Page 1

M AY / J U N E 2 0 1 8

V ol. 8 6, N o . 3



n music, “call and response” is

Salaries 2018: It’s all about percep-

and IASB’s response, in “What we’ve

a technique where one musician

tion” begins on page 10.

learned: Community engagement is as critical as ever for school boards”

offers a melody and a second answers

The national response to the

with a response as a commentary

tragic school shooting in February

to or complement of the first. From

in Parkland, Florida was emotional,

An editor’s note to this editor’s

spiritual antiphons to Cab Calloway’s

politically charged, and, often, stu-

note: At IASB, we believe in the pow-

Minnie the Moocher, from preschool

dent-driven. This issue of The Illi-

er of print, and intend to publish and

ditties to Arthur “Guitar Boogie”

nois School Board Journal offers two

mail copies of The Illinois School

Smith’s Dueling Banjos, from side-

responses. In “The school board’s

Board Journal (and other publica-

line cheers to Once in a Lifetime by

role in responding to and prevent-

tions for our members) for the fore-

Talking Heads, call and response

ing gun violence in schools” on page

seeable future. We also understand

moves the music along.

on page 6.

16, IASB Assistant General Counsel

the power of the internet, especially

The Illinois School Board Jour-

Maryam T. Brotine looks behind the

its ability to allow readers to quickly

nal considers the calls of 2018 —

immediate questions to determine

connect to information from many

safety and security, community

what the board’s role is in respond-


engagement, equity, salaries, and

ing to the nationwide crisis. Also,

However, sharing website links

technology — that are mak ing

communications and crisis response

in print publications is unwieldy and

headlines in the education world.

expert Rick J. Kaufman offers advice

aesthetically unappealing.

More importantly, we consider the

on school violence prevention and

In response, with this issue we

responses school district might have

response in “School violence: Pre-

are start something new. The links

to each of these calls.

pare for the worst, plan for the best”

for all online resources mentioned

on page 20.

in the Journal can be accessed by

In our last issue, we covered responses to the call for education-

Five years ago, IASB rolled out

visiting a single link. That link, to

al equity. That call will continue,

“Connecting with the Communi-

a page on our Illinois School Board

and we hope you will join us for the

ty: The Purpose and Process of

News Blog, will introduce each Jour-


Community Engagement as Part

nal article, and include by clickable

I n t h i s i s sue, t he Jo ur n a l

of Effective School Board Gover-

links of the resources associated with

presents the next installment in a

nance.” Responding to the chang-

that article.

long-running series on administra-

es in the public education climate

The new link is

tor salaries in Illinois — how super-

since then, and to feedback from

journal-resources.html. Bookmark

intendents and principals compare

participants in IASB’s Community

the link, because we will use it future

regionally, nationally, by gender and

Engagement programs, IASB has

issues of the Journal.

by type of school district. Thanks to

responded with updated documents

ISBE for the data, and the authors

and sessions. Read about the call

— Theresa Kelly Gegen, Editor

for their response. “Administrator

for community engagement work

Thanks for reading.



What we’ve learned By Theresa Kelly Gegen Five years since its introduction, IASB’s “Connecting with the Community” gets refreshed, with lessons learned from the national education picture and via community engagement work throughout Illinois.

10 It’s all about perception By Lora Wolff, Dean Halverson, and Clint Iadanza This year’s installment in the Journal’s administrator salaries series examines how personal and professional experiences and framework impact perceptions of salary trends. M A Y / J U N E

16 The school board’s role in responding to and preventing gun violence in schools By Maryam T. Brotine What is the board’s role in responding to the nationwide epidemic of gun violence in schools, and to preventing gun violence in your schools?

20 Prepare for the worst, plan for the best By Rick J. Kaufman, APR An expert at crisis response explains why school safety and security measures must reflect the unique needs of the community.

22 What’s your mission? Make your mission statement work for you By Denise Schares The words and intentions behind them can help districts develop mission statements that reflect the overall purpose of the district.

2 0 1 8

Vol. 86, 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. Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production

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

Copyright © 2018 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover Cover art: © muchomor |



Proaction savings vs. reaction costs School district website ADA compliance By Brian Graves Sr.

Brian Graves Sr. is the 2017 Illinois National School Public Relations Association top public relations director. He serves on the National School Public Relations Association diversity committee. He is currently communications director for the Chicago office of CEL Marketing PR Design.



ver the past four years, school

few. Assistive technology includes

districts across the nation

screen readers, Braille encoders, and


have been challenged, stressed, and in many cases have scrambled

Americans with Disabilities Act

to address a flurry of Americans with

devices that track eye movement, replacing a keyboard and mouse. New and innovative assistive technologies

Disabilities Act (ADA) complaints

are introduced every day. However,

regarding website and other elec-

for these tools to function properly,

tronic communication compliance

they have been used in a number

it is essential that websites and elec-


of federal consent decrees and set-

tronic communication tools follow accessibility guidelines.

If school district websites are

tlements. As a result, districts may

not compliant, the district risks not

decide it is in their best interest to

S or ti ng out t he WC AG 2.0

only the negative PR of an Office for

voluntarily comply with the guide-

rules and requirements can be a

Civil Rights (OCR) complaint, but

lines now.

daunting task for even the most

also the perception of discrimina-

W hen a district updates its

seasoned school district communi-

tion, expensive legal costs, and the

website and other electronic com-

cators. Whether or not a district has

difficulty — or even impossibility

munications, it is important to keep

received an OCR complaint, started

— for students and parents with dis-

accessibility in mind. Following

an ADA content management plan,

abilities to access their news and

WCAG 2.0 guidelines allows individ-

or done anything beyond image alt


uals with visual, auditory, physical,

tags, there is help. The key is to be

I n 2017, the Un ited St ates

speech, cognitive, neurological, and

proactive, not reactive.

Access Board updated Section 508

other disabilities the power to access

of the Rehabilitation Act of 1973 to

public information with assistive

ensure federal agency websites are

technology. For example, blind peo-

Federal regulations mandating

compliant with Web Content Acces-

ple who cannot see computer mon-

accessibility have been in effect

sibility Guidelines (WCAG 2.0) by

itors may use a screen reader that

since 2001. The Department of

January 18, 2018. The 1990 ADA and

speaks the text that would normally

Justice issued a document address-

Section 504 of the Rehabilitation Act

appear on a monitor. People can use

ing website accessibility entitled,

of 1973 require that entities receiving

voice recognition software to control

federal funding provide people with

their computers with verbal com-

disabilities the same level of access

mands if they have difficulty using

to programs, services, activities, and

a mouse, and individuals with other

information. While the WCAG 2.0

types of disabilities may use other

guidelines have not been formally

kinds of assistive technology such

adopted by the government to apply

as closed captioning, large print, or

to public school district websites,

high-contrast settings, to name a


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


“Accessibility of State and Local

Start early and save the district

Government Websites to People with


Disabilities” in 2003.

While recent OCR changes have

The OCR’s mission is to “ensure

created some relief, non-compliant

equal access to education and to pro-

school districts are still vulnerable

mote educational excellence through

to complaints. Reacting to an OCR

vigorous enforcement of civil rights

complaint and going through the

throughout the nation’s schools,” and

ADA compliance resolution process

it enforces laws such as the ADA and

can be labor intensive and expensive

Section 504.

for school districts. The legal fees,

All public and private programs

planning, website audit, content

that receive federal funds from the

updating, and training costs can

U.S. Department of Education are

balloon rapidly — and that does not

prohibited by the OCR from discrim-

include expenditures for annual web-

inating against individuals based

site maintenance and training that

on disability. These entities include

could be required as part of a resolu-

all public schools, most public and

tion. The key is to start the process

private colleges, vocational rehabil-

of making the district website com-

itation agencies, and libraries. The

pliant before receiving a complaint;

OCR’s role during a claim is to be

that way if a complaint is filed, the

a neutral fact-finder and to resolve

district can show it is making pro-

complaints promptly through a vari-

active strides towards accessibility.

ety of options, including facilitated

Doing the research, knowing

resolutions and investigations.

where to start, and having an affordable and effective plan to address

School districts

new and existing content is key. It

In February of 2014, the Michi-

begins with creating an accessibil-

gan Department of Education (MDE)

ity policy and implementation plan

entered into a voluntary resolution

that ultimately includes a website

agreement with the OCR as a result

audit and training for webmasters,

of a federal complaint filed by a Mich-

staff, and teachers. If a school dis-

igan-based education advocate who

trict proactively addresses website

alleged the MDE was discriminat-

compliance early, it will be well on

ing against people with disabilities.

the way to having an accessible web-

Since then, it is estimated that this

site while saving time and money.

individual has filed more than 2,400 OCR complaints about inaccessible


websites. Their targets have includ-

Author Brian Graves Sr. led an

ed school districts, universities, and

Illinois school district’s effort to

state departments of education. In

achieve ADA compliance after receiv-

March of 2018, the OCR established

ing an OCR complaint. For more

a new process that will dismiss com-

information, contact Graves at

plaints considered a “continuation of

brian @ Links to the

a pattern of complaints” that causes

resources in this stor y ca n be

an “unreasonable burden” on the

a c c e s s e d at bl og.i a sb.c o m / p /

OCR’s resources.


M A Y - J U N E 2 0 1 8 / 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 Joanne Osmond

Treasurer Linda Eades

Vice President Thomas Neeley

Immediate Past President Phil Pritzker

BOARD OF DIRECTORS Abe Lincoln Bill Alexander

Northwest Chris Buikema

Blackhawk David Rockwell

Shawnee Sheila Nelson

Central Illinois Valley Tim Custis

South Cook Denis Ryan

Corn Belt Mark Harms DuPage Thomas Ruggio Egyptian John Metzger

Southwestern Mark Christ Starved Rock Simon Kampwerth Jr. Three Rivers Rob Rodewald

Illini Michelle Skinlo

Two Rivers Tracie Sayre

Kaskaskia Linda Eades

Wabash Valley Dennis Inboden

Kishwaukee Mary Stith

West Cook Carla Joiner-Herrod

Lake Ann Dingman

Western Sue McCance

North Cook Barbara Somogyi

Service Associates Glen Eriksson

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.



Call and response “We need a change in mindset

security measures and begins long

health approach to gun violence that

and policy from reaction to preven-

before a gunman comes to school.

is informed by scientific evidence

tion. Prevention entails more than

We need a comprehensive public

and free from partisan politics. A public health approach to protecting children as well as adults from gun violence involves three levels of prevention: (1) universal approaches promoting safety and well-being for OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Kimberly Small, General Counsel Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Executive Searches Thomas Leahy, Director Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Catherine Finger, 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, Director Shanell Bowden, Assistant Director

BOARD DEVELOPMENT Dean Langdon, Associate Executive Director Sandra Kwasa, Director Nesa Brauer, Trainer Angie Peifer, Consultant COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Gary W. Adkins, Director/Editorial Services Jennifer Nelson, Director/Information Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Assistant Director/Communications Katie Grant, Assistant Director/Production Services FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director Reatha Owen, Director Patrick Rice, Director Policy Services Ken Carter, Consultant Boyd Fergurson, Consultant Angie Powell, Consultant Brian Zumpf, Consultant

everyone; (2) practices for reducing risk and promoting protective factors for persons experiencing difficulties; and (3) interventions for individuals where violence is present or appears imminent.” — Call For Action To Prevent Gun Violence In The United States Of America, Interdisciplinary Group on Preventing School and Community Violence, February 28, 2018.

“The single best way to ensure that the kids finish the year strong ... is for the adults to finish the year strong.” — Danny Steele, educator, via Twitter, April 2, 2018.

“While one study said we failed to turn around struggling schools, another study showed that the boldest interventions got the best results. Perhaps if we had a little more courage, our success rate in turning around schools would be higher. Certainly, none of the reforms of the past 30 years have worked everywhere or worked perfectly. But in the hands of dedicated educators with proper support, many work well and have opened doors of opportunity for millions of students.”

IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831


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

— “Arne Duncan op-ed: Education reform has worked. Here’s proof,” special to the Washington Post, as printed in the Chicago Tribune, April 2, 2018.


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What we’ve learned Community engagement is as critical as ever for school boards By Theresa Kelly Gegen

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


ffective and ongoing commu-

actively involve diverse citizens in dia-

nity engagement is necessary

logue, deliberation, and collaborative

School boards are in a unique posi-

for school boards to determine how

thinking around common interests

tion — not only to be champions

local resources are invested and deliv-

for their public schools.”

of education in their communities,

ered. Since the initial publication of

By unpacking that definition, we

but also to reflect the interests of

“Connecting with the Community:

can share what we’ve learned about

the community in its local system

The Purpose and Process of Com-

developing community engagement

of public education.

munity Engagement As Part of Effec-

efforts in local school districts.

tive School Board Governance” in

actively involve

2013, IASB has worked to help school

Community engagement, also called

Without active involvement, commu-

boards and superintendents under-

public engagement or civic engagement

nity engagement efforts fall flat. Best

stand what community engagement

Explaining what com mu nit y

practices for community engagement

is, why it is critical, what boards can

engagement is requires us to start

include the Spectrum of Public Par-

expect to accomplish, and how to

with what it’s not. Community

ticipation’s “inform, consult, involve,

evaluate the results.

engagement is not public relations.

and collaborate” and each of these

Five years later, community

Community engagement starts by

involves a “promise to the public.”

engagement remains vital. Although

making the distinction between

some of the stakes have changed, they

owners (the community) and

are still high, and local boards of edu-

customers (usually, students and

Community engagement addresses

cation remain in the best position to

parents). The biggest difference

big-picture concerns of the entire

protect public education from outside

between community engagement

community, and so it needs to

forces. To further help school districts

and public relations is the two-way

include stakeholders beyond the

understand community engagement

nature of community engagement

district’s buildings: business and

and work to achieve local goals, IASB

— when it’s done right.

economic representatives, local

has updated its community engagement publications, refreshed its work-


by which school boards

diverse citizens

government leaders, the religious community, civic organizations,

is the process

shop offerings, and added an Online

The word process is right there in

Learning Center course, based on

the definition, because it’s vitally

knowledge gained in the first five

important to understand com-

in dialogue, deliberation, and collab-

years of the program.

munity engagement as an ongo-

orative thinking

ethnic and cultural representatives.

Here’s how IASB defines it: “Com-

ing, two-way process that creates

This is the heart of community

munity engagement, also called pub-

knowledge — in the community

engagement: The two-way commu-

lic engagement or civic engagement,

about the district, and in the dis-

nication that creates an exchange

is the process by which school boards

trict about the community.

of knowledge.


increase. One way local boards

viewpoints” are represented, in addi-

Successful community engage-

of education can fight back is by

tion to diversity on locale and demo-

ment involves framing a question

engaging their communities.

graphics. Another point of emphasis

around common interests

Based on the starting point cre-

is building common ground, in which

ated by the definition, IASB took its

community engagement participants

community engagement program to

are “finding where we agree and

school districts across the state. Here’s

building on that agreement, rather

Since the original document was

what we’ve learned from that work,

than just coming to a solution that

published, including the attacks

added to the toolkit, developed into

we all can live with,” according to

on public education from those

points of additional emphasis, and clar-

the new program documents.

who would seek to wrest control

ified how community engagement is

away from local school boards,

best practiced by school districts in

the discussion surrounding local

the five years since IASB’s community

control has expanded in activi-

engagement programs took flight.

for the school board and its community to consider together. for their public schools.

ties, conversation, and legislative action at the federal and state levels. Attacks on public education continue. Concerted and organized


Frame the question. In working with IASB member

boards, we discovered that school boards often get bogged down deter-


Develop a common under-

mining what they wanted to engage

standing of the key principles

their communities about. Ultimately,

of community engagement work.

the framing of the question depends on

efforts to privatize the public school

Th i s i nclude s fo c u si n g on

where a board is in its level and scope

system continue, school funding is

the ongoing nature of communi-

of engagement, and on its vision, mis-

politicized and often reduced, even

ty engagement and taking extra

sion, and goals. To help boards at this

as the demands on public schools

steps to ensure “diverse voices and

step, IASB added the following series

Our Mission is Your Success A PREEMINENT EDUCATION LAW FIRM REPRESENTING PUBLIC SCHOOLS THROUGHOUT ILLINOIS 310 Regency Centre, Collinsville, IL 62234 618.301.4060 618.301.4080 Fax

Guin_ad.indd 1


12/13/2017 3:15:01 PM


of questions that the board needs to

Spectrum developed by the Interna-

Research indicates that people pre-


tional Association for Public Participa-

fer to be asked, rather than to volunteer.

tion is a planning tool that boards can

For most people, a personal invitation

use in their community engagement

is more effective than a form letter/

efforts. When the board is engaging the

invitation. While a letter of invitation

community, it can fulfill one or more

might hit on many of these motivators,

• How will this process inform

of the following purposes: to inform,

personal communication will allow the

and/or support our mission/

to consult, to involve, or to collaborate.

appeal to be tailored to what might best

• Why are we engaging in this process? • What do we hope to learn? To decide? To accomplish?

vision/goals? • How do we intend to use the

motivate individual participants.


Develop a recruitment message

Recruit participants. As with framing the question,

that will appeal to the core interests

I A SB’s early work w ith school

of potential participants. Understand

boa rd s emba rk i ng on com mu-

that participation will appeal to dif-

Use the Public Participation

nity engagement demonstrated

ferent people for different reasons,


that school boards sought addi-

such as a sense of giving back, the

For many individual school board

tional assistance with identifying

opportunity to learn, the opportunity

members, the Public Participation

what voices need to be a part of

to meet with others around a common

Spectrum shines a light on the pro-

this conversation and a plan for

interest, or a true passion for or inter-

cess and potential for community

recruiting the participation of the

est in the issue. Recruiting involves

engagement. The Public Participation

people who will bring those voices.

answering the question “What’s in it

resu lts of this process to inform our work?


for me?” from the perspective of the potential participant.


Clarify the promise to the public. To be effective in community

engagement work, the board should frame an explicit and clear promise to the public that is shared by all participants. The promise reminds both the board and the participants that the community does not make the decisions for the board; the community assists and supports the board in carrying out its responsibilities. Resources For more information, consider attending the Community Engagement panel series at the 2018 Joint Annual Conference and read the updated “Connecting with the Commu n it y.” Li n k s to th is a nd a l l resources from this issue of Journal can be accessed at journal-resources.html.






Administrator Salaries 2018

It’s all about perception By Lora Wolff, Dean Halverson, and Clint Iadanza

Dean Halverson and Lora Wolff are professors of Educational Leadership at Western Illinois University. Clint Iadanza is an educational leadership doctoral student at WIU.


ou probably are familiar with

Every year when we get the sal-

this well-known perceptual

ary information for principals and

illusion. What do you see first when

superintendents in Illinois, we’re

you look at the picture, an elderly

excited to see what changed and

lady or a young woman? Some people

to see what’s going on. This year

immediately see one form; others see

reminds us of a quote attributed to

the other. Some people can only see

Albert Einstein, “Insanity is doing

that which they first see. It’s a mat-

the same thing over and over and

ter of perspective based on personal

expecting different results.” There

and professional experiences and

isn’t much change to report. Over


the past few years, we’ve gotten pret-

The same can be said when

ty much the same results.

examining principal and superinten-

The data is provided by the

dent salaries. Depending on personal

Illinois State Board of Education

and professional experiences (and

(ISBE). The Illinois School Code

where one’s salary is on the state’s

requires school districts annually

ranking), each individual will have

report to ISBE, “the base salary and

a unique perception.

benefits of the district superintendent … and all administrators and teachers employed by the school

The cartoon “My Wife and My Motherin-Law” by British cartoonist William Ely Hill (1887–1962) was first published in Puck, an American humor magazine, in November 1915.

district. For the purposes of this

From our perception (as retired

Section, ‘benefits’ include without

Iowa administrators and college

limitation vacation days, sick days,

professors), not much has changed,

bonuses, annuities, and retirement

other than that the salary disparities


around the state of Illinois may have

What stands out among these


consistent numbers are, again this year, the disparities in administrative


Principal salary overview

salaries and per-student expenditure

For the third straight year,

across the state, the uncertainty of

average principal salaries in the

Illinois school finance, and the wor-

state increased (see Table 1). In

ries about the pension systems. All

2014, the average principal sala-

three of these areas affect the work

ry was $99,175 and by 2017 it had

being done by the state’s principals

increased to $102,253, with 3,724

and superintendents.

principals reporting. After no gain


Table 1: Salary Data Comparison from 2014 through 2017

or loss the previous year, principal salaries overall had modest gains (+1.6 percent) in the latest report year. For the second year in a row, the average female principal salary (see Table 2) was higher than the average male principal salary (see Table 3). Female principals had a 2.3 percent average salary increase; males’ salaries increased under 1 percent. Additionally, the highest principal salary was held by a female ($238,007). The median principal salary also increased each year from 2014 ($97,294) to 2017 ($101,038). The median salary increased by almost $3,800. Principal salaries by region

Illinois Principal Salaries Number Reported

Highest Salary

Average Salary

% Change of Average


2014 to 2015

3,850 3,909

$214,096 $211,826

$99,175 $100,521


$97,294 $98,326

2015 to 2016

3,909 3,841

$211,826 $224,535

$100,521 $100,656


$98,326 $99,306

2016 to 2017

3,841 3,724

$224,535 $238,007

$100,656 $102,253

0% +1.6%

$99,306 $101,038


Source: ISBE

Table 2: Salary Data Comparison from 2014 through 2017

Illinois Principal Salaries: Female Number Reported

Highest Salary

Average Salary

% Change of Average


2014 to 2015

2,046 2,050

$214,096 $211,826

$99,319 $100,618


$97,897 $98,718

2015 to 2016

2,050 2,017

$211,826 $224,535

$100,618 $100,175


$98,718 $98,566

2016 to 2017

2,017 1,965

$224,535 $238,007

$100,175 $102,625


$98,566 $101,03


Source: ISBE

In examining salaries by region (see Table 4, page 14), elementary principals and high school principals in the southeast region and

Table 3: Salary Data Comparison from 2014 to 2017

Illinois Principal Salaries: Male Number Reported

Highest Salary

Average Salary

% Change of Average


2014 to 2015

1,804 1,858

$197,883 $211,241

$99,012 $100,430


$96,850 $98,000

2015 to 2016

1,858 1,823

$211,241 $196,628

$100,430 $101,188


$98,000 $100,000

principals ($83,627) and high school

2016 to 2017

1,823 1,759

$196,628 $189,525

$101,188 $101,838


$100,000 $101,039

principals ($78,099) in the south-

Source: ISBE

middle school principals in the


southwest region had the smallest percentage increases. The lowest average salary for elementary principals was in the southeast region ($68,457). Similarly, middle school

east region had the lowest average salaries. The highest average principal salaries for elementary ($112,435), middle school ($119,054), and high school principals ($129,717) were in the northeast region. Of the three principal groups, high school principal salaries were the highest in all six regions.

Table 5: Illinois and national percentiles for 2016 and 2017

Principal Salary Percentiles Year

90th Percentile


Median/ 50th



Illinois 2016 Illinois 2017

$135,931 $139,617

$122,104 $123,997

$99,306 $101,038

$83,204 $83,879

$67,047 $68,000

National 2016 National 2017

$123,420 $126,813

$112,090 $115,714

$99,645 $102,390

$88,013 $90,433

$77,422 $79,547

Source: ISBE



Table 6: Salary Data Comparison from 2014 through 2017

Illinois Superintendent Salaries Number Reported

Highest Salary

Average Salary

% Change of Average


2014 to 2015

900 878

$336,350 $336,350

$132,838 $136,567


$127,081 $132,716

2015 to 2016

878 879

$336,350 $350,000

$136,567 $135,885


$132,716 $133,310

2016 to 2017

879 851

$350,000 $369,835

$135,885 $138,229

0% +1.7%

$133,310 $135,900

% Change of Average



$134,534 $137,025


Source: ISBE

Table 7: Salary Data Comparison from 2014 through 2017

Illinois Superintendent Salaries: Female Year

Number Reported

Highest Salary

Average Salary

248 243

$336,350 $336,350

$135,052 $141,024

2014 to 2015 2015 to 2016

243 233

$336,350 $350,000

$141,024 $139,843


$137,025 $134,424

2016 to 2017

233 227

$350,000 $369,835

$139,843 $145,796


$134,424 $139,407

Source: ISBE

Illinois principals’ salaries at the 90th, 75th, 50th, 25th, and 10th percentiles are reported in Table 5. Illinois principal salaries far exceed the national salaries at the 90th percentile by $13,000; however, the national salaries exceeded those of Illinois principals at the

Table 8: Salary Data Comparison from 2014 through 2017

50th percentile by $1300 and at the

Illinois Superintendent Salaries: Male

10th percentile by $11,500. When

Number Reported

Highest Salary

Average Salary

% Change of Average


comparing salary increases from

2014 to 2015

652 632

$316,616 $335,553

$132,008 $134,856

$126,315 $130,814

2016 to 2017, at the 90th percentile


2015 to 2016

632 646

$335,553 $314,608

$134,856 $134,455


$130,814 $133,200

2016 to 2017

646 624

$314,608 $336,241

$134,455 $135,477

0% +0.75%

$133,200 $135,000


Source: ISBE

Superintendent Salary Percentiles Year

90th Percentile

both Illinois and national salaries increased by 2.7 percent. At the 50th percentile and at the 10th percentile, the national increases were 2.7 percent, compared to Illinois at 1.7 percent. Superintendent salary highlights

Table 10: Illinois and national percentiles for 2016 and 2017

From 2016 to 2017, the aver-


Median/ 50th



age Illinois superintendent salaries (see Table 6) increased by 1.7

Illinois 2016 Illinois 2017

$213,271 $217,652

$174,350 $177,019

$133,310 $135,900

$100,059 $100,000

$55,341 $55,060

percent to $138,229. During the

National 2016 National 2017

$210,435 $215,795

$182,052 $186,888

$150,878 $154,717

$123,242 $126,380

$77,422 $100,579

dents’ average salaries (see Table

Source: ISBE


Principal national comparisons

same period, female superinten7) increased by 4.1 percent and were over $10,000 hig her than


their male counterparts (see Table 8, page 12). The highest reported superintendent salary in 2017 was $369,835 (an increase of approxi-

What stands out among these consistent numbers

mately $20,000 from the previous

are, again this year, the disparities in administrative


salaries and per-student expenditure across the

Superintendent salaries by region

state, the uncertainty of Illinois school finance, and the worries about the pension systems.

Superintendent salaries by region can be found in Table 9 (see page 12). The lowest average elementary superintendent salary in 2017 was in the southeast region ($73,833)

• Northeast unit district aver-

was an elementary superintendent

with the lowest high school district

age salaries were $71,042

in the northeast region ($369,835)

superintendent salary in the east cen-

g r e at er t he e a s t c e nt r a l

with the lowest high superintendent


salary ($152,500) also an elementary

tral region ($117,634). The lowest unit district superintendent salary was in

When looking at the high sal-

the southeast region ($102,298). The

aries, the highest superintendent

uperintendent, but from the northwest region.

lowest salaries in each type of district have been consistent for the last four years (2014 to 2017). The highest superintendent

A service of the Illinois Association of School Boards

salaries for elementary districts ($180,058, a 2 percent increase), high school districts ($209,466, a 4.5 percent increase), and unit districts ($186,814, a 3.7 percent increase) were all in the northeast region. These findings were also consistent over the last four years (2014 to 2017). Additionally, the northeast region average salaries were significantly higher than the average for all other regions, including notably: • Northeast elementary district average salaries were $66,125 greater than the southeast region; • Northeast high school district salaries were $91,812 greater

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• 100% (2016-2017) • 92% (2015-2016) • 76.2% (2014-2015) • 84.2% (2013-2014)

than the east central region;



Table 4: Salary Data 2016 to 2017 Comparison

Table 9: Salary Data 2016 to 2017 Comparison

Illinois Principal Salaries by Region

Illinois Superintendent Salaries by Region

Number Reporting Elementary EC 17 EC 16

Percent Average Change in Salary Average

171 187

$118,428 $116,447

$80,074 $78,824


NE 17 NE 16

1480 1565

$184,215 $195,412

$112,435 $110,583


NW 17 NW 16

229 246

$129,832 $129,831

$85,493 $84,162

SE 17 SE 16

116 119

$120,601 $130,714

$68,457 $68,762

SW 17 SW 16

146 159

$123,840 $129,959

WC 17 WC 16

199 207

Number Reporting Elementary EC 17 EC 16

High Salary

Percent Average Change in Salary Average

16 16

$162,573 $157,842

$92,828 $91,743


NE 17 NE 16

213 219

$369,835 $350,000

$180,058 $176,515



NW 17 NW 16

40 43

$152,500 $149,006

$97,546 $89,755



SE 17 SE 16

38 38

$157,640 $158,310

$73,833 $76,949


$82,258 $81,334


SW 17 SW 16

24 33

$163,000 $155,600

$105,521 $96,775


$125,190 $114,582

$81,049 $79,897


WC 17 WC 16

27 27

$156,923 $152,583

$93,412 $92,182


49 53

$134,633 $129,626

$84,130 $83,090

6 6

$154,964 $141,328

$117,634 $111,705


NE 17 NE 16

301 299

$183,771 $183,652

$119,054 $116,521


NE 17 NE 16

54 56

$336,350 $336,500

$209,446 $199,847


NW 17 NW 16

59 64

$139,960 $134,451

$93,867 $92,349


NW 17 NW 16

12 12

$159,444 $175,159

$146,914 $145,032


SE 17 SE 16

26 26

$109,195 $114,531

$83,627 $82,259


SE 17 SE 16

8 7

$170,193 $180,250

$120,756 $126,666


SW 17 SW 16

38 38

$110,220 $126,333

$88,513 $91,840


SW 17 SW 16

5 7

$185,658 $180,250

$131,833 $146,165


WC 17 WC 16

55 59

$123,897 $120,712

$85,265 $81,074


WC 17 WC 16

6 6

$175,055 $170,198

$132,345 $138,842


75 79

$138,927 $131,813

$93,156 $91,905


Unit EC 17 EC 16

72 74

$201,359 $193,800

$115,772 $112,883


NE 17 NE 16

291 338

$238,007 $224,535

$129,717 $124,283


NE 17 NE 16

43 45

$273,955 $268,567

$186,814 $179,872


NW 17 NW 16

81 85

$153,399 $144,715

$99,624 $97,562


NW 17 NW 16

73 78

$219,372 $213,150

$128,671 $118,879


SE 17 SE 16

68 70

$115,584 $150,822

$78,099 $79,639


SE 17 SE 16

66 69

$206,644 $224,185

$102,298 $100,790


SW 17 SW 16

52 56

$154,463 $149,964

$90,559 $92,237


SW 17 SW 16

48 51

$244,155 $238,200

$120,437 $118,930


WC 17 WC 16

86 88

$140,612 $133,837

$88,620 $84,764


WC 17 WC 16

80 82

$211,777 $195,000

$118,649 $115,719


Middle School EC 17 EC 16

High School EC 17 EC 16

Source: ISBE


High Salary


High School EC 17 EC 16

Source: ISBE


change, to step aside from political wrangling. The school funding reform legislation passed last year appears to be a step forward in the direction of reducing the disparities in per-student funding. Whether or not the disparities in principal and superintendent salaries decrease as well, only time will tell. School districts may have to be more open to the long-term good and realize that if we don’t find ways to address the Illinois and national

disparities, a large number of schools

superintendent salary

and districts will suffer, and that


means students will suffer. The qual-

Comparisons to national per-

ity principals and superintendents we

centiles are presented in Table 10

have the honor to work with on a daily

(see pag 12). Illinois superinten-

basis may perceive the “pretty young

dent salaries for 2017 at the 90th

lady” in the image of school districts in

percentile exceeded (by $1,857)

a different region, or across the state’s

national salaries, however, national

boundaries. Comparing salaries may

salaries exceeded those of Illinois

be a matter of perception, but percep-

superintendents at both the 50th

tion may be reality. As you look at your

EC/East Central

(by $18,817) and 10th (by $45,519)

salary, or the salary of your principal


percentiles. Another comparison

or superintendent, is it the old lady or


of interest is the percent of raise

the young woman? Maybe it is time


at the various percentiles. At all

for a perceptual adjustment before we

five of the percentiles, the nation-

develop a shortage of quality principals

SW/Southwest WC/West Central

al salary increase from 2016 to

and superintendents. several years. In 2014, the Illinois

2017 exceeded those of the Illinois superintendents (90th – 2.1


Editor’s note

State Board of Education made its

percent vs 2.6 percent; 50th – 1.9

From 1995 to 2007, research-

data available to researchers, and

percent vs 2.5 percent; and at the

ers at Western Illinois University

the Journal and WIU resumed col-

10th – 0 percent vs 30 percent).

collected and compiled data on the

laboration on the reports. The full

salaries of district superintendents

series is available online.


and principals in Illinois. During

From our perceptions (as retired

that time, Th e Illin ois School


administrators from Iowa and profes-

Board Journal published reports

ISBE Education Data Systems

sors at Western Illinois University), it

of the voluntarily submitted data.

Principals’ salaries from

may be time for the State of Illinois

With the introduction of mandato-

(we’d venture to say the same could

ry reporting of administration sal-

be said for most states) to make a

aries, the data was unavailable for

Links to this and all resources from this issue of The Illinois School Board Journal can be accessed at journal-resources.html.




The school board’s role in responding to and preventing gun violence in schools By Maryam T. Brotine

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


hen gun violence strikes a school in the United States, as it so often does these days, myri-

ad questions run through our minds: How did this happen? Why did this happen? What can we do to prevent this from happening again? Will this hap-

pen in my community — and are we prepared for it? Since the tragic school shooting in Parkland, Florida on February 14, 2018, these questions and more are being discussed at national, state, and local levels among legislators, parents, students, school personnel, and school administrators. But what about school board members? W hat is the board’s role in responding to the nationwide epidemic of gun violence in schools, and to preventing gun violence in your schools? Govern by written board policy A major power and duty of the school board lies in policymaking. You govern by written board policy. Formulating, adopting, and modifying board policies may not garner headlines, but it is essential to effective school board governance. The first fundamental duty of a school board, as articulated in IASB’s Foundational Principles of Effective Governance, is that “The board clarifies the district purpose… The board continually defines, articulates, and re-defines district ends,” and in effective school districts, every part of the organization is aligned with the ends articulated by the school board in written board policy. Subscribers to IASB’s Policy Reference Education Subscription Service (PRESS) have numerous sample policies available to them that are relevant to the gun



violence discussion including, but

Perhaps your board has embraced

(2) practices for reducing risk and

not limited to, the list on page 19.

social activism and considered pass-

promoting protective factors for

We call these “sample” policies

ing a resolution, either on its own ini-

persons experiencing difficulties;

because they are designed to be

tiative or in response to requests from

and (3) interventions for individ-

reviewed and customized according

community members. Resolutions

uals where violence is present or

to your district’s specific needs.

allow boards to express what they

appears imminent.”

When was the last time that your

feel is important to their communi-

Passing resolutions or endorsing

board dug into these policies and

ty and for improving teaching and

calls to action will not be appropri-

asked, “Does this policy address

learning in their schools. For exam-

ate for every board or every issue,

our needs” or “Is there anything we

ple, on March 19, 2018, the Board of

but they can be useful tools for

can add to make this fit us better”?

Education of Naperville Communi-

expressing board beliefs while cre-

Take it from me — a policy nerd —

ty Unit School District 203 passed a

ating trust and support among the

policies can always be edited and

resolution expressing sympathy for


improved upon. But perhaps you

Stoneman Douglas High School and

have been spinning your wheels

support for student advocacy. Board

with policy and need some fresh

member Janet Yang Rohr, as quoted

Another tool available to boards

input? Look no further than your

in the Naperville Sun, said, “The

is found through its fifth fundamen-

own community.

resolution strives to balance several

tal duty in IASB’s Foundational

considerations, such as supporting

Principles of Effective Governance:

students and expressing sympathy.”

to “monitor … progress toward

The second fundamental duty

In discussing the resolution, anoth-

district ends and compliance with

of the school board, as stated in the

er board member, Terry Fielden,

written board policies using data

Foundational Principles of Effective

added, “One of the prime directives

as the basis for assessment.” Moni-

Governance, is to connect with the

of the board is to be an advocate of

toring data is used by the board for

community, “to engage in an ongoing



Connect With the Community

Monitor performance

two-way conversation with the entire

With in th is advocacy role,

Monitoring data regarding the

community” about education and

many educational institutions,

following topics may be relevant to

the public good.

national associations, and state

responding to and preventing gun

Your board/community conver-

associations, including the Illinois

violence in your schools:

sation about gun violence may have

School Counselor Association and

Discrimination and harass-

been initiated by students preparing

the Illinois School Psychologists

ment complaints filed within your

for student walkouts that occurred

Association, have endorsed the

district (involving both students

in March and April to remember

Call for Action to Prevent G un

and/or staff). Sample PRESS policy

victims of gun violence and/or pro-

Violence in the United States of

2:260, Uniform Grievance Proce-

test gun violence in schools. This

America. Prepared by the Inter-

dure, requires the superintendent

conversation may have been con-

disciplinary Group on Preventing

to keep the board informed of all

tinued by district administrators as

School and Community Violence,

complaints filed under the Uniform

they examined how to bolster school

the Call for Action takes a “pub-

Grievance Procedure. However,

security, revise school safety plans

lic health approach to protecting

complaints may be filed through

required by the School Safety Drill

children as well as adults from gun

ma ny avenues. For exa mple, a

Act, and educate the community

violence” and promotes “three

student may file a discrimination

about ongoing coordination between

levels of prevention: (1) univer-

complaint via sample PRESS policy

schools and local law enforcement

sal approaches promoting safe-

7:180, Prevention of and Response

to maintain safety.

ty and well-being for everyone;

to Bullying, Intimidation, and




Harassment, or a staff member

suicide awareness and prevention

school climates (required by 105

may file a harassment complaint

(required by 105 ILCS 5/2-3.166(c)

ILCS 5 /10 -22.6 (c -5)); cultural

via sample PR ESS policy 5 :20,

(2)); the warning signs of mental

competency, i nclud i ng u nder-

Workplace Harassment Prohibited.

illness and suicidal behavior in

standing and reducing implicit

The district’s comprehensive

adolescents and teens (for per-

racial bias (required by 105 ILCS

safety and security plan, which

sonnel who work with students in

5/10-20.60); and gang resistance

includes school emergency opera-

grades 7 through 12, required by

education and training (recom-

tions and crisis response plans; pro-

105 ILCS 5/10-22.39(b)); Educa-

mended by 105 ILCS 5/27-23.10).

visions for coordinating with local

tor ethics, teacher-student con-

See sample PRESS policy 5:100,

law enforcement and fire officials,

duct, and school employee-student

Staff Development.

emergency medical services person-

conduct (required by 105 ILCS

S c ho ol wel l ne s s pr o g r a m

nel, and the board attorney; a school

5/10-22.39(f)); the adverse con-

implementation data. See sample

safety drill plan; and a coordinat-

sequences of school exclu sion

PRESS policy 6:50, School Wellness.

ed system of internal and external

and justice-system involvement,

Title I program implementa-

communication. See sample PRESS

effective classroom management

tion data. See sample PRESS policy

policy 4:170, Safety.

strategies, culturally responsive

6:170, Title I Programs.

The st aff development

discipline, and developmentally

Student discipline data, avail-

pr og r a m, pa r t ic u la rly i n- s er-

appropriate disciplinary methods

able from the Illinois State Board

v ic e t ra i n i n g re ga rd i n g yout h

that promote positive and healthy

of Education.


T h e d i s t r i c t ’s r e c i p r o c a l

Sample Policies Relating to the Gun Violence Discussion

reporting agreement with local law

from IASB’s Policy Reference Education Subscription Service (PRESS)

enforcement agencies (required by

4:170, Safety

105 ILCS 5/10-20.14(b)).

5:230, Maintaining Student Discipline

A ny memora nd a of under-

6:65, Student Social and Emotional Development

standing with local law enforcement

6:110, Programs for Student At Risk of Academic Failure and/or Dropping Out of School and Graduation Incentives Program

agencies (recommended by 105 ILCS 5/10-20.14(b)).

6:270, Guidance and Counseling Program

The board should have some

7:20, Harassment of Students Prohibited

understanding of this data, but will

7:70, Attendance and Truancy

typically require guidance from

7:180, Prevention of and Response to Bullying, Intimidation, and Harassment

understand it fully. That kind of

7:185, Teen Dating Violence Prohibited

collaboration is good, because the

7:190, Student Behavior

board cannot be expected to

7:250, Student Support Services

respond to and prevent gun violence

7:290, Suicide and Depression Awareness and Prevention

staff and related committees to

in schools alone. It is only by working together — boards, staff, parent s / gu a rd ia ns, st udent s, a nd communities — that we can address this epidemic.

Policy Services Resources Clickable links for each of the following resources can be found at blog.iasb. com/p/journal-resources.html. IASB Foundational Principles of Effective Governance Student discipline data, available from the Illinois State Board of Education. Schools prepare for school walkouts, IASB News Blog, February 22 School safety plans in the spotlight, IASB News Blog, February 22 “School boards increasingly embrace the ABCs of social activism,” Debbie Truong, The Washington Post, February 17, 2018. “D203 Board ready to send resolution offering sympathy, support for Parkland students,” Alicia Fabbre and Suzanne Baker, Naperville Sun, March 9, 2018. D203 Resolution in Honor and Support of Stoneman Douglas High School, Parkland, Florida “Call for Action to Prevent Gun Violence in the United States of America,” Curry School of Education, University of Virginia, February 28, 2018.

Board policies are only as effective as the administrative procedures and district actions that implement them. As the board monitors district performance many questions will arise, including the following: • How are board policies being implemented? • Are administrative procedures up-to-date? • Are the administrative procedures in alignment with board policy? IASB Policy Services offers an Administrative Procedures Project service designed to help administrators provide their district with the procedures necessary to assure implementation of and alignment with board policy. For more information, visit or call 630/629-3776, ext. 1214 or 217/528-9688, ext. 1154




Prepare for the worst, plan for the best By Rick J. Kaufman, APR

Rick J. Kaufman, APR is the executive director of community relations and emergency management for Bloomington (Minnesota) Public Schools.

roviding a safe and secure envi-


from stakeholders and leaders with a

to identify and provide support to

ronment for students to learn

sense of urgency to “do something”

alienated or at-risk youth.

and staff to work is critical to the suc-

to stop the violence. All too often,

Students’ access to and use of

cess of any school district. Creating

school districts will rush to launch

high-tech devices and social media

that environment while balancing the

untested response systems and one-

platforms continue to contribute to

equally important welcoming atmo-

size-fits-all training in an effort to

a wave of school closures and other

sphere can be a challenge.

demonstrate responsiveness.

disruptions. Students texting mes-

The tragic events of Columbine,

School districts may well be

sages and malicious gossip, posting

Virginia Tech, Sandy Hook, and the

suited to provide support and assis-

photos and video clips, and other forms

recent school shooting in Parkland,

tance during a crisis and in its after-

of intolerant behaviors fuel rumors

Florida are painful reminders that

math. They must be equally adept at

and misinformation that often create

schools will continue to be targets of

providing systems for mitigating or

more anxiety than any actual threat

violence. Schools are an integral part

preventing incidents through early

or incident. School leaders must have a

of their neighborhoods — ­ a micro-

identification and intervention.

comprehensive crisis communications plan for managing rapidly escalating

cosm of the environment in which they reside ­— and therefore are vulnerable to the influences and factors

rumors around school safety incidents.

The most important steps a school

Students are often the first to

district can initiate in preventing vio-

be privy to a leak of intentions or

School safety must reflect the

lence involve the affective rather than

rumors about planned or real inci-

community, its capabilities, and the

physical environment. Physical changes

dents — even those where suspected

unique needs of local residents and

to improve safety and security should

perpetrators, when caught, brush

students. Parents and community res-

not be discounted, but rather incorpo-

their intentions off as playful or ill-

idents expect their schools to be a safe

rated into a comprehensive security

timed banter. Therefore, students

haven for learning and growing. As

plan. These affective environment steps

need to know it is okay to come for-

such, schools and school systems are

include promoting a positive school cli-

ward. Getting that information to an

best served when they engage parents,

mate and culture, teaching and model-

adult or school official is a critically

staff, and other stakeholders in deter-

ing prosocial behaviors, and providing

important mitigation measure.

mining what is best for their schools.

effective intervention when antisocial

present in the larger community.

There are no easy solutions. There


The affective environment

behaviors occur.

Planning and training

are, however, intelligent alternatives to

Of critical importance are pro-

Knowing what to do in a crisis

reduce the risks to life and property.

cedures for detecting early warn-

can be the difference between chaos

School shootings stir debate on

ing signs of violence, school-wide

and calm — or even life and death.

a range of issues. We’re universally

screening procedures, mentoring

As educator Margaret Spellings once

shocked, horrified, and frustrated. In

or counseling programs, and threat

said, “The midst of a crisis is not the

the wake of these tragedies we’ll hear

assessments that enable school staff

time to start figuring out who ought


to do what. At that moment, everyone

drill, they create the cultural condition

aspects of crisis prevention, prepared-

involved should know the drill.”

to know what to do in a real-world cri-

ness, response, and recovery plans.

K now ing what to do, then,

sis. This is what will save lives.

should be part of a well-defined cri-

Truth is, school districts and

sis response plan, with clear proce-

campuses are better prepared to pre-

dures to successfully manage and

vent school violence and to respond to

guide staff to resolving the crisis,

school emergencies. Here’s the reality:

minimizing its negative impact, and

Bad stuff happens. There is no guaran-

restoring the teaching and learning

tee that schools will be violence-free.

environment post-incident.

And, while there are no easy solutions,

The National Association of

there are intelligent alternatives to

School Psychologists extols a view

reduce the risks to life and property.

that, “Overcoming such impediments

The one constant must be a com-

requires school leaders to recognize

mitment to improve and strengthen all

that crisis preparedness is not an

About the author Rick J. Kaufman, APR is the executive director of community relations and emergency management for Bloomington (Minnesota) Public Schools. He is a nationally respected consultant and trainer on crisis management and communication. He served as the Crisis Response Team lead for the Columbine High School tragedy in 1999, and continues to work with school districts across the country to manage and recover from school violence incidents, including Broward County Public Schools and San Bernardino City Unified Public Schools. Kaufman can be reached at

option, but an imperative.” Crisis planning should not compete with the district’s educational mission. It supports it. And, effective crisis response builds on prevention and engagement. While most school districts have well-intentioned crisis response plans, too many have incomplete, overly burdensome, or cut-and-paste documents that are nothing more than dust-collecting bookends on an office shelf. Many lack the best thinking and practices of the local agencies that must collaborate and cooperate in an emerging situation. Worse, school officials believe staff members are prepared to act when a real-world incident occurs. Leaders who believe common sense will prevail and staff will rise to the occasion are misguided. The reality is that in high-stress, high-anxiety, high-fear events, cognitive function and manual dexterity are impacted in varying degrees. In short, the brain is searching for a “trigger” to tell the individual how to react. As humans, we default to what we know and are trained to do in these incidents. When school staff train and




What’s your mission? Make your mission statement work for you By Denise Schares

Denise Schares is an assistant professor at the University of Northern Iowa.


chool boards, administrative teams, and community mem-

bers across the nation are working to develop district missions that reflect the overall purpose of the district. These mission statements are intended to describe what the district does, for whom, and the benefit the district provides to those it serves. Mission statements answer the question, “Why do we exist?” and tell the world who the district is and how it goes about the work of educating students. The mission statement provides the criteria for evaluating decisions and can serve as a compass in difficult times. Ideally, student success is the heart of a school district’s mission statement. It is most effectively

a mission statement by district size,

statements represent collaborative

used when posted in the boardroom

location, and socioeconomic status

work of a variety of stakeholders

and referred to as a routine part of

in one Midwestern state. This work

but they also can serve to guide

board business in supporting the

serves as a resource as districts work

the work and decision-making of

focus on student achievement.

to draft, revise, and most important-

district leaders.

When reviewing existing mission statements, common themes

ly implement the district mission

clear, concise, and compelling mis-


sion statements, the review of exist-

emerge as districts and schools strive to develop and implement mission


As districts strive to develop

A starting point

ing mission statements can provide

statements that capture the critical

School boards across the coun-

a starting point for the work. The

work of their district and/or building.

try strive to capture the essence of

examination of commonalities and

This article provides a comparison

their work through a district mis-

differences in mission statements

of the most frequently cited words in

sion statement. Not only do the

can provide insight to the concepts



that serve as essential elements of

business leaders and students

individual needs are addressed,

will work together to provide the

cooperation and teamwork are

necessary systems of support

valued, competent professionals

during the 2014-15 school year in a

for each student’s success.

lead, community partnerships

rural Midwestern state for each of

flourish, a commitment to

the 335 school districts in the state.

Preparing students to compete

excellence prevails, and

Mission statements were accessed

in an ever-changing world.

lifelong learning continues.

through the district websites. Demo-

graphic data was accessed from the

Providing a learning environment

Working in partnership with

Department of Education district

for educational excellence

each family and the community,

statistics document.

and motivation to continue

it is the mission of the district

the work of the district The data examined was gathered

a lifetime of learning.

to educate responsible, lifelong

lyzed for frequency of word use,

learners so that each student

considering the districts by enroll-

Inspiring and challenging students

possesses the skills, knowledge,

ment size, socioeconomic status,

through diverse opportunities.

creativity, sense of self-worth

and geographic location determined

and values necessary to

by Area Education Agency regions.

Empower individuals with

thrive in and contribute to a

The length of the district mission

skills and attitudes necessary

diverse and changing world.

statements ranged from three to 100

to become contributing citizens

words and the examples evidence the

and life-long learners.

Empowering students to be

variety of sentence structures used.

life-long learners and caring,

To develop 21st century

responsible citizens

learners and productive,

Our mission is to enable

responsible citizens.

us to reach our greatest

potential intellectually,

Mission statements were ana-

Example mission statements include (verbatim): Building tomorrow today

Preparing each student to live

socially, emotionally and

as a productive, knowledgeable,

physically, thus becoming

Each and every K-12 student will

confident, healthy, responsible

unique, life-long learners.

be taught the essential concepts

citizen of the world.

and skill sets identified in the

Learning and Success for All

Core Curriculum for life in the

A caring educational organization

21st century. Each K-12 educator

that strives to meet the needs of

Through Our Collective

will embed the essential

every student, and provides an

Efforts, We Are Committed to

concepts and skill sets in

environment in which students

Teaching and Learning for All.

rigorous and relevant instruction

and employees can achieve

informed by ongoing formative

their maximum potential.

To assist every student in

assessments. Each and every

acquiring skills, knowledge,

instructional leader will support

Provide a quality education

and attitudes needed to

and ensure an aligned system

for all by considering

become effective students,

of curriculum, instruction and

cultures, learning styles, and

responsible citizens, productive

assessment focused on the Core

individual abilities in a safe,

workers, and lifelong learners

Curriculum essential concepts

nurturing environment.

in a global society.

and skill sets. The Department

of Education, AEA, School

Committed to creating a student-

Creating healthy, educated,

District, parents, community,

centered environment where

ethical and productive citizens.



percentage of students eligible for

challenging were included more fre-

The analysis of the mission

free or reduced-price school lunch,

quently in the southern portion of

statements resulted in interesting

more frequently included the words

the state. The word diverse was used

findings that can provide insight

environment, productive, develop,

frequently in a region of the state

to districts engaging in the work

partnership, and safe. The lowest

which has experienced an increase

of writing or revising their district

socio-economic districts more fre-

in diversity in recent years.

Common words

In an attempt to compose a mission statement that most closely

... the smallest districts more frequently included

reflects the collective statements, the

the words environment, productive, provide

following is offered as an example. “The mission of the ABC Com-

educational opportunities, and skills. The words

munity School District is to provide

world and global were more frequently cited in

students with the environment and

large districts.

skills to become productive citizens, responsible community members, and learners in a global society.”

mission statement. The most com-

quently included the words commit-

The least frequently cited words

monly cited words for all districts

ted, excellence, and opportunities.

— succeed, character, respect, ded-

were community, school, district,

The geographic location of the

icated, future, challenges, social,

and students followed by mission,

district aligned with the use of cer-

ensure, create, and resources — may

learning, and learners. This is not

tain words more frequently and may

be the concepts that provide unique-

surprising since most mission state-

reflect … comparisons to neighbor-

ness to individual district mission

ments began with an opening sen-

ing districts. The word productive


tence including the frequently cited

was more common in the north-

Reprinted with permission from


west portion of the state. Learning

American School Board Journal,

In considering the next group of

and caring were frequently cited

June 2017. Copyright 2017 National

frequently cited words, citizens, envi-

in the central portion of the state.

School Boards Association. All rights

ronment, productive, and responsi-

The words family, necessary, and


ble emerged; followed by life-long, become, and society. The next group of words cited by frequency included education, knowledge, potential, quality, skills, and world. When reviewing the similarities and differences by school size, it is interesting to note that the smallest districts more frequently included the words environment, productive, provide educational opportunities, and skills. The words world and global were more frequently cited in large districts. Comparison by socio-economic status also resulted in interesting differences. The highest socio-economic districts, determined by




continued from page 28

Janet Louise Korman, 72, died January 27, 2018. She previous-

Wendell Ray Roberts, 81, died

ser ved on the Tremont District

February 11, 2018. He previously

702 school board.

served as an East Alton Elementary

ly served more than 17 years as a

James C. Pflederer, 87, died

school board member for Elgin-

March 16, 2018. He previously

based School District U-46.

served as a member of the Trem-

W. Ernest “Ernie” Robinson,

ont CUSD 702 school board from

99, died Febr uar y 14, 2018. He

1960 to 1964.

previously served as president of

Donald C. LaBelle, 87, died March 22 2018. He previously served on the Zion SD 6 school board.

Wilhelmina A. “Billie” Pignot-

school board member.

the Warren CUSD 205 Board of Education.

David A llen Ladd, 81, died

ti (nee Palshis), 100, died March

January 26, 2018. Ladd previously

13, 2018. She previously served on

Norman J. Sendelbach, 83,

served on the Crystal Lake school

the school board for Bloom THSD

died March 3, 2018. He formerly


206, Chicago Heights.

served on the Henry school board for several years.

Wesley L. Larsen, 78, died Jan-

Elizabeth S. “Betsy” Pocock,

uary 29, 2018. He formerly served

98, died February 12, 2018. She

Dr. Grover Gene Sloan, 99,

on the school board for Seneca

was active in the community, pre-

died February 12, 2018. He served

Grade School.

viously serving on the Winnetka

on the Carrier Mills school board

SD 36 Board of Education.

in the late 1950s and held a med-

Kathleen “Katsy” Leeds, 86,

ical practice in Carrier Mills for

died February 22, 2018. She pre-

Reed M. Powers Sr., 77, died

viously served on the Pleasant Hill

February 14, 2018. He was a mem-

CUSD 3 school board for many

ber of the board of education for

Roy St. Pierre, 86, died Febru-

years, including a time as presi-

Alsip-Hazelgreen-Oaklawn SD 126

ary 2, 2018. He previously served

dent of the board.

for over 30 years.

his community as a member of the

48 years.

Edwardsville school board.

Jeffrey M. Ler ner, 71, died

Ly nold D. Puterbaugh, 92,

March 14, 2018. He was a former

died Friday, February 16, 2018. He

Way n e R . S t e e p, 8 5, d ie d

Glenbrook High School (Northfield

previously served on the Pleasant

March 17, 2018. He wa s a pa st

THSD 225) board member.

Hill CUSD 3 school board.

president of the school board for Seneca CCSD 170.

Carl Macios, 83, died March

Thomas Grant Rees, 80, died

24, 2018. He formerly served as a

Februar y 5. He had ser ved as a

Thomas Wiltshire, 91, died

member of the Granite City CUSD

member of the Bradford CUSD 1

March 5, 2018. He was a past mem-

9 school board for 10 years, includ-

Board of Education.

ber of the Mt. Carroll school board.

Kenneth Orville Riggleman,

John Turner Winter, 85, died

Dar rel l Lee Mansf ield, 85,

94, died February 13, 2018. He pre-

M a rch 5, 2 018 . He prev iou sly

died March 19, 2018. He previously

viously served on the board for Ellis

served on the Winnebago CUSD

served on the North Greene school

Grade School

323 school board.

ing two years as president.

board. Yvonne D. Nelson, 90, died March 3, 2018. She had previously served as a member of school board for Ridgeland SD 122, Oak Lawn. Gus H. Ohlendorf, 93, died February 1, 2018. He was a former member of the Caseyville school board. Howard C. Parkhurst, 94, died

ADVANCING PUBLIC EDUCATION 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.

March 22, 2018. He previously



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

A Directory of your IASB Service Associates IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable repu­tations for quality and integrity. Only after screening by the Service Associates Executive Committee is a business firm invited by the IASB Board of Directors to become a Service Associate.

Appraisal Services

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


JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website:; email: THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/922-1376; website: KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning and design, architectural and interior design, and construction administration with a specialization in K-12 facilities. Springfield – 217/522-3355

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website:; email: snelson@

ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website:; email:

LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website:

BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website:

PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012

BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/356-9606; Bloomington – 309/828-5025; Chicago – 312/829-1987

PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 847/466-7220

BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford – 815/968-9631; website:

PERKINS+WILL — Architects. Chicago – 312/755-0770

CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago – 312/332-9600; website:; email: CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO – 573/874-9455; website: CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website:; email: rmont@cordogan DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840 DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website:; email:

RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield – 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444 TRIA ARCHITECTURE — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; website:; email: WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/624-2080

DLR GROUP — Educational facility design and master planning. Chicago – 312/382-9980; website:; email: ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website:; email: FANNING HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook – 847/292-1039 FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436 FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website:


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

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

Building Construction

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/4441525-3535; website:


FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 NICHOLAS & ASSOCIATES, INC. — Construction management, general contracting, design and build. Mt. Prospect – 847/394-6200 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: ROSS CONSTRUCTION, INC. — A full-service construction management firm specializing in educational institutions. Marion – 618/993-5904 RUSSELL CONSTRUCTION COMPANY, INC. — Russell provides successful, knowledgeable construction management and contracting services in the PREK-12 market from concept to completion and continuing care for your facility needs. Davenpot, IA – 563/459-4600 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, Mo – 314/645-9595; website:; email: TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook – 630/734-6033

Computer Software, Supplies, Services

COMPUTER INFORMATION CONCEPTS, INC. — Infinite Campus Student Information System and Finance Suite, and Tableau Data Visualization / Analytics. Greeley, CO – 312/995-3342 SONITROL GREAT LAKES — Verified electronic security. Northbrook – 847/205-0670; website:


THE CONCORD CONSULTING GROUP OF ILLINOIS, INC — A team of highly skilled professionals specializing in the fields of Project Management, Cost Management, Development Services, Cost Segregation, Real Estate Advisory Services, and Insurance services; Chicago – 312/424-0250

Environmental Services

ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01; website:; email:

ENGIE SERVICES U.S. — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Chicago – 312/498-7792; email: RADON DETECTION SPECIALISTS — Commercial radon surveys. Westmont – 800/244-4242; website:; email:

Financial Services

AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago – 312/281-2014; email: EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website:; email: FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website:; email: ICE MILLER, LLP — Nationally recognized bond counsel services. Chicago – 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello – 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton – 630/653-1616 SIKICH, LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website:; email: STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville – 800/230-5151; email: WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago – 312/364-8955; email: WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120

CTS GROUP — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/6330691; website:; email:

Grounds and Maintenance

ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email:

Human Resource Consulting

GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044 GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, MO – 314/548-4136; Des Plaines – 847/770-5496; Maryland Heights, MO – 314/548-4501; email:; IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington – 309/828-4259 ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website:; email:

NELS JOHNSON TREE EXPERTS — full service tree maintenance and plant health company. Evanston– 847/475-1877 BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/3423042; website:; email:


THE SANDNER GROUP — Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago – 800/654-9504 MEEMIC INSURANCE — For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community. Auburn Hills, MI – 856/495-9041

Office Equipment

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

Superintendent Searches

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




Achievements Je f f B r u no, a

a bachelor’s degree in public safety

of ser vice as the

fo r m e r t wo - t e r m

management from Southern Illinois

official timekeeper

K ankakee SD 111

University. Bruno gained national

for t he R a mbler s.

school board mem-

attention in August 1996 when he

He bel ieve s t hat

ber, was promoted to

and two other Kankakee firefight-

his many years of

deputy fire chief on

ers, while on a day off, rescued a

unwavering loyalty

February 5, 2018, thus becoming

three-year-old boy who had fallen

were amply rewarded by the team’s

second in command of the 47-mem-

into the gorilla exhibit at Brook-

performance this year. “It means

ber department. A firefighter since

field Zoo.

so much to me and fellow alumni,”

December 1990, Bruno was appoint-

Bob Stokas, a school board

Stokas said. A Cook County circuit

ed to the rank of captain in May

member for Oak Lawn-based CHSD

court hearing officer, he supported

2015. He had been serving as inter-

218, travelled to NCAA Tournament

the Ramblers at their win in the

im assistant chief since January.

games with the Loyola University

South Region opener in Dallas, the

Bruno served in the U.S. Army from

men’s basketball team. Stokas’ trip

team’s first step in a Cinderella trip

1984 to 1990, and he also is earning

was in recognition of his 18 years

to the Final Four.

In memoriam Charles W. Anderson Jr., 95, died February 3, 2018. He previously

board for many years.

Raymond B. Hanson, 92, died March 26, 2018. Hanson was a for-

served on the Lincoln Elem SD 27

Harold W. Doty, 93, died Feb-

mer member of the Rockford-area

school board for nine years, includ-

ruary 4, 2018. He previously served

Buckbee-A.C. Thompson school

ing several years as board president.

as president of the Riverview grade


Marie Ann Barry (nee West-

school board.

hoff), 84, died February 14, 2018.

Larry L. Duckworth, 81, died

A longtime leader in the LaGrange

February 17, 2018. He formerly

community, Barry formerly served

served for many years on the school

as president of the LaGrange District

board at Roxana CUSD 1.

102 Board of Education.

Mary Ellen (Gorman) Ederle,

Jane Hardin, 92, died March 28, 2018. She previously served on the Monmouth school board. Janet Connor Holabird, 91, died February 25, 2018. She was a former Flossmoor SD 161 school board member.

Gilbert Eugene “Gene” Blaum,

79, died March 5, 2018. She was

81, died March 26, 2018. A physi-

a former member of the Fairview

George A. Joesten, 95, died

cian, he was a former member and

Heights school board, and very

March 30, 2018. He previously

president of the Lincoln CHSD 404

active in little league baseball.

served on the Ogle County Regional

Board of Education, serving from 1979 to 1985. Joan T. Cook, 89, died March 6, 2018. She was previously a mem-

Russell E. Finney Jr., 85, died

Board of Education for many years.

March 10, 2018. He previously

Mark S. Kern, died March 8,

served on the Greenfield CUSD 10

2018. He was a former president of

Board of Education.

Rend Lake College in Ina, and served

ber of the Lake Forest SD 67 school

Paul M. Grenzeback, 76, died

on the Benton CHSD 103 Board of

board and served a variety of local

February 27, 2018. He formerly

Education. The Applied Science Cen-


served on the Wood R iver-Hart-

ter at Rend Lake College is named

ford District 15 school board for

in his honor.

Robert G. Dittmer, 92, died March 5, 2018. He formerly served


on the Heyworth CUSD 4 school

12 years.

Continued on page 25



IASB creates webinar series By Sandra Kwasa


including student records,

school finance basics, and the Every

A n swer : The I l l i nois

mandate relief, anti-discrim-

Student Succeeds Act (ESSA).

Association of School Boards is

ination laws, student health,

IASB webinars are offered at no

offering a series of webinars to bring

and licensure qualifications.

cost. For more information about

current, topical information to the

• “Where in the World are Your

upcoming webinars, or to listen to a

membership in order to fulfill the

Social Media Use Policies?”

previously recorded one, log in to My

Association’s mission point of provid-

which looked at the legal

Account at, and click the

ing premier training opportunities.

issues surrounding school dis-

Online Learning Center tab.

The webinar format allows IASB to

tricts’ adoption of social media

We would love people to join our

share current information on a vari-

policies and used scenarios for

live webinars for the interactive

ety of topics and allows interactive

school boards to “quiz” partic-

learning experience, and to listen to

presenter and participant engage-

ipants in the areas of transpar-

previous webinars that they may have

ment, such as polling and asking and

ency, privacy, governance, and

missed. Also, we are very interested

best practices.

to hear ideas people have for future

uestion: Why webinars?

answering questions. For IASB, it’s a new, different,

• “Press Issue 97 and PRESS

and exciting method of sharing infor-

Plus Goes Digital – Big Things

mation, and thus far there has been

Come in Small Packages,”

phenomenal response. We hope this

which heralded both the latest

will help us reach districts we might

policy updates and the move

not otherwise reach. Webinars offer

to digital delivery for PRESS

flexibility for the presenter and user,

Plus subscribers.

including the ability to participate

Another “Lunch and Learn”

from almost any location and partic-

included an informative presenta-

ipate during the live presentation or

tion entitled “5Essentials Survey: It

view a recorded webinar.

REALLY Matters to School Boards,”

The “Lunch and Learn” series

which discussed the climate and

of hour-long webinars opened in

culture survey and the uses of the

November. IASB’s Policy Department

valuable data for school leaders that

has taken the lead with webinars that

can be gained through it.

include topics such as

“Democracy IS Conflict: Is Yours

dles of Legislative Joy,” which

Productive or Unproductive Con-

highlighted the “trend of an

flict?” and “How to Write an Effective

uptick in leg islation per-

IASB Resolution – Take Action to

taining to school boards and

Make Change!” Other webinar top-

their policy requirements,”

ics include community engagement,

for this issue is answered by Sandra Kwasa, IASB director of board development and the moderator of IASB’s new Lunch and Learn webinars.

topics for these webinars.

Lunch & Learn Webinar Series

F uture webinars include

• “PRESS Issue 96 – Ten Bun-

The question


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IASB Journal May June 2018  

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

IASB Journal May June 2018  

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