-

education, these can be used in many

ors each day of the week. Food service

other subjects.

participates in wellness committees

Teaching about food in the

and helps teachers create classroom

school garden and the classroom is

activities connected to the local foods

a natural way to transition a cafete-

served. High school students main-

ria from the status quo to a part of

tain gardens and serve the produce

the school lunch revolution. Local

once a year at a special meal.

At Windy City Harvest Youth Farm, with students from Langford Academy in Chicago, IL

food procurement in schools is not

In the 2012 U.S. Department

empowers children and their families

without hurdles. However, the USDA

of Agriculture Farm to School cen-

to make informed food choices while

offers training and toolkits for food

sus, food service directors reported

strengthening the local economy and

service directors to use when devel-

spending $6.4 million on food pro-

contributing to vibrant communi-

oping bids, so they can prioritize and

duced locally. That is a fraction of the

ties. Studies show that when children

select distributors who buy food from

$42 million spent in total. Farm to

learn about where food comes from

local farmers. Many schools in Illi-

School programs not only have amaz-

in a classroom setting, they actually

nois find that once the students are

ing impacts in the classroom, they

do eat more fruits and vegetables.

excited about local food, it is much

also serve as an economic stimulus

Farm to School helps students grow

easier to change the way food is pur-

in rural communities. The Illinois

more likely to make healthy choices

chased for lunch.

Farm to School Network is working

throughout their lives.

Oak Park ESD97 started its

with school districts and farmers to

For more information on Farm

Farm to School program after decid-

bring these programs into as many

to School programs in Illinois, visit

ing to improve the food served in

schools as possible, through informa-

http://www.farmtoschool.org/our-

the cafeteria. The district changed

tion sharing and networking.

network/Illinois or https://seven

its bid to increase the amount of

As the National Farm to School

produce from local farmers, and

Network states, Farm to School

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

generationsahead.org/schools/farmto-school-overview.

17

C F EOAM TU M RE EN TAARRT YI C L E

Lost in the beauty

By Steve Webb

Steve Webb is superintendent at Goreville CUSD 1 and past president of the Illinois Association of School Administrators and the Association of Illinois Rural and Small Schools.

L

ooking out through the win-

beauty does not buy updated text-

Rural schools are at a disadvan-

dow of my office from my desk,

books. Beauty cannot fix aged bus-

tage in this state due to the overre-

I can view the north side of Ferne

es and crumbling facilities. Beauty

liance on property wealth and the

Clyffe State Park, one of Illinois’ fin-

alone certainly does not provide the

continued dismantling of the state

est recreational areas for camping,

number of children to justify some

aid system that, if properly funded

rock climbing, rappelling, or simply

arbitrary number of students needed

in accordance with the Education

relaxing. Surrounding our school

to become “efficient” in the eyes of

Funding Advisory Board’s recom-

in Goreville, on both the east and

state or federal bureaucracies. One

mendation, would help equalize

west, is the vast Shawnee National

might think that all children, no mat-

and guarantee a certain amount

Forest, which encompasses over 415

ter where they live, would be treated

of funding for all students. Clearly,

square miles of pure wilderness. To

as the most precious resource the

Illinois is experiencing financial

the north/northeast, the beautiful

world could ever produce. One might

issues of its own making and now

man-made Lake of Egypt covers

even think that it would not matter

the state is looking at ways to cor-

almost four square miles.

how many “units of government”

rect the downward spiral. We are in

Without a doubt, the rural beau-

there are that house these children

an era of “doing more with less” and

ty that surrounds this school and

if we provided each and every student

rural schools are suffering because

community is breathtaking. However,

with the education they deserve.

we were already doing more with less before the state decided to cut student funding in 2011. We are professionals at making do.

I have presented the Rural Issues panel session at the Joint Annual Conference (Triple-I) in Chicago for the past three years and am constantly reminded of the fortitude and passion that our rural school leaders (board members, administrators, and teachers) have for the success of the children in their communities. Each year, I field questions and concerns regarding the unique needs of rural schools, and every year we share ideas and innovations to make the

Ferne Clyffe State Park. Photo courtesy of the Illinois Department of Natural Resources.

18

best of what we have.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

These very concerns and the

also does not cut students who want

multitude of true “efficiencies” that

to join extra-curricular activities —

rural schools have learned and ini-

every child gets an opportunity to

tiated through adapting to adversity

be involved in something. However,

were brought to light in the Class-

vocational courses, creative arts, and

rooms First Committee (forced con-

social connectedness to a quality of

solidation proposal) discussions of

life are not high-stakes tested or pro-

It is time that we step up to the

2011 and continue to reverberate

vided as an “accountability model”

challenges of the 21st Century and

throughout our state today. I and

that bureaucracies so endear. Pope

prove that, above all else, every child

many others testified that we should

County, along with rural schools

matters and every child deserves the

never consider efficiency over quali-

throughout our state, is excellent at

same chance in life. It is time that we

ty. I submitted at that time and still

giving children a fighting chance at

take education off the political agen-

maintain today that rural schools

success in spite of where they happen

da and fulfill our promises — our

are the absolute best at providing

to live and the lack of resources the

duty. Pope County is indeed beautiful

quality education — and quality of

state and nation provides them.

– but that doesn’t pay the bills.

life — with the most efficiency. Rural schools should be a model for all.

A great example is a neighboring school district located in the eastern part of Shawnee National Forest; Pope County Community Unit 1, the only school district in that county. The district enrolls a little more than 500 students K-12 with fewer than 160 students in the high school — a “small” school by most accounts. However, the district encompasses almost 400 square miles and on each of its seven routes there are children who ride a bus more than an hour one way to get to school. There are children that meet

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the bus (and by the way, the buses there are 7 to 20 years old) at 6:15 a.m. so that they can get to school, eat breakfast and be prepared to start classes by 8 a.m. There are no stoplights or interstates in Pope County, and only two state highways. There are very few businesses to generate any property wealth.

Pope County High School has one of the area’s best agriculture programs with a highly regarded Future

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MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

May/June 2015

19

FEATURE ARTICLE

After consolidation: Villages turn school buildings into vital community assets

By Jim Burgett

Jim Burgett was a teacher, principal, and superintendent for 36 years in three Illinois school districts, including River Ridge CUSD 210. Currently CEO of The Burgett Group, he is a speaker, consultant, and facilitator. He has authored six books on education leadership, including The Art of School Boarding: What Every School Board Member Needs to Know.

“A

vacant school site and

buildings with no cars in the parking

about school consolidation. The state

empty buildings are dis-

lot. Soon weeds pop up where chil-

dangled financial incentives in front

trict liabilities. They still require

dren once played. This is especially

of districts if they merged, annexed,

upkeep, maintenance, security,

the case when the insides may con-

consolidated, or reorganized. It was

and insurance coverage (in fact,

tain asbestos or other liabilities that

the start of what the state hoped

empty buildings may raise insur-

keep a building from being market-

would result in a plethora of schools

ance costs). Unless the district

able for other purposes.

merging. The aim was that the total

foresees reopening the schools

More and more — because of

number of school units would fall

in the near future or is willing

economic issues, needed reorgani-

dramatically from a high of about

to financially support a vacant-

zations, or simply abandonment of

1100. While the new laws were some-

school liability, closed schools

facilities too old to meet the vigorous

what successful, 30 years later 863

should be leased, re-used, or sold

health and life safety codes of Illi-

districts remain. Apparently, the

outright.”

nois ― we see vacant school buildings.

new laws were not as influential as

— California Department of

Schools struggle to make ends meet

legislators expected ― and still aren’t.

Education, Closing A School Best

in the current Illinois financial cli-

However, two neighboring rural

Practices Guide

mate. Common sense dictates that

districts, located in beautiful Jo

This statement is a great sum-

this scenario may get worse before it

mation of what many school boards

gets better. So what happens? How

think when they contemplate closing

does a community make lemonade

an existing school building. Closing

from what truly may become a huge

a school may come about when a

community lemon?

new building replaces an old one, or

River Ridge Community Unit

as the result of a reorganization in

School District 210 has “been there,

which not all current buildings are

done that,” and as a result can share

necessary. Or perhaps it has become

a few suggestions that might be help-

too costly to maintain or improve the

ful to other school districts. Under

old building. No matter the reason,

leadership of a progressive super-

there is always the pestering ques-

intendent and board of education,

tion, “What will we do with the closed

and with cooperation of two village

facility?”

governments, this collection of citi-

How m a ny t i me s h ave ol d

20

zens did all the right things.

school buildings been left empty?

This story began in the mid-

They become sign-less, passion-less

1980s when Illinois passed new laws

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

Daviess County, the most northwest

I remember it well because I

county of the state, considered the

was the superintendent at Eliza-

challenge. The laws were slightly dif-

beth at the time and subsequently

ferent back then, and the process as

became superintendent of the new

well, but the incentives did entice

district. On July 1, 1985, the former

consideration. Both districts encom-

Elizabeth CUSD 208 and Hanover

passed small villages, Hanover and

CUSD 212 became a new, “yet-to-

Elizabeth, each less than 1,000 in

be-named” CUSD 210.

Ridge in Elizabeth and the Apple

population. Both were unit districts,

As with all consolidations, a

River running through Hanover —

and the two were great athletic rivals.

new board was elected and then the

thus River Ridge. All that remained

The villages are about eight hilly, pic-

real work kicked into gear. Every-

the same was the number and loca-

turesque miles apart. A Committee

thing changed: from contracts to

tion of the two school buildings.

of Ten, mostly from Hanover, decided

logos, mascots to curriculum, bus

There were no buildings to close and

to put the question of consolidating

routes to insurance policies. When

no money to build a new building,

the two school districts on the ballot,

a new district is born, it starts from

nor was one under consideration.

and the excitement began. In 1984, it

scratch. The new name came from a

The “footprints” of the existing

took a simple majority vote to pass a

combination of the famous Terrapin

facilities became the only objects,

school consolidation (today it takes a majority vote in each district). Financially speaking, Hanover was struggling and needed change to survive.

After all the fact-finding, meetings, public sessions, and plenty of heated debate, the election took place in November 1984. Even though the vote was not affirmative in both districts, the majority vote ruled, and created a new district.

The old and the new: Elizabeth’s old school building (above) is now an antique market. The new school opened in 2003.

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

human or not, that did not reflect consolidation.

Skip ahead 17 years. Over this time, the district continued to do exceptionally well. A top-notch superintendent was at the helm, leading a mostly new board of education. The assessed valuation of the district had changed significantly and provided resources for improved facilities. Student achievement improved, curriculum expanded, athletic and co-curricular offerings increased and improved, and things were good. The consolidation was a success on all counts except for one thing: facilities. Aging and

Community recreational organizations, using old school district property, thrive in the villages of Elizabeth and Hanover. Photos courtesy of Jim Burgett.

tired buildings did not offer an open door to technology or reflect ever-changing academic opportuni-

taxpayers of the district approved

buy the school building from River

ties. Talk began about building one

the new building on the first vote.

Ridge and establish a home for a new

centralized learning center, locat-

Thus, a new school would open and

village park district.

ed outside the two villages, close to

two old ones would close.

Both villages are middle-in-

the highway that connects them.

In May 2003, when River Ridge

come. One is more of a blue-collar

One school would house all Pre-K

students left to go home for the sum-

community with a factory providing

through 12th-grade students and

mer, the school buildings ended

employment; the other is a farming community. Supporting a park district would be a huge undertaking with the low assessed valuation in

“Since the time of transition from school buildings to

Hanover and the needed tax rate

community use, village residents have stepped up to

that a park district would require.

the plate. Instead of two ancient, brick-laden eyesores,

Knowing that, it was even more of a challenge than one might assume.

the facilities are neat, clean, welcoming, and full of

However, Hanover is a feisty place

useful opportunities.�

with determined citizens and a forward-looking mayor. The decision to approve purchase of the old school from River Ridge District for $1, and

22

offer expanded athletic facilities.

their long history as educational

at the same time create Hanover

A site on a hill overlooking amaz-

homes for generations of children.

Township Park District, was put

ing scenery became available at a

The district and communities wres-

before the voters. It passed on the

reduced price. A referendum was

tled with what to do with the old

first try, less than a year after the

carefully explored, and fact-find-

buildings and grounds.

school building was available.

ing and public input were handled

One interested man in Hanover

River Ridge District did not see

with a high level of expertise. The

started a campaign for the village to

the same interest from Elizabeth

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

village, so it put the old school up

a fund-raising campaign to raise

for sale the traditional way. Like

money to improve the old school

many old school buildings, it did not

property even further.

find a buyer. Eventually the village

The Village of Elizabeth assumed

purchased the building for $1. The

maintenance and grounds keeping of

village reached out to the area com-

the old school there, and Hanover

munity college and offered most of

Village Park District did likewise in

the former high school as a location

Hanover. Both facilities are well kept

for a branch campus. That left the

and inviting. They are truly assets to

grade school building, including a gym, available for use.

Elizabeth did not form a park district but instead formed an organization called the “Greater Elizabeth Arts and Recreation” (GEAR).

After a few years of getting things

NEW SCHOOL BOARD MEMBERS:

going, the organization has become

Congratulations and Welcome!

quite active. It has a board and elected officers who meet monthly.

GEAR offers and coordinates many activities such as volleyball, baseball, basketball, and weightlifting.

A board policy manual provides answers to many questions commonly asked about:

GEAR also organizes and sponsors runs, entertainment options, and recreation classes, and continues to expand choices for area citizens. GEAR is not tax supported and all members are volunteers.

It operates through fund-raisers and admission fees. Manny’s Pizza, which has several area locations, is a great partner in fundraising opportunities. GEAR also shares infor mation and oppor tunities throughout the year by staffing

4���Tak q ������e� th ������e� Oa ������t ��h ���� o f �������Off �����ic e ������� 4���Join ������� q �� ������� th �����e n ������e�w ������� ��g ��o ��v�e ��r�n c ��a e ��n � t � � �����e 4���Rev ��a�m ��� q ������ie ��w �����t h ���e ����B o ���a ��r �d ��P ���o�li ��c�y ����M n ���a u ��� al ������� ��

booths at various community activities. The organizers are constantly

• • • • • • •

School District Governance Board Powers and Duties Board Member Ethics & Code of Conduct School Board Meetings Board-Superintendent Relationships School Board Committees Communications To and From the Board

Is your manual old and out-of-date?

IASB Policy Services can help!

An IASB policy consultant will work with the board to develop an up-to-date board policy manual, as well as help keep it current over time.

coming up with new ideas and new ways to fund programs. It is truly

Policy Services

a community organization, and it extends into both Elizabeth and Hanover. GEAR is looking at how to incorporate bike trails into a long list of community support projects.

For more information, visit www.iasb.com/policy or call the Policy Department at 217/528-9688 or 630/629-3776

Elizabeth is currently sponsoring M A Y - J U N E 2 0 1 5 / 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 This R N A Lad

will run in the May/June 2015 of the Journal.

23

services in many classrooms and

of its building to the area Special

when it is not using the gymna-

Education Cooperative and to other

sium, GEAR schedules it to the

ventures. The park district offices

maximum.

and some smaller governmental

All of this happened because

agencies also occupy space. The

of the availability of the two school

fitness area is available for very

facilities.

both communities and are used as

affordable family or individual

Life-long resident and Hanover

incentives for people to relocate to

memberships. The building has a

Mayor Don Schaible reports, with

this neck of the woods.

sophisticated key card entry sys-

great enthusiasm, that the citizens

Since the time of transition from

tem. GEAR and other groups use

in the park district, for only a few

school buildings to community use,

the facilities regularly, with full

dol lars a month, have 24 -hour

village residents have stepped up

cooperation. The two villages have

access to gyms and weight rooms

to the plate. Instead of two ancient,

bonded together through mutual

and can take advantage of special

brick-laden eyesores, the facilities are

offerings and agreements.

events and classes. He is proud of

neat, clean, welcoming, and full of

The older portion of the com-

how the community has stepped

useful opportunities. Both buildings

plex, the former Elizabeth Grade

forward to make “the old school”

offer basketball, volleyball, dance,

School, was sold as a retail venture.

a valuable property, and proud of

weight lifting, judo, fitness classes,

Now Elizabeth’s Grand Antique

how it is maintained and serves

and other activities to citizens on a

Company, it features 28,000 square

citizens.

regular, scheduled basis. They provide

feet converted to a unique and fun

R iver R idge Superintendent

great places for family, business, and

antique mall, open daily with over

Brad Albrecht, also a life-long res-

community gatherings, plus reunions

150 vendors. The outside of the

ident of Elizabeth, is another who

and other functions.

building was renovated and the

is very proud of what the commu-

project has brought a huge influx

nities have done with the facilities.

of business to the area. Vendors

He should also be equally proud of

come from several states to staff

how successful the school district

their sections. The addition of the

has become, in part because of his

retail venture has brought in tax

leadership. In fact, good school lead-

revenue and other business to the

ership, from the board and from

area. A visit to the internet site

administration, has played a very

ElizabethAntiqueCo.com demon-

important role in the successful tran-

strates what imagination and hard

sition from vacated school building

work can create from an old grade

to important and meaningful com-

school. My family enjoys this cre-

munity assets.

IASB Service Associates The best of everything for schools IASB Service Associates provide quality products and services for schools.

Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

24

Hanover also rented portions

ative and fun array of three floors of amazing retail creativity.

Community leaders Schaible, Albrecht and Elizabeth Village Pres-

Although the community col-

ident Mike Dittmar welcome any

lege stopped renting space after

questions and invite visitors to come

several years, the building was

and see how closed school buildings

quickly filled with offices for the

can become community assets. And,

loca l food pantr y, v il la ge ha l l,

if you have never visited Jo Daviess

police depar tment, and village

County, you will be amazed at how

maintenance. The Northwest Spe-

beautiful it is, and how friendly the

cial Education Cooperative offers

people are.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

Milestones

continued from page 28

Timothy “Timmy” R. Doyle, 59,

Palestine, principal and superinten-

running for re-election to a second

died Feb. 2, 2015. He was a current

dent in Nokomis, superintendent in

term in April.

member of the Manhattan School

Pecatonica and professor at Eastern

Carol F. Scharf, 76, died March

District 114 Board of Education, hav-

Illinois University. Larry worked for

9, 2015. She previously was a long-

ing served since 1991. A longtime

IASB, was a consultant for the Illinois

time member of the Belleville Dis-

coach of Little League baseball, he

Principals Association, and authored

trict 118 Board of Education and also

was a volunteer firefighter for two

over 100 education-related articles.

served as board president.

years, and served on the board of

James Junior “Bud” Jeffers, 82,

Donald R. Shaner, 88, died

Lincoln-Way Area Special Education

died March 15, 2015. He was a Roch-

March 10, 2015. He served on the

District 843.

ester school board member during

school board of Wheaton Warren-

the late 1970s.

ville Community Unit School District

John “Kelly” Duchardt Jr., 73, died March 24, 2015. He was a school

Glen Lenzi, 65, died Feb. 19,

board member for 13 years in the

2015. He formerly served for nearly

Donald P. Smoot, 87, died Feb.

Mendota and Canton school districts,

20 years on the Gurnee Grade School

3, 2015. He was the first president of

and was a past secretary of the Men-

District 56 Board of Education,

the school board of Catlin Commu-

dota board and past president of the

including four years as president.

nity Unit School District 5.

200 from 1997 until 2001.

Ver na Jean Lewis, 93, died

Roland F. Stewart, 82, died

Bruce Edmund Ebert, 68, died

Feb. 5, 2015. A retired secretary

March 1, 2015. He previously served

Feb. 9, 2015. He previously served in a

and bookkeeper for Alton CUSD 11,

on the school board of the Milled-

variety of public positions, including

she later served as a member of the

geville school district.

president of the Mokena school board.

district’s school board.

Canton board.

Dale F. Straley, 91, died March

Rose Marie Frye, 80, died Feb.

Frederick C. “Fred” Mangold,

2, 2015. He was a former member of

11, 2015. She formerly served on the

64, died, Feb. 12, 2015. He previously

the Winnebago CUSD 323 Board of

Seneca Grade School district’s board

served on the Leland School Board.

Education.

John “Jack” Wesley Mork, 71,

Elinor Swiger, 87, died March

Donald Robert Gibbs, 89, died

died Feb. 10, 2015. He previously was

7, 2015. She previously served two

Feb. 6, 2015. He formerly served on

a member of the New Lenox school

terms on the Glenbrook District 225

the school board of the Henry Grade

board, serving as president and work-

school board.

School district.

ing on various committees.

for 25 years.

Peter Traczyk, 48, died Feb. 7,

Larry Gougler, 95, died March

Allen E. Mortimer, 89, died Feb.

2015. He was a sitting Oak Park Ele-

4, 2015. He was a former member of

19, 2015. He previously served on the

mentary School District 97 board

the New Trier Township High School

Virden school board.

member since 2007 and was running

Milton Wallace Noward, 89, died

for a spot on the Oak Park-River For-

Jack Lee Hopk ins, 71, died

March 13, 2015. He had previously

est SD 200 school board. Traczyk

Feb. 24, 2015. He previously served

served on the Pinckneyville District

served from 2010 to 2011 as the Dis-

on the Blue Mound-Boody district

204 Board of Education.

trict 97 board president.

District 203 Board of Education.

school board.

Duane A. Patton, 79, died Feb.

James Robert Whitson, 93, died

Pau l Way ne “Pondy” Hud-

22, 2015. He formerly served 12 years

Jan. 30, 2015. He formerly served

dlestun, 84, died Feb. 4, 2015. He

as a school board member for the

two terms on the school board of the

was a past member of the Casey

Elmwood school district.

Dallas City schools.

Chris Pluta, 52, died Jan. 26,

Major Louis Joe Wohlwend, 64,

Larry Douglas Janes, 71, died

2015. At the time of his passing, he

died March 18, 2015. He was a mem-

Feb. 6, 2015. He was a teacher and

was a sitting school board member for

ber of the Anna District 37 school

coach in Mattoon, principal in

Argo CHSD 217 in Summit. Pluta was

board from 1993 to 2005.

school board.

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

A Directory of your

IASB Service Associates IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable repu­ tations 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.

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

INDUSTRIAL APPRAISAL COMPANY — Insurance appraisals, property control reports. Oakwood Terrace - 630/827-0280

Architects/Engineers

RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.com

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

SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield - 217/585-9111

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 - 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com

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

DLR GROUP — Educational facility design and master planning. Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.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

FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools.

Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria 309/669-0012; O’Fallon - 618/624-3364; St. Louis - 314/439-1601 website: www.fgmarchitects.com

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355

GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com

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: smchassee@ arconassoc.com

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

BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 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 - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com

26

RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro - 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/787-1199; email: rmitchell@hurst-rosche.com

ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804

Appraisal Services

PERKINS+WILL — Architects; Chicago - 312/755-0770

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com KENYON AND ASSOCIATES ARCHITECTS, INC. — Complete architectural services for education.

Peoria - 309/674-7121 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 & 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. Chicago 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012

TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation and interior design. Burr Ridge - 630/455-4500

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 Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

Building Construction CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www.

COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; 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. — Construction management and general contractor capabilities. Peoria - 309/688-6845 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington - 847/381-2760 POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; email: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

Computer Software CHALKABLE — Administrative Software. Tremont - 888/776-3897; email: preid@chalkable.com; website: www.chalkable.com;

Consulting eRATE PROGRAM, LLC — consulting services assisting districts in processing applications for receiving government funds to cover up to 90% of costs for local, long-distance and cellular phone service (purchased by the school), internet access and web hosting. St. Louis, MO - 314/282-3665 SEGAL CONSULTING — A comprehensive array of consulting services including Health & Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration & 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 866ALPHA-01 (866-252-4201); website: www.alphaACS. com; email: info@alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www. thectsgroup.com; email: rbennett@thectsgroup. 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. Oakbrook 312/498-7792; email: sharon@opterraenergy.com

SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial.com; email: dphillips@ speerfinancial.com

RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstenschmidt@ radonresults.com

STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; email: noblea@stifel.com

Financial Services

WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; email: ehennessy@williamblair.com

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 - 618/206-4180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies.

Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants.

Bloomington - 309/829-3311; email: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenz cpa.com 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

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, insurance consulting. Effingham - 217/342-3042; website: www.bushuehr.com; email: steve@bushuehr. com

Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for worker’s comp and insurance claims. Chicago - 800/654-9504

Superintendent Searches HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/318-0072

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

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 - 630/773-7203 GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security.

St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; email: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259

MAY-JUNE 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

Milestones Achievements John Maitland,

in 1996. Maitland was particularly

During his term as superintendent

former state sena-

outspoken about the need for fund-

from 1991 to 2001, Osborne was

tor from Blooming-

ing equity. He won the Illinois State

instrumental in restructuring the

ton, was honored

Board of Education’s Lou Mervis

district, moving it from neighbor-

along with his wife

Award for Distinguished Service to

hood schools to attendance centers.

Joanne, as “commu-

Education in 1992.

He also helped oversee the construc-

nity treasures” during Illinois State

“There is literally no aspect of

University’s Founders Day celebra-

education that has not benefited from

tion of the primary center, which

tion on Feb. 19. Maitland received an

his leadership and support,” said

“It’s tremendous recognition,”

honorary doctor of humane letters

Respicio Vazquez, the state super-

Osborne said. “You do these things

degree. He joined the General Assem-

intendent of education at the time.

without any expectations for recogni-

opened in 2001.

bly in 1979 and was a leading advocate

Nick Osborne,

tion. … The driving force (was) doing

for education there for the next 24

former Mt. Vernon

what’s good for kids. That was why we

years, including creating and serving

District 80 super-

were redesigning the whole district.”

on the Task Force on School Finance

intendent and cur-

Current Superintendent Mike

in 1993. He was widely considered

rently an Illinois

Green said Osborne was an “outstand-

public education’s best friend in the

Association of

ing superintendent and visionary

Illinois Senate. He took a leadership

School Administrators field ser-

leader of District 80” for many years.

role in every major effort to improve

vices director, received word that

“He continues to support public edu-

education during his time in the state

the District 80 primary center will

cation in his role as an Eastern Illinois

legislature, including the education

be renamed in his honor. The honor

University professor and his role at the

reform act of 1985 and the Governor’s

was announced during the school

Illinois Association of School Admin-

Commission on Education Funding

board’s annual retreat in January.

istrators,” Green added.

member of the South Fork school

the Chester-East Lincoln CCSD 61

district school board.

school board.

In memoriam Eugene “Gene” Allen, 85, died March 14, 2015. He previously served on the East Joliet school board.

28

Kathryn Bruce, 50, died Feb.

Louis C. Dineff, 72, died Feb. 19,

Kenneth E. Anderson, 93, died

26, 2015. She was a sitting school

2015. He was a former member of the

Feb. 7, 2015. He formerly served on

board member. Bruce got her start

Summit School District 104 Board

the Roseville school board.

in public service in 2001, becoming

of Education, having won office as a

Ivan C. Berg, 85, died Feb. 3,

a member of the River Grove School

write-in candidate in 1999.

2015. He served on the Pekin Commu-

Parent Teacher Association. In 2003

Harold Eugene “Gene” Dixon,

nity High School District 303 Board of

she was elected to the River Grove

78, died March 21, 2015. He for-

Education from 1981 to 1991.

SD 85.5 Board of Education.

merly served on the Brown County

Danny Lynn Brandon, 60, died

Edwin P. Dahmm, 74, died Feb.

March 8, 2015. He was a former

6, 2015. He previously served on

school board. continued on page 25

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2015

ASK THE STAFF

Where can our district get help on school design ideas?

By James Russell

Q

uestion: Where can our

Annual Conference over the past 25

district get help on school

years.

design ideas?

The School Design Data File is

• Grade level: Early childhood (Pre-K and K only); Elementary (Pre-K to 8); High School (9-12);

Answer: There are two ways for

located here: www.iasb.com/design/.

your district to get ideas and tips on

IASB has recently updated the

• Student capacity: Under 100 stu-

the latest educational environments.

database to provide school officials

dents; 100-499 students; 500

One is at the annual conference; the

and their architects with ideas and

to 999 students; 1,000 to 1,999

other is an online database.

insights into innovative Illinois

students; 2,000-plus students

K to 12

If you attend the Joint Annual

school design projects. Information

• Location: by county

Conference, chances are you have

provided by the designing architect

• District: by name

seen the display of school design

for each project can now be searched

After selecting any one category,

projects. Located in the Colum-

by an even wider variety of variables

the database will respond with the

bus Ballroom hallway at the Hyatt

in easy-to-use pull-down menus.

total number of projects meeting the

Regency Chicago’s East Tower,

Users can conduct searches

selected criteria in that category.

this display features all entries in

using the following categories and

After identifying one or more proj-

the annual Exhibit of Educational

criteria:

ects that meet the criteria request-

Environments. Winners of this juried

• Type of project: Historic pres-

ed, you can then contact the IASB

competition are announced during

ervation/renovation; Major addi-

Resource Center to receive a com-

the First General Session; however,

tion or adaptive reuse; Major

plete data report for each identified

the display is open all three days of

addition to existing building;

project and copies of the narrative

the conference.

Major renovation; Minor addi-

text and/or illustrations supplied by

Once the conference concludes,

tion; New addition and remodel-

the architectural firm relative to the

each entry is added to School Design

ing/renovation; New addition to

project.

Data File, a service developed by

existing building; New building;

Additional information about

IASB for its Service Associates and

Remodeling/renovation; Special

the School Design Data File is avail-

available for use by IASB member

project under $4 million or sin-

able by contacting the IASB Resource

school districts and their architec-

gle space; Unusual environmen-

Center, ext. 1105, or by emailing

tal or physical plant challenge

jnelson@ iasb.com. Information

tural firms. This searchable database contains entry form data, illustra-

• Primary use of facilities: Admin-

about the Educational Environments

tions, and commentary for more than

istrative; Athletic or recreational;

Exhibit is available from IASB Com-

500 school design projects — of every

Instructional (school); Instruc-

munications, ext. 1131, or by email

size and scope ― displayed at the Joint

tional and administrative; Other

at srotherham@iasb.com.

James Russell, IASB associate executive director of communications, answers the question for this issue.

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

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

www.iasb.com

No other search professionals know your area of the state better than the Executive Search team at IASB. In the past 6 years the IASB team has assisted 167 member districts within 64 different counties with their superintendent search.

For the complete list of districts and counties served go to www.iasb.com/executive Represents the 64 counties served.

For further information regarding the IASB Executive Search process, please contact: 217/528-9688, ext. 1217 or 630/629-3776, ext. 1217.

Mar-Apr 2015