IASB Journal May June 2019

M AY / J U N E 2 0 1 9

V ol. 8 7, N o . 3

Start

strong NEW BOARD MEMBERS • WHAT TO EXPECT • FINANCE PRIMER • VISION 20/20

I

f you are one of the approxi-

something that’s new to you — a ref-

“First, take on school finance” begins

mately 1,200 first-time school

erendum, a superintendent search, a

on page 6 and was written with the

board members in Illinois, I’d like

facilities plan, or setting a new vision

help of William Phillips, Ed.D., a

to congratulate you, thank you, and

or new goals. Maybe you’ve sorted out

school finance guru, field services

welcome you to the world of gover-

some acronyms, read something that

director with the Illinois Associa-

nance and leadership in Illinois public

helped, or otherwise had an “ah-ha”

tion of School Administrators and

education. This issue of The Illinois

moment that you are ready to apply to

Associate Professor of Educational

School Board Journal was prepared

the next item on your board calendar.

Leadership at the University of Illi-

with you in mind, as you embark on a

It’s often said, “You don’t know

learning adventure in service to your communities.

nois-Springfield.

what you don’t know.”

Courtney Stillman, a former

IASB has resources to help school

school board member and current

If you are one of the approximate-

board members — no matter how new

school attorney with Hauser, Izzo,

ly 5,000 other readers, this issue was

they are — figure out what they don’t

Petrarca, Gleason & Stillman, LLC,

prepared with you in mind as well.

know, and start to know it.

draws on those experiences with

That’s because, first of all, I want to

Re a l i zi n g t hat t here i s no

encourage you to remember what

resource better than your peers, the

those first days were like as you build

Journal asked experienced school

On page 22, newbies can get an

your new board team, and be consid-

board members to share their recol-

introduction, and experienced board

erate of the learning curve of your

lections of their first year of service,

members can get an update, on the

newest members as you do your board

and give advice to the 2019 newcom-

continuing work of Illinois Vision

work. Most of you do this naturally.

ers. Their answers, which begin on

20/20, an organization that unites

page 13, are abundant, honest, sin-

the education community behind

cere, and considerate. I thank every-

a long-range plan to improve public education in Illinois.

Secondly, I hope you’ll read this because you’re still learning.

School board members are

one who took the time to respond and

always learning. Laws change. Your

shared a wealth of experience and

community demographics might

wisdom.

“Seven tips for new board members,” beginning on page 11.

The word “learn” appears over 60 times in this issue. No matter what

change. Perhaps you have a new

Many of those respondents raised

stage of school board service you’re

leadership role on your board this

the challenge of understanding school

currently enjoying, we hope you’ll

term, or there exists an element of the

finance. So, this issue of the Journal

join us at IASB in continual learning

work of the board that you didn’t quite

offers new members a primer — the

in support of public education.

grasp the first (or ninth) time around.

basics you’ll need to know before you

Maybe you board is embarking on

dig into the details of your district.

— Theresa Kelly Gegen, Editor

tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 13

What to expect the first year Compiled by Theresa Kelly Gegen We asked, they answered.

Experienced board members share their advice to newcomers and recollections of their first days of school board service.

M A Y / J U N E

FEATURE ARTICLES 6

First, take on school finance

By IASB and William Phillips For new board members, understanding school finance is the steepest learning curve. Read this practical “first take” on understanding the basics of school finance issues.

11

Seven tips for new board members

By Courtney Stillman From the perspective of a former board member and school board president, seven tips will start you on a path to success in your new role as a school board member.

New MemBb oard er

22

Re-visioning Illinois Vision 20/20

By Theresa Kelly Gegen Review the accomplishments and learn what priorities are next for Illinois Vision 20/20, educators working together to fulfill the promise of public education.

2 0 1 9

Vol. 87, 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

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Copyright © 2019 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 In Case You Missed It (ICYMI). . . . . . . . . . . . . . . . . . . . . . . . . 26, 28 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover

www.iasb.com @ILschoolboards

PRACTICAL PR

A showcase for intelligences

By Jim Hook

Jim Hook is director of the communications department at North Palos SD 117 based in Palos Hills.

P

eople have different strengths and intelligences.

square root of a three-digit number,” he

teacher, is a bit on the competitive

said. “But every student has talent and

Howard Gardner, the Harvard-ed-

side is a major understatement. He

is intelligent in something. That is what

ucated Ph.D. proved that years ago with

and Sweiss, an English Language Arts

makes this competition so amazing. We

his “Theory of Multiple Intelligences”

teacher, decided to hold a friendly

have had some incredibly talented kids

that suggests human potential lies in

competition three years ago between

compete over the years. I mean, some

the fact that people have a unique blend

two of their honors classes.

of the things they did blew our minds.”

of capabilities and intelligences that reach beyond the classroom.

For the last two years, North Palos

The students competed in an eight-topic debate, which Sweiss’ students won.

Buckle up, Mr. Mateja. This year’s talent could be even better.

Take Anna Slodyczka, for exam-

SD 117’s Conrady Junior High School

“They destroyed us,” Mateja clar-

ple. The Hickory Hills eighth-grader

in southwest suburban Chicago has

ified. “Let’s not mince words. It wasn’t

plays multiple instruments and is part

been proving just how “intelligent”

even close.”

of the Conrady band. She spends every

its 1,100 ethnically-diverse student

Having a hard time accepting the

Saturday in Downtown Chicago, where

body is by conducting Multiple Intel-

thrashing and looking for a chance to

she practices as part of the Chicago

ligence Symposiums. These events,

redeem himself, Mateja approached

Youth Symphony Orchestra.

the third of which was May 3 in the

Sweiss and asked for an opportunity to

Slodyczka aspires to someday

Performing Arts Center at neighboring

avenge the earlier embarrassment. He

conduct the San Francisco Sympho-

Amos Alonzo Stagg High School in

suggested a new competition that has

ny Orchestra. But for now she has her

Palos Hills, feature amazing students

evolved into the junior high school’s

sights set on Conrady’s Multiple Intel-

performing amazing feats.

third annual Multiple Intelligence

ligence Symposium with her musical-

The seeds of the event were

Symposium, which he refers to as a

ly-talented group of friends.

planted by Conrady Team Leader

“science fair and talent or variety show

Adie McHugh while studying learning

rolled into one.”

Slodyczka plays the bassoon.

Martin Sweeney plays bass clarinet

symposiums as part of her Teacher/

The competition is inspired by

and bass guitar. Juan Ornelas plays

Leader endorsement. McHugh sug-

Gardner’s Theory of Multiple Intelli-

the drums, Wiktoria Ziemba plays the

gested the idea to veteran Conrady

gences. These “intelligences” relate

violin, and Chris Kalinka plays trum-

teachers Frank Mateja and Caro-

to a person’s unique aptitudes and the

pet and alto saxophone.

line Sweiss, friends and colleagues

ways they demonstrate their intellec-

The quintet plays together in a

who have been known to challenge

tual abilities. Mateja said he likes the

band and, for the symposium, they’ve

each other in friendly competitions

symposium because it gives “all kids

created their interpretation of the “evo-

between their respective classes. Con-

the chance to shine and to discover

lution of music,” incorporating various

rady Junior High was the recipient of

their hidden talents.”

genres of music into one longer piece.

the prestigious National Blue Ribbon Award in 2017.

2

To say that Mateja, a history

“Not every kid can shoot a basket-

“Music influences our culture,”

ball or sing in a choir or figure out the

Ornelas said. “Music is a reflection of

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

ourselves. We’re going to incorporate

learning was incorporated into the

different styles of music into one piece

ELA honors classes in an attempt to

by altering the tempo and style.”

add rigor to the curriculum.

In a different act, Samantha Doyle

Students construct essential

said she is excited about performing

questions and explanations using

a skit that mirrors the popular “TED

reasoning, correct sequences, exam-

Talks.”

ples, and details to help them guide

She said her talk focuses on help-

inquiry about a topic, ask essential

ing provide teens with coping skills

and focusing questions that lead to

when they feel overwhelmed. “Kids

independent research, and determine

are stressed out, depressed, and full

sources that represent multiple points

of anxiety,” Samantha said. “School,

of view that will assist in organizing a

grades, relationships, and social media

research plan.

all play a role in a student’s life and it

Originally part of the eighth-grade

can be hard out there for them. They

honors curriculum, the competition is

also need to know how to deal with

now open to all eighth graders. Sweiss

their feelings.”

said the competition “requires kids to

Friends since kindergarten, Ash-

think outside the box.”

ley Fontana and Kyra Murphy perform

“These kids are the best of the

a dance interpretation of the “Gender

best. They are the best Conrady has

Pay Gap.” The idea, the girls said, came

to offer,” she said. “This is a unique

from Murphy’s mom and “we just ran

opportunity for them to get up on

with it.”

stage and showcase their talents,

“We’re excited about this opportunity,” Murphy said. “We get to do

their smarts, their passion, and their creativity.”

what we love to do, which is dance,

Mateja said students “use their

while having an opportunity to take

multiple intelligences to create and

a stand on a real social issue.”

present things that are truly inspiring.”

Fontana and Murphy said they

The first two symposiums fea-

decided to participate after seeing a

tured honors students, but this year

video of last year’s show during a social

the competition is open to all eighth

studies class. “Our two favorite teach-

graders. Students practice on their own

ers (Mr. Mateja and Ms. Sweiss) were

before or after school or at home and

talking about it and were involved in

meet periodically with teachers who

it so we decided to do it.”

serve as mentors.

Mateja said, “Everything the

Teachers who serve as mentors

students do is based on inquiry and

include Sweiss, Mateja, McHugh, Kris-

research. Kids are smart in so many

tin Brudzicz, and Jessica Doneske.

different ways. These kids are incredibly passionate about what they are doing.

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 Vacant

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 Vacant

West Cook Carla Joiner-Herrod

Lake Vacant

Western Sue McCance

North Cook Vacant

Service Associates Jason Vogelbaugh

Board of directors members are current at press time.

We use this competition as a catalyst for creativity and independent learning.”

Conrady incorporated inquiry-based learning into its social studies curriculum as part of the new Illinois Learning Standards. Inquiry-based

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

M A Y - J U N E 2 0 1 9 / 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

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

3

INSIGHTS

Education itself “The promotion of social, emotion-

of education itself. It is not a distraction

succeed. And it is not another reason for

al, and academic learning is not a shift-

from the ‘real work’ of math and English

political polarization. It brings together

ing educational fad; it is the substance

instruction; it is how instruction can

a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students,

www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Thomas E. Bertrand, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Executive Searches Thomas Leahy, Director Timothy Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Valorie Moore, Consultant ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Susan Hilton, Director Zach Messersmith, Director Deanna L. Sullivan, Director Ronald Madlock, Assistant Director OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel Legal Services Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel

ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer MEMBER SERVICES Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Trainer Field Services Reatha Owen, Senior Director Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director Patrick Rice, Director/Equity Director COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Gary W. Adkins, Director/Editorial Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Director/Editorial Services Jennifer Nelson, Director/Information Services Katie Grant, Assistant Director/Production Services

especially those who have experienced the greatest challenges.”

— From A Nation at Risk to a Nation of Hope, The Aspen Institute National Commission on Social, Emotional, and Academic Development, January 2019.

“In some cases, the benefits of rural schools are being rediscovered elsewhere and can offer a model for all schools ... Conversations about hands-on, experiential learning are also already taking place in rural communities, where links between the classroom and life outside are made obvious.”

— “Why It’s Time to Focus on Equity in Rural Schools” by Liz Teitz, Education Writers Association, January 2019.

“If legislators are serious about putting Illinois back on track to fiscal and social health, they’ll add ‘finding good teachers’ to the list of serious problems our state must address, right up there with ballooning pension debt and crumbling infrastructure. ...

A solid public education is essential

Policy Services Angie Powell, Director Brian Zumpf, Director Ken Carter, Consultant Boyd Fergurson, Consultant

to giving working-class kids a solid chance to climb the economic ladder and prosper.”

— “Editorial: Add teacher short-

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

age to the list of big problems Illinois must solve,” by the Editorial Board, Chicago Sun-Times, March 13, 2019. .

4

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

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P R O U D L Y

S E R V I N G

T H E

P U B L I C

S E C T O R

FEATURE A S TRO T IRCYL E

First, take on school finance Adapted and updated from IASB’s “The Effective School Board Member” with additional contributions from William Phillips.

William Phillips, Ed.D., is a field services director with the Illinois Association of School Administrators and an Associate Professor of Educational Leadership at the University of IllinoisSpringfield.

T

Sources of funds

he financing of public schools

trends. Boards also set budget priori-

is the most common challenge

ties and standards for budget prepara-

In general, Illinois school districts

confronting school boards. For new

tion, protection of assets, purchasing,

have five primary sources of income:

board members, understanding

and related business activities.

Local property taxes, the county sales

school finance is the steepest learn-

With limited revenue available

ing curve. As you first take on school

to meet ever-increasing demands for

finance, here is a “first take” for new

improved and expanded educational

school board members.

services, the financing of quality

tax, state aid, federal aid, and borrowing (long term debt, bonds).

Local property taxes

It will surprise no candidate or

education must be a concern that

Each year the superintendent

new school board member that the

occupies the minds of board mem-

should present the school board

task of meeting a school district’s needs

bers much of the time. The school

with a proposed budget. The board

with the available funds is pressing. In

board must answer the question:

examines the proposal and places

IASB’s 2018 member survey, respon-

“How much is this community will-

a tentative budget on file for public

dents ranked budgeting and funding

ing to spend on its schools and how

inspection. At the end of the inspec-

as the top issue facing their district.

do we balance that with require-

tion period, the board must hold a

District finances ranked second —

ments of the state and the needs of

public hearing and then formally

only to overall leadership — as the

our students?”

adopt its budget.

topic of interest to most school board members. It’s a deep and dynamic issue that challenges everyone, especially but not exclusively new school board members. This introduction to school finance will be the first steps for a new board member in understanding a complex but vital topic.

Each school board should have adequate business management and legal talent available. The board receives and expends large amounts of public monies, and the board is accountable for all of it. Therefore, each school board must regularly and consistently monitor the financial health of the school district, both current performance and long-term

6

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

Based on the educational needs

is due in December; districts must

Note, however, that t a xe s

of the school district, the board adopts

estimate what this number will be.

extended by the county clerk are

a tax levy. The levy states the number

This creates a forecasting problem

typically lower than taxes levied by

of dollars the budget calls for in local

and forces districts to guess their

the board. Theoretically, the levy

taxes. The remainder of the budget

new EAV and yet ensure that their

can be any amount called for by the

consists of what the district expects to

maximum authorized amounts of tax

budget. The extension, however, is

acquire in state and federal sources.

proceeds will be received. This pro-

limited by maximum tax rates allow-

The board must adopt its bud-

cess is known as “balloon levying.”

able in each of the school board’s

get during the first quarter of each

Board members need to keep in mind

major funds and by an overall cap

fiscal year — that is, before October

that if they do not ask for an increase

on annual increases applicable in

1 — and then must file its tax levy

in their previous tax extension by

some counties. The maximum tax

with the county clerk no later than

five percent, they are not required to

extension is determined by multi-

the last Tuesday in December. The

post a public notice known as, “the

plying the maximum tax rate by the

county clerk then extends taxes and

black box.” However, a public hearing

district’s total equalized assessed

produces bills for individual proper-

is required for their tax levy.

property valuation.

ty owners. Taxes are collected and

For PTELL (Property Tax Exten-

distributed to school districts nine

sion Limitation Law) districts, the

months to a year or more after the

tax levy process is different in that

With voter approval, school dis-

board adopts its tax levy. The timing

their key numbers are their previous

tricts in Illinois can access a source

of tax collection and distribution var-

extension times this year’s Consum-

of revenue through the County

ies among the counties.

er Price Index. Thus their tax levies

Schools Facility Occupation Tax. A

County sales tax

The timing of the levy presents

can be more precisely forecast after

county board must approve place-

a conundrum for school boards:

they compute their “limiting rate.”

ment of the sales tax question on a

They must ask for local funds based

After computing this rate, they will

ballot for voters, either on its own

upon approved tax rates and the new

know how much their levy is and

or at the request of school boards

Equalized Assessed Evaluation. But

the district can distribute the levy

representing 51 percent of the total

the new EAV is not known when it

notwithstanding fund limitations.

student enrollment for the county.

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

Money generated through the

3. Determining the district’s Base

of it goes to districts that apply for

sales tax can only be used for school

F u nd i n g M i n i mu m, a hold

special grants. All federal dollars are

facility purposes, such as acquisition

harmless provision that will be

subject to appropriation, and vary

of land, construction, rehabilitation

recalculated each year, which

depending upon federal priorities.

or architectural planning, among oth-

guarantees a district no less state funding than the prior year.

quarter-cent intervals up to one penny

4. Distributing additional state

School boards can incur both

on the dollar, is collected by the State

funds — known as Tier Funding

long-term and short-term debt. Long-

Department of Revenue and distribut-

— to assist districts in meeting

term debt usually represents bond

ed to the regional superintendent, who

their Adequacy Targets. Districts

and interest payments and requires

in turn issues the money to any school

furthest below their Adequacy

voter approval within various types of

district in a county that adopts the tax,

Targets receive the greater share

bonds that can be sold. Some require

based on its percentage of students

of new dollars appropriated.

referendums, some do not, and some

that are residents in that county.

The distribution from the state to

require what is called a “backdoor ref-

This tax gives school boards

the district starts with the base fund-

erendum.” There are several types of

an additional option to the local

ing minimum, then adds “Tier Fund-

long term bond instruments available

property tax, but it is for limited

ing,” new money as determined above.

to meet a district’s specific need. In

purposes — school facilities — and

There are four tiers; districts with the

addition, short-term debt most often

must be kept in a specific, separate

greatest gaps between their level of

represents borrowing against future

account designated for that purpose.

resources and Adequacy Target are

state aid or tax collections by issuing

As of this writing, 56 of Illinois’ 102

Tier 1 and receive the majority of new

warrants or notes or applying for a

counties have approved the County

funding, districts that have resources

“line of credit.” Short-term borrowing

Schools Facility Occupation Tax.

greater than targets are Tier 4. Each

is designed to enable a school district

Funds derived from this source do

new dollar a school district receives

to pay its bills when income is delayed.

not affect a district tax rate and spe-

through this formula becomes part of

Such borrowing does not represent

cific bonds may be sold and paid for

its Base Funding Minimum the next

true deficit financing so long as the

with this source of revenue.

year.

loans are repaid from current income.

State aid

EBF replaces the funding model

Many districts, however, are

known as General State Aid, which

forced by circumstances to borrow

In 2017, Illinois approved a new

from 1997 to 2017 was distributed to

against taxes anticipated for the next

school funding formula. State aid in

public schools in the form of grants

fiscal year. In a few unusual circum-

the Evidence-Based Funding formula

to make up the difference between a

stances, boards may borrow against

(EBF) is fixed annually by four key

foundation level established by the

taxes anticipated two years ahead.

components:

state, and the property tax revenue

Borrowing against future years’ tax-

that districts generated locally.

es is deficit financing in that it means

1. Determining the district’s Adequacy Target (AT), which is the cost of educating all students

8

Borrowing

ers. The tax, which can be levied at

either that current income is less Federal aid

than current expenditures or that a

based on 27 defined cost factors,

The federal government has been

deficit is being carried over from an

adjusted based on the needs of

involved with school support for many

earlier year. While it is not unusual

the student population and a

years in such areas as title programs,

for a district to sell bonds to generate

regional cost factor.

school lunches, special education,

revenue for annual expenses, this is a

2. Measuring the district’s available

funds for educationally disadvantaged

temporary generation of revenue and

local resources (local capacity)

students, career and technical edu-

will raise taxes in districts utilizing

and comparing the local capac-

cation (including agriculture), etc.

this situation.

ity to the Adequacy Target as a

Some federal money supports the

Boards also have access to lon-

percentage of adequacy.

state in its funding of schools; some

ger-range forms of borrowing to help

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

them deal with accumulated debt. One

normally requires professional assis-

funds. They can provide tax reduc-

of the most valuable insights a school

tance from one of the various profes-

tion opportunities for individuals and

board member can acquire is to under-

sional firms that provide this service.

companies to donate.

stand the meaning of borrowing and

Still other sources of revenue

the meaning of debt in their various

for the school district include stu-

contexts. Borrowing can be construc-

dent tuition and fees, rental of school

Accounting procedures in the

tive or — if not managed properly or

property, private funds, income from

state of Illinois require that income

over-relied upon — it can become an

school-sponsored activities, proceeds

and expenditures be accounted for

insidious burden of the school district.

from insurance claims, interest, and

through the use of funds, which in this

Every situation is unique, and new

gifts. Such sources usually provide

case means a group of revenue and

school board members are encouraged

limited amounts of money. However,

expenditure accounts set up to obtain

to discuss the district’s long- and short-

many districts have found it productive

an objective. The education fund deals

term debt with their superintendent,

to actively manage the investment of

primarily with the instruction of stu-

school business official, and full board

idle funds. Some districts have created

dents; the operations and maintenance

of education. Districts utilizing the var-

educational foundations to pursue pri-

fund is primarily concerned with ener-

ious types of long term debt available

vate donations and other fundraising

gy costs and the upkeep of buildings;

need to be aware of the types of bonds

activities. Such foundations require a

the transportation fund records all

available, effect of additional debt on

written charter approved by the school

revenue and expenditures pertaining

local property taxes, and repayment

board and a board of directors that

to the transportation program of the

options available to their district. This

controls the dissemination of these

district. There are other smaller funds

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

Accounting for school funds

9

set up to meet specific purposes.

• Establish policies and limita-

• Procedures are in place requir-

These funds should be studied and

tions on staff authority gov-

ing the segregation of duties

understood by each board member.

erning budget preparation,

of district personnel so as to

Board policies should be very

purchasing, protection of assets

establish checks and balanc-

specific in relation to the budget,

and related business procedures.

es in the receiving, banking,

accounting, purchases, other expen-

• Monitor month-to-month finan-

and recording of funds, and

ditures, financial reports, audits, and

cial performance — income and

in requesting, mak ing, and

other financial records of the board.

expense — in relation to the finan-

Financial decision-making and board policy A well-informed board of educa-

recording of payments.

cial plan represented in the budget.

• The district is in compliance

• Monitor the district’s financial

with school board policies and

health, both current and long-

administrative procedures.

term.

Each of the topics addressed

tion can make a big difference to the

• Stay abreast of other financial

above could fill volumes beyond the

financial health of a school district.

issues affecting the district.

scope of this introduction to school

Both the board and superintendent

Additionally, according to Fritts,

finance. New board members are

must have access to a wide range of

school board members need to be

advised to have a conversation, or

information that accurately portrays

assured that

a series of conversations, about the

the financial condition of the district

• Board policies adequately govern

realities of school funding in your

and its outlook in both the short and

school district financial and busi-

district, and then see of questions

long term.

ness management procedures,

and resources below to acquire the

The school board, of course,

including budgeting, purchasing

next level of understanding.

cannot make the day-to-day finan-

and bid letting, payment of bills,

E ditor’s note : Link s to the

cial decisions characteristic of a

investing of funds, and other stan-

resources in this stor y can be

large and dynamic institution. But

dard fiscal practices necessary to

accessed at blog.iasb.com/p/jour-

the board must make its direction

safeguard school district monies.

nal-resources.html.

clear through written policies that define fiscal responsibilities, direct the staff toward financial goals, and establish limits regarding budgets, debt, protection of assets, and related issues.

Essentials of Illinois School Finance, an IASB publication by James B. Fritts, outlines the school board’s responsibilities for the school district’s financial performance as follows:

CARTOON?

• Establish clear expectations for maintenance of the school district’s “financial health.”

• Establish desired outcomes and priorities that need to be reflected in the budget.

• Establish related expectations of the administration in its construction of the budget.

10

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

FEATURE STORY

Seven tips for new board members

By Courtney Stillman

C

ongratulations on becoming

level and then with upper level

a member of the Board of

administration if necessary.

Education! Your new role is a significant and rewarding one as you make important policy decisions that enhance educational opportunities

2

Courtney Stillman is a former board

Your school board president

member for

is the board’s spokesperson.

It is important for the board of

New MemBb oard er

for students and benefit children and

education to speak to the community

your community. From the perspec-

with one voice. The board president

tive of a former board member and

will preside over your monthly meet-

school board president, these tips are

ings and will, in most cases, speak

intended to prepare you for success

with the press if necessary. Although

in the board room.

votes on a specific agenda item may

This will allow time to research your

not be unanimous, the majority vote

question and provide you with the

Your role is to determine

is the decision and must be respected

most comprehensive information to

policy for your district.

by the entire board and conveyed to

support your decision-making. This

the community by your board pres-

will not only aid in your thoughtful

ident or superintendent.

determination, but you will also

1

Your role as a school board

member is to make policy for the district and allow the administration to implement those policies.

The superintendent you have hired will report back to you on the prog-

3

Review your meeting agenda

bers and the community to be the

and board packet and come

informed and knowledgeable board member that you seek to be.

ress of the goals and initiatives you

Your board president will meet

determine as a board. It is not your

with the superintendent to set the

role to micromanage the daily work

agenda for board meetings, and you

of the district, but to oversee the

will be provided with the agenda and

policy of the district. If you receive

information regarding agenda items

concerns, ideas, or complaints from

before the meeting. Make sure to

Your board president may facili-

parents, teachers, or community

review this information before the

tate a new board member orientation,

members, you should alert your

meeting and come prepared to make

but if this is not offered, contact him

board president or your superin-

decisions. To make the meeting more

or her to ensure that you know the

tendent rather than handling the

efficient and productive, and to avoid

procedures for your board meeting.

situation yourself. Your board pres-

surprises, you should determine if

Some meetings are run quite formal-

ident will follow the chain of com-

you have questions and ask them of

ly; others are more casual. Following

mand, in which situations are first

the board president or appropriate

established board meeting proto-

addressed at the school building

administrator before the meeting.

col makes meetings more efficient

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

157C, where she served on the board of education for 11 years and

appear before your fellow board mem-

prepared to the meeting.

Frankfort CCSD

as president for six years.

She currently represents school boards as an attorney at Hauser, Izzo, Petrarca, Gleason & Stillman, LLC.

4

Know and follow board policies, agreements, and

procedures that govern your meetings.

11

and respectful towards other board

questionnaire about his or her edu-

a self-evaluation with IASB not only

members, the community, and the

cational background, family, person-

allows your board to determine if it

administration. Furthermore, board

al hero, hobbies, and other interests

is following the foundational prin-

meetings and decisions are public

outside the boardroom. Each member

ciples of effective boards, but also

matters. Board members need to be

also indicated on the questionnaire

allows you to identify and address

careful about not discussing items

his or her reason for running for the

any issues interfering with board

through personal emails or texts and

board and stated his or her wish for

member or board-superintendent

about voting outside of meetings.

the school district. As a result, board

relationships. The comments sec-

members learned some basic person-

tion of the evaluation may provide

Keep private information

al information about each other and

particular insight into board mem-

confidential.

learned each other’s interests and

bers’ beliefs about the board’s effi-

Certain agenda items, such as

motivations regarding the school

ciency, effectiveness, and teamwork.

litigation, student and personnel mat-

board. Another year, at one of our

Self-evaluation may provide a forum

ters, and collective bargaining take

board’s self-evaluation workshops

to discover board member concerns

place in closed session because of the

with IASB, each board member wrote

and to resolve them before they neg-

sensitivity of the information. This

what he or she wished his or her leg-

atively impact board success. As a

information must be kept confidential

acy to be on the school board. We

result of your self-evaluation, you

by board members and discussed only

shared our legacies with each other

may agree upon board goals, pro-

within the closed session forum.

at the self-evaluation and we kept a

cedures, or protocols. For example,

5

after one self-evaluation, in which some members voiced frustration

“it is the relationships between people, and not the people themselves, which distinguish a great organization from a mediocre one.”

with officer elections, our board amended policy to include a specific procedure of meeting before the board’s reorganization to dis-

— Larry Reynolds, The Trust Effect

cuss which board members were interested in officer positions and what officer and board liaison posi-

6

tions entail. Our board also used Learn why your fellow

summary of our legacies for review

self-evaluation to in-service new

members are part of the

at a later date. Developing legacies

board members on board expecta-

again provided appreciation for, and

tions and professionalism.

board.

One key to successfully working

understanding of, other members’

Dr. Larry Reynolds, in The Trust

with other board members is under-

perspectives. Even if you don’t agree

Effect: Creating the High Trust, High

standing their perspective, why they

with another board member, at least

Performance Organization (People

sought election to the school board,

you may understand why they are

Skills for Professionals), wrote “it

and what they want to accomplish.

asserting a particular position or vot-

is the relationships between peo-

This understanding may facilitate

ing in a certain way. Through this pro-

ple, and not the people themselves,

respectful board discussions, even

cess, your superintendent also gains

which distinguish a great organiza-

if not all board members agree.

information about board members’

tion from a mediocre one. In fact,

After our board reorganized, when

perspectives and goals for the district.

the quality of relationships can

I was board president, I appointed one member each month as “Board Member of the Month.” For the member’s assigned monthly meeting, the board member completed a short

12

7

mean the difference between sucEngage in regular, periodic

cess and failure.” Improved board

self-evaluation.

relations assist with effective, effi-

Taking time to evaluate your

cient decision-making that benefits

board’s effectiveness is critical. Doing

the district.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

COVER STORY

What to expect the first year Compiled by Theresa Kelly Gegen

I

n 2017, The Illinois School Board

This includes honest admissions

Journal asked experienced school

about what they, at one time, mis-

board members their thoughts on the

understood. New board members can

early days of school board service,

expect to understand this feeling and

and sought their advice for new board

use this advice to overcome it.

ceived, and we decided to do it again.

“

Gegen is editor of The Illinois School Board Journal.

members. Their sage, practical, and encouraging remarks were well-re-

Theresa Kelly

I wish I had had a better understanding of the role of a board

As approximately 1,200 newbies set-

member and the function of the

tle into their seats for their first meet-

board of education. I joined the

ings, the Journal again asked experts

board with many misconcep-

to light the way for them, and tell what

tions and quickly learned that

new members can expect in the weeks

the job is different and more

and months ahead. Read on for some

complex than it had appeared.

honest, helpful, and supportive advice

— Michael Rodriguez

”

for new board members.

“

The scope of a school board’s

What do you wish you had known before you joined your board of education?

authority, I was under the impression school boards had much more control over

”

everyday events.

— Terrie Golwitzer

“

I think it would have been helpful to know just how little a school board has to do in the day to day operation of the school district. Hire the right super intendent and stand

”

back. Let him/her work.

— Rob Rodewald

Many respondents indicated that they “wish they had” a greater understanding of the roles and responsibilities of being a board member.

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

“

I wish I had known how school

”

boards actually functioned.

— Mable Chapman

13

“

I wish I would have known all of the different areas that

“

A better underst anding of

school boards focus on in

”

how school finances work.

— Steve Bouslog

order to govern the district.

From finance to grounds to staffing issues and so much

“

I needed to know more about

more, school boards provide

”

state funding.

— Denis Ryan

governance and lead from the balcony with full respect of

”

those on the dance f loor.

— Kenna Dunlap Johnson

“

I wish I would have realized before election that so much

“

The superintendent is your only employee. Always car-

of school board work is focused

ry a copy of Robert’s Rules of

on finances and meeting budget

Order and the allowable closed

Others discussed specifics,

restraints rather than what I

meeting discussion topics.

most often finance and budgeting,

expected —working on aca-

— Carolyn Wilhight

when asked what they wished they

demic issues. And — having

had known before they started board

to be a part of school expul-

service. To help with this common

sions was heart-wrenching. I

refrain, this issue of the Journal also

had never thought of having to

offers a beginner’s guide to school

experience that.

finance starting on page 6.

— Susie Kopacz

”

“

”

I wish I had known something

”

more about school finance.

— Gwaine Dianne Williams

For others, it was information specific to their district that they found they had the most to learn.

“ Policy Services

I wish I would have known some of the main goals and objectives as well as struggles the district was working on and facing before I became a board

Board policies are only as effective as the administrative procedures and district actions that implement them.

”

member.

— Colette Binger

“

Being a teacher and attend-

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?

ing board meetings for three years before I decided to run, I knew what to expect. But if one is considering running for a school board they should acquaint themselves with the issues facing the district and be prepared to of fer some concrete solutions to those

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 www.iasb.com/policy or call 630/629-3776, ext. 1214 or 217/528-9688, ext. 1154

14

”

issues.

— Juanita Jordan

“

The language of curriculum.

”

There are many acronyms.

— Tom Vickers

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

“

“

How long it takes to make real

”

change in large districts.

— Bob Spatz

School board members should expect to feel somewhat overwhelmed with the amount of information, but also have no

“

How different it is to communi-

fear, that just like a new job,

cate under the Open Meetings

they will begin to put the piec-

Act.

es together in time with proper

”

— Karen Freese

— Kenna Dunlap Johnson

“

How little community members

”

“

care, little or no involvement.

— Gary Knight

“

”

orientation and mentoring.

I wish I would have known that having the title of school board member sets you apart, and once you have that title, when you walk into a school building in the district you are treated differently (always treated well, but given preferential treatment). I went

A lot of information including a

What can new board members expect in their first 100 days?

preliminary budget to review, mandatory training, and some-

”

thing unexpected.

— Bob Spatz

“

New board members should plan to get some of their mandatory training done within the first 100 days (FOIA, Open Meetings Act). Also, it would be great to sit down with the

from being an active parent

superintendent for a briefing or

involved in many ways to a

Some board members again

training as to what to expect,

school board member and I

offered practical advice to board

ask questions and go through a

felt a difference. It was almost

work during the first 100 days. As in

typical board meeting agenda

as if the people I had known

2017, several experienced members

and some other items.

for years held me at ar m’s

referred to it being “overwhelming.”

— Colette Binger

length now, reticent at times

But, as was the case in 2017, new

to share so willingly and open-

board members can rest assured that

ly as before. People I knew

“overwhelmed” is normal, because

were being guarded in their

there is a lot to learn. However, as

decide which board commit-

approach. On the other hand,

our respondents assure, there is also

tee to join.

there were those that imme-

lots of help.

— Gwaine Dianne Williams

“

”

Orientation to the school district and board of education;

”

diately wanted to take advantage of knowing me personally to push agendas. It was a real

A learning curve. You arrive in the middle of the budgeting

“

At least three board meetings, learning what the board’s work

eye-opener to me to see the

process. That brings a great

is, getting up to speed on cur-

change in how people treated

amount of new information.

rent topics and issues that the

me once elected.

— Tom Vickers

board is working on.

— Susie Kopacz

“

“

”

”

— Janice Roeder

That it is a big learning process

”

“

”

Meetings, hopefully not too many controversial items at

”

and there is a lot to learn.

first.

— Janice Roeder

— Lisa Anthony

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

“

Learning about what you

”

don’t yet understand.

— Lanell Gilbert

15

“

Being challenged to ‘get’ how finances work, and it will take

“

To be able to fix any issues we have as a board to get the school

”

you much longer than 100 days

on the right track.

to learn. Be patient.

— Kimberly Grivakis

”

— Steve Bouslog

Others, as with the previous

“

They can probably be pretty

question, took a more personal

overwhelmed with all they

approach to their advice for the first

need to learn in regards to

100 days.

school finance, school law, and the Open Meetings Act. I highly recommend new board mem-

“

New b oa rd memb er s c a n expect a period of confusion,

bers take as much training as

as they take on the task of

soon as possible to shorten the

learning their new role. If

learning curve.

they are serious about doing

— Susie Kopacz

a good job, they can expect

”

a period of investigation and

“

Ask for a copy of your poli-

learning, soaking up as much

cy manual and use it, it will

information as they can in a

answer most of your questions

short period of time.

about your role. Take the OMA

— Michael Rodriguez

”

training right away and review the communication guidelines in your policy manual. Review

“

They will be overwhelmed and

the mission, vision, and goals

confused. Please ask questions and insist that acronyms be

”

of the district. Ask your super-

explained.

intendent to sit down with you

— Terrie Golwitzer

The work of the school board doesn’t stop for new members. The

and give you an overview of the district along with a tour of the

first year puts new board members

“

To become aware of why they

through a normal cycle of board work,

became a board member and

on top of the training required by state

experienced board member and

how their expectations align

law and the learning curve of being a

talk to them about why they

with reality.

newbie. Our experienced board mem-

serve and what they have/hope

— Mable Chapman

ber respondents offer a variety of ways

buildings. Spend time with an

”

to accomplish. Don’t be afraid to

”

— Karen Freese

to deal with those challenges.

“

ask lots of questions!

They can expect to be bombarded with a plethora of informa-

”

tion in a short period of time.

“

What are the biggest challenges a board member faces in the first full year?

In the first 100 days, new

— Juanita Jordan

members will learn the role of

”

a board member.

— Janet Rogers

”

“

Back to the learning curve. Be patient. You are learning your role as a board member, while also learning about the ‘busi-

“

Questions. Lots of questions.

ness’ of education. That is not

— Rob Rodewald

a reference to just budgeting,

“

Listen, learn, and don’t be afraid

tration of a school district. But

to ask why.

remember your role.

— Denis Ryan

— Tom Vickers

but all aspects of the adminis-

“

How the board actually works, — Gary Knight

16

”

and its responsibilities.

”

”

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

“

The biggest challenge is trying to

members and each member acts

fit in. Sometimes you’re a square

as part of the team, not alone.

trying to fit in a round hole. It’s

Learning that confidential infor-

ok to be square.

mation is not to be shared with

— Denis Ryan

family, friends or co-workers.

”

Learning to value and respect

“

The biggest challenges will like-

the opinions and ideas of the

”

ly include getting familiar with

other board members.

the board meetings; learning

— Janice Roeder

how to handle questions from

“

teachers, community members, and stakeholders; learning that

1) Finances; 2) Learning the role of an effective board and

”

everything you do ties back

board member.

to policies and procedures;

— Steve Bouslog

and figuring out the chain of command. The most import-

“

New board members should be

ant challenge during the first

to the superintendent’s cabinet

year is to learn that you only

(department heads). Be sure

won an election, they are not

have board member status (can

to schedule all board meeting

automatically wise in all things

be perceived as power) when

dates so as not to conflict with

relating to schools and admin-

you are collectively joined as

other important personal and

istration of such. I was guilty

a board, not individually. The

business events.

of feeling I knew it all already,

best job you can provide the

— Gwaine Dianne Williams

which was a total detriment to

”

district is to govern and learn

”

“

that role.

— Colette Binger

aware that just because they

my ability to govern or lead. It

”

Learning school governance.

did not take long at all for me

— Lanell Gilbert

to lose that feeling though.

”

— Susie Kopacz

“

The district finances are complex and hard to understand.

“

Learning that they are only one vote of seven and sometimes you

“

Understanding the school and

It takes quite a long time to

have to compromise to come to a

understand even just a little

consensus on any given issue.

needs in the school.

bit of it.

— Juanita Jordan

— Kimberly Grivakis

”

”

the staff and what are all the

”

— Lisa Anthony

“

Getting a handle on what’s actu-

“ “

Finances, teacher shortage,

”

Understanding the limits of their influence, the speed at

and declining enrollment.

There’s a lot of information out

which things can happen, and

— Janet Rogers

there, but until you are part of

the necessary, but sometimes

the decision making you don’t

counter-intuitive, restrictions

Understanding how a tax levy

really know what’s going on.

of the Open Meetings Act, and

and a budget are two different

Understanding school financ-

the reality of governing versus

things.

ing will always be a struggle.

campaigning.

— Rob Rodewald

— Bob Spatz

”

— Terrie Golwitzer

“

ally happening in the district.

“

Understanding board policy, becoming familiar with the superintendent and introduced

“

”

Learning a lot of information, especially learning that the board consists of seven

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

”

“

Comprehending protocols and

”

procedures and limitations.

— Gary Knight

17

“

Learning all there is to know.

Policy is not always a fun thing to

“

I believe that some of the biggest challenges are understand-

read, but it’s the heart of your job

ing their role in the district.

as a board member. You may be

Also, learning that coming

frustrated with what you feel is

onto a school board with an

a limited ability to effect change,

agenda could cause frustra-

but work with the system and

tion as agendas do not work

with your superintendent.

for successful school board

— Karen Freese

work because of all of the vari-

”

ous areas we have to focus on,

“

The big gest challenge the

policies, governance, etc. I also

new board member faces is

think that finding your voice

attempting to function effec-

can be challenging, so just

tively without knowledge of or

remember that it gets better

familiarity with the large num-

in time after you start to put

ber of federal and state laws

all of the pieces together.

and statutes, as well as district

— Kenna Dunlap Johnson

”

and board policies and contracts that govern our actions

”

as a board of education.

— Michael Rodriguez

“

Knowing what you can and cannot do as a board member-real-

and cannot effect change by

izing that you are just one vote

yourself.

”

— Mable Chapman

“

One last thought: don’t immediately pair up with those you think are like-minded. Set your ow n course. Do your own research and make your own decisions based on all the facts. Being persuaded by fellow strong and vocal board members, or being influenced

IASB — A nationwide search with Illinois experience

by outside groups or organizations, or even bargaining units within the district can be det-

• IASB works with the National Affiliation of Superintendent Searchers (NASS), with over 110 consultants located in 40 states

rimental to a board members objectivity. Read your board

• NASS annually assists hundreds of districts and school boards with superintendent and other administrative searches

packets in entirety. K now

• Illinois searches with IASB include serving 239 school districts in 72 different counties, from 2009-2018

your own agenda as a priority.

the facts, do some research and don’t go into a vote with Governing on a board is about compromise and seeking the

Contact IASB, your local search professional, to find out more: 217/528-9688 or 630/629-3776, ext. 1217, www.iasb.com/executive

truth and the best for the entire — Susie Kopacz

18

”

district and the community.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

held in each of IASB’s 21 divisions in the spring and fall.

“

Senior citizens tend to be more negative towards the schools due to their proper-

“

My advice is to attend as many

ty taxes. I would recommend

workshops as possible, listen

taking the IASB classes for a

and follow leads of experienced

new school board member

board members making sound

and found them extremely

decisions.

helpful and knowledgeable.

— Janet Rogers

— Lisa Anthony

”

“

As board president, I typically

What other information would you share with a new member to school board service?

sit down one-on-one with a new

“

”

Know your IASB Field Serv ic e s D i re c t or a nd st a f f ;

board member to explain and

attend your IASB Regional

help him or her to understand

meetings and IASB annual

the function of the board and

con ference ; attend NSBA

the role of the individual board

a n nu a l c on fer e nc e ; r e a d

member. I would share IASB

IASB and NSBA magazines

materials, and encourage the

to be abreast of trends and

new board member to attend the

legislative decisions.

spring and fall dinner meetings

— Mable Chapman

”

and the Triple-I conference, as well as take advantage of IASB

”

training opportunities.

“

— Michael Rodriguez

If not familiar with the school district’s curriculum department, get to know them and ask as many questions as you

“

Learn about governance and

can. Understand you will be

policies.

on a learning curve for a long

— Denis Ryan

time. Our district prepares a

”

”

very thorough orientation.

Among the multitude of resources available for all board members,

“

Make sure to attend the IASB

— Gwaine Dianne Williams

Division Meetings as you will

“

our experienced school board mem-

meet great people and learn

bers recommend several for newbies.

invaluable information. Go to

These include mentoring, working

the Chicago conference for

with fellow board members to famil-

board member professional

iarize yourself with this new role,

development and take part in

and taking advantage of IASB’s offer-

board member evaluations. We

ings. Often mentioned is the Joint

expect our teachers to do pro-

members.

Annual Conference of the Illinois

fessional development and do

— Juanita Jordan

Association of School Boards, Illinois

evaluations, these are crucial

Association of School Administra-

for a board as well. You only

tors (IASA), and Illinois Association

employ one person, the super-

of School Business Officials (Illinois

intendent. Work closely with

online professional develop-

ASBO). Informally known as “Tri-

him/her. Be a team of eight,

ment, and think about/review

ple-I,” it is held every November in

work collaboratively with the

your role as a board member

”

Get as much training as you

”

can.

— Lanell Gilbert

“ “

Make sure you attend all the classes offered to new board

”

Attend division meetings, attend Triple-I, take advantage of

Chicago. Respondents also recom-

superintendent.

before every meeting.

mend Division Meetings, which are

— Colette Binger

— Tom Vickers

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

“

I would convey to new board

valuable information for school

And it will re-energize you for

members t hat it is h ig h ly

board members. They helped me

your role as a board member!

essential to show up, speak up

see my position from a profes-

— Karen Freese

and be a participating member

sional and more informed mind-

of your board. It is also very

set. The November convention

important to attend IASB divi-

was invaluable to me as a new

sion events, the Joint Annual

Board member. Seeing all the

ber. Don’t hesitate to reach out

Conference, and any other

other districts, sharing ideas and

to your IASB Field Services

IASB learning opportunities

concerns, and the top speakers

Director. Keep open lines of

in person or online. I would

for the general sessions were out-

communication with the super-

share that the IASB website

standing. In addition, the Kish-

intendent. Respect the other

has a wealth of information and

waukee dinner meetings I found

board members and the board as

resources for board members.

to be excellent, Not one time did I

a whole. Respect the process.

— Janice Roeder

ever walk away thinking that was

— Kenna Dunlap Johnson

”

“

”

Seek a mentor in another more seasoned school board mem-

”

a waste of my time, I truly felt the

“

“

Attend the Conference Request

agendas and speakers provided a

Ask questions. Don’t feel your

copies of Illinois School Law,

wealth of information and knowl-

school policy, and Illinois School

edge to me as a board member.

you don’t understand doesn’t

Finance. Partner with a school

It also gave me opportunities for

make you stupid. Avail your-

board member from another

networking with other district

self of all the training chances

district. Get the phone num-

board members.

you get through the IASB.

ber of your IASB representative.

— Susie Kopacz

— Rob Rodewald

”

question is stupid. Just because

”

He or she is a great resource.

— Carolyn Wilhight

“

“

I have always learned something useful for our board and

tage of all the resources that the

”

The IASB training, Division

district at the IASB annual con-

IASB has to offer.

ference. Make sure you attend

— Terrie Golwitzer

ference are worth the time, and,

as often as you can.

if your board is interested, board

— Steve Bouslog

”

time savers.

— Bob Spatz

”

“

“

Don’t hesitate to reach out

Be involved, look, listen, and

”

always learn.

— Gary Knight

to IASB for help also. Attend the IASB annual meeting and

20

Learn, learn, learn. Take advan-

Meetings, and the Triple-I con-

self-evaluations are long-term

“

“

“

Always remember there are

I highly recommend attending

take advantage of the pre-con-

all the workshops or doing all the

ference workshops. This is the

other board members that have been on the board for years that

IASB training modules online.

most concentrated learning

are willing to help you.

They are full of pertinent and

opportunity you can have.

— Kimberly Grivakis

”

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

About our respondents Ne wbi e s an d e x pe r i e n ce d

Gary Knight has served 13 years

board members alike can learn

on the board of Laraway CCSD 70C

a little something from our 2019

in Joliet.

respon de nt s, to whom we are grateful.

Susie Kopacz is a 12-year member of the Community Unit School Dis-

Lisa Anthony is an eight-year

trict 300 school board in Algonquin.

member of the school board for Leyden CHSD 212 in Franklin Park.

Rob Rodewald, a member of the IASB Board of Directors for Three

Colette Binger has served 10

Rivers, has served on the Bourbon-

years on the board of education for

nais SD 53 school board for 16 years.

Dakota CUSD 201.

Michael Rodriguez has served Steve Bouslog is a 24-year member of the school board for Princeton

12 years on the Waukegan CUSD 60 school board.

ESD 115.

Janice Roeder is a 22-year memMable Chapman has served over 20 years on West Harvey-Dixmoor

ber of the school board for Rhodes SD 84.5 in River Grove.

SD 147 Board of Education.

Janet Rogers has served for 20 Karen Freese has served for three years on the school board for

years on the Harvey SD 152 Board of Education.

Cerro Gordo CUSD 100.

Denis Ryan recently ended 10 Lanell Gilbert has served 20

years of board service at CHSD 230 in

years on the board of education for

Orland Park and was a director rep-

South Holland SD 151.

resenting the South Cook division.

Terrie Golwitzer is an 18-year

Bob Spatz has served on the

member of the board of education

board of education for Oak Park ESD

for Bradley SD 61.

97 for 12 years.

Kimberly Grivakis has served six

Tom Vickers is a 10-year member

years on the school board for San-

of the school board for Libertyville

dridge SD 172 in Lynwood.

SD 70.

Kenna Dunlap Johnson has

Carolyn Wilhight is an eight-year

served two years on the school board

member of the board at Westchester

for Blue Ridge CUSD 18 in Farmer

SD 92 1/2.

City.

Gwaine Dianne Williams has Juanita Jordan is a 16-year mem-

served for eight years on the May-

ber of the school board for Prairie

wood-Melrose Park-Broadview SD

Hills ESD 144 in Markham.

89 Board of Education.

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

FEATURE ARTICLE

Re-visioning Illinois Vision 20/20

By Theresa Kelly Gegen

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

I

n 2013, amid a school funding crisis and an education environment

that was growing increasingly divisive between educators and policymakers, a group of state education organizations began a visioning process that became known as Illinois Vision 20/20, to unite the education community behind a long-range plan to improve public edu-

pillars: Highly Effective Educators,

educators is a top priority, not only

cation in Illinois.

21st-Century Learning, Shared

because of the teacher shortage situ-

Realizing that the way to meet

Accountability, and Equitable and

ation but because research shows the

current challenges and create lasting

Adequate Funding. Having achieved

best thing Illinois can do to improve

change required cooperation, and led

success upon each of these pillars (see

public education is attract and devel-

initially by the Illinois Association of

below), the founding organization

op highly effective educators. Con-

School Administrators (IASA), a part-

began, in 2018, to review and renew

tinuous, high-quality, job-embedded

nership was formed with IASA, IASB,

its priorities.

professional development and oppor-

the Illinois Principals Association

“While the pillars of Vision 20/20

tunities for educator collaboration are

(IPA), the Illinois Association of School

remain unchanged, our work contin-

a necessary part of an effective con-

Business Officials (Illinois ASBO), the

ues to ensure positive outcomes for

tinuous improvement process.

Superintendents’ Commission for the

Illinois school children,” said IASB

“The educator shortage looms

Study of Demographics and Diversity

Executive Director Thomas Bertrand.

large as we know that teachers and

(SCSDD), and the Illinois Association

Vision 20/20 has established new pri-

administrators have the largest

of Regional Superintendents of Schools

orities within the same four pillars.

in-school impact on student out-

(IARSS) to create a plan to improve

These include the following, with the

comes,” Bertrand said. “We also know

education in the state.

Vision 20/20 motivation for each pillar.

that our neediest districts have been

In introducing Illinois Vision 20/20, the organization said, “Vision

Highly Effective Educators

continue to support legislation aimed

20/20 asks not just for state action, but

“The quality of teachers and school leaders is the greatest predictor of student achievement schools can influence. By attracting, developing, and retaining our state’s best educators, we can have a profound impact on student learning.”

at recruiting and retaining high impact

Vision 20/20’s original scope

Increasing the availability and

‘grow your own’ programs, profession-

of work was developed around four

equitable distribution of high-quality

also for local action and the support of educators across the state to fulfill the promise of public education.”

New Priorities

22

hit the hardest by the shortage. We will

educators. Solutions to the shortage should include more flexibility regarding licensure reciprocity and alternative licensure, as well as support for loan forgiveness for aspiring educators, al development, and mentoring.”

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

21st-Century Learning

are essential to crafting effective

equity w ith the adoption of an

“For success in life, students need more than knowledge of math and reading. It is time to expand the definition of student learning, commit to the development of the ‘whole child,’ and invest in policies proven to link all schools to 21st-century learning tools.”

education policy.

Evidence-Based Funding Model, a Vision 20/20 initiative (enacted

Equitable and Adequate Funding

as Public Act 100-0465, the Evi-

“All students in Illinois are entitled to a quality education. It is our duty to ensure our students have access to all necessary resources by improving equity in the funding model, appropriating adequate dollars for education, and allowing local school districts the autonomy needed to increase efficiency.”

dence-Based Funding for Student

ments, and that allows them to learn

The General Assembly made

tion, local school districts must

and apply knowledge, think creative-

g reat str ide s towa rd f i na ncia l

have autonomy and flexibility to

Vision 20/20 believes that all Illinois students deserve 21st-century instruction that provides equitable access to modern learning environ-

Success Act). Now, it is imperative to fund more than the minimum funding level required by statute to ensure all students have equitable access to high-quality educational programs and safe educational environments. In addi-

ly, and be well-prepared for a global citizenry. Learning is not limited to the classroom or school day. Illinois’s public education must provide a pathway from high-quality early childhood education to beyond grade 12;

A system of EVALUATION

starts at the TOP with the

preparing students for college and

SCHOOL

careers, both known and unknown, as well as for global citizenship.

BOARD!

Shared Accountability “A quality education for all Illinois students cannot be ensured without the collaboration, compromise, and hard work of both educators and legislators. With that in mind, it is necessary to expand educator responsibilit y in the legislative process, create a shared accountability model, and restructure mandates to allow more local district flexibility.”

Student learning should be the number one priority of the edu-

How do you score? ___

Annual board self-evaluation

___

Clear mission, vision, and goals

___

Solid community connection

___

Productive meetings

___

Strong board/superintendent relationship

___ 100% Does your score add up?

cation system. Providing greater flexibility in local decision-making will allow for innovation and a direct impact on student performance. Ultimately, accountability for student learning rests in the local school district. As such,

Contact your IASB field services director today!

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

Field Services

educators’ experiences and voices

M A Y - J U N E 2 0 1 9 / T H E I L L I N O I SSupt-ad.indd SCHOOL 1 BOARD JOURNAL

3/22/2019 5:05:08 PM

23

match resources most effectively with local needs.

Additionally, by amending the

makes changes concerning referenc-

Educator Licensure Article of the

es to adequate yearly progress based

“We will also continue to advo-

School Code, Public Act 100-0596

on ISBE’s recognition standards for

cate for full funding of the Evi-

makes changes to provisions con-

student performance and school

dence-Based Model and for more

cerning the licensure powers of

improvement and system of rewards

support for school security and

the State Board of Education and

for school districts and schools. The

social-emotional supports for our

other licensure agencies and activ-

terminology was changed, including

students,” Bertrand said.

ities, with the purpose of improv-

removing academic early warning

ing recruitment of teachers into the

and watch status and related pro-

profession.

visions. Instead, the Act requires

ECRA Group, a research and analytics consulting firm that partners with Vision 20/20, has developed a new online dashboard that will update this work in progress, including the

ISBE to establish a “Multiple Mea21st-Century Learning The Postsecondary

Objectives” for each public school

Wo r k fo r c e R e a d i n e s s

to address the school’s overall per-

(PW R) Act (P ublic Act

formance in terms of academic

99-674) was signed into law in 2016

success and equity and sets forth

In 2014, the Illinois Vision

to help link students to college and

provisions concerning priority and

20 /20 partnership stated, “The

careers. It takes a student-based

focus districts.

uniting pur pose shared across

and competency-based approach

A l so, P ubl ic Act 10 0 -1135

zip codes and political party lines

to helping students achieve college

amends the school code to require

in Illinois is the over whelming

and career readiness.

that three of the members of the

four pillars (link below).

Previously

belief that public education plays

Add itiona l ly, Vision 20 / 20

Illinois State Board of Education

a defining role in ensuring equal

supported efforts to invest in early

must represent the educator com-

opportunity. It is our collective

childhood education. The FY 2019

munity. The law sets forth the qual-

duty to do all we can to guarantee

funding for the Early Childhood

ifications for these members and

every student, no matter his or her

Block Grant is on the right path

makes other changes with regard

demographic or geographic iden-

to support the greatest number of

to the qualifications of members

tity, has equal access to a quality

children who may otherwise not

of the board.

education.”

have access to high-quality early

Here, again with the four pillars,

learning opportunities.

Equitable and Adequate Funding

are the notable accomplishments

Vision 20/20 also introduced

On August 31, 2017,

of Vision 20/20, according to the

HB 5750 to expand equity in tech-

the Evidence-Based

organization.

nology access, including funds

Funding for Student Suc-

directed to school district broad-

cess Act, or Public Act 100-0465

Highly Effective Educators

band expansion. Although vetoed,

became law. Five previous grant

Vision 20/20 worked

Vision 20/20 considers the support

prog ra ms are combined into a

towards the enactment of

of this legislation through the Gen-

single grant program and distrib-

Public Act 99-58, regard-

eral Assembly a victory and will

uted as evidence-based funding.

ing licensure reciprocity. The Act is

work to support this legislation

Those grant programs are Gen-

designed to streamline the licensure

again in the future.

eral State Aid, Special Education

process for teachers and administrators and establish reciprocity with

24

sure Index” and “Annual Measurable

— Personnel, Special Education Shared Accountability

— Funding for Children Requiring

other states in order to increase the

P ubl ic Act 99 -193,

Special Education Services, Spe-

pool of qualified candidates for posi-

implementing a Balanced

cial Education — Summer School

tions in Illinois.

Accountability System,

and English Learner Education. In

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

this new system, districts receive

performance. Although this bill did

legislative accomplishments and

the same receipts from each of

not get through committee, Vision

determine areas of focus going

those five programs again in FY

20/20 will continue to pursue this

forward. Representing IASB and

2018 as a hold harmless provision.

initiative.

its member school boards at the

An additional $650 million dollars have been invested in education as

IASB and Vision 20/20

meeting were President Joanne Osmond (Lake Villa CCSD 41),

a result of this legislation, being

I A S B ’s m i s sion s t at e me nt

Vice President Tom Neeley (Morton

directed toward those districts

requires that it build excellence

CUSD 709), division directors Lin-

farthest from adequacy.

in local school board governance

da Eades (Northwestern CUSD 2),

Additionally, The Districts of

through, among other activities,

Simon Kampwerth (Peru ESD 124),

Innovation proposal (HB 4902)

providing “A platform for a strong

Denis Ryan (CHSD 230), Barbara

would allow school districts in Illi-

collective voice on common inter-

Somogyi (Elk Grove CCSD 59), and

nois to become Districts of Inno-

ests and concerns.”

Mary Stith (Geneva CUSD 304),

vation and encouraged to develop

Vision 20/20 is one such plat-

and Executive Director Bertrand.

new instructional and adminis-

form. The work to review and renew

Note: Links to the resources

trative practices or alternatives to

Vision 20/20 included representa-

in this story can be accessed at

existing ones with the intention of

tives from the founding organiza-

blog.iasb.com/p/journal-resourc-

improving student learning and

tions who met in 2018 to review

es.html.

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

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

Updating — Policies that are current with legal requirements and provide for effective board governance.

Review — A process that assures board policy continues to accurately support the board’s mission, vision, and goals.

Monitoring — A process that assures board policy is being followed and is having the intended effect.

Communicating — A process that allows easy access to current board policy by the board, staff, students, parents, and the community.

If your board needs assistance in any of these areas, contact IASB policy services today!

Phone: 630/629-3776 or 217/528-9688, ext. 1214 or 1154 Email: bzumpf@iasb.com or apowell@iasb.com

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

ICYMI

ICYMI

ICYMI

Transforming school culture by connecting with the community

By Victoria McDonald Presenters: David Bartz, Professor Emeritus, Eastern Illinois University; Gary Dolinko, Board President and Kate Donegan, Superintendent, Skokie SD 73.5; Elizabeth Reynolds, Superintendent, Calumet Public SD 132.

Moderator: Patrick Rice, Director/Equality Director, Field Services, IASB

Victoria McDonald is principal for Robinson High School, Robinson CUSD 2 and a participant in the Educational Administration Intern program at the 2018 Joint Annual Conference.

W

ithin this “Transforming

not community engagement, or vice

past, present, and potentially the

school culture by connecting

versa. Being effective at both com-

future of the district and community.

with the community” panel session

munication strategies is essential

The topic of owners and custom-

of the 2018 Joint Annual Confer-

for the long-term success of a school

ers was brought forth for a separate

ence, the not-so-subtle differences

district. Rice continued this line of

discussion when superintendents and

between the terms “public relations”

thought by stating that both commu-

board members were asked about

and “community engagement” were

nication tools enable the district to

ways to handle those complaints or

explained. The panel discussed in

shape the preferred impression for

situations brought by community

detail how these terms are not syn-

all vested parties.

members or staff. How can the chain

onymous, nor should they be used as such.

of command be encouraged and sup-

munity engagement: “Communi-

ported without angering those raising

Presenter Elizabeth Reynolds

ty engagement, also called public

the issues?

illustrated public relations as not

engagement or civic engagement, is

To describe community engage-

ongoing communication, but more

the process by which school boards

ment, Reynolds used a few adjectives

“spitting out” information. Modera-

actively involve diverse citizens in dia-

to further delineate the difference

tor Patrick Rice of IASB continued

logue, deliberation, and collaborative

between public relations and com-

this thought and stated that a district

thinking around common interests

munity engagement, noting that

could be good at public relations but

for their public schools.”

community engagement is planned,

ICYMI (In Case You Missed It) is a feature in Journal, sharing panel reports from the 2018 Joint Annual Conference.

Reporters are participants in the Educational Administration Intern program.

ICYMI

26

Here’s how IASB defines com-

At the core of quality community

sustained, and deliberate. Once those

engagement is building quality rela-

ideals are ingrained in the planning

tionships with “owners,” as opposed

process, but before any meetings

to “customers.” The administration

commence with the diverse com-

is the complaint committee; big-pic-

mittee members, all of the panel-

ture items are the work of the board.

ists stressed that the first step is to

When the board approaches those

clearly define the purpose of the

large, high-profile topics that demand

committee, and expectations of how

community input, it must recognize

the committee will proceed towards

who is not at the table, and seek out

that purpose. This first step is of the

diverse and eclectic perspectives to

utmost importance because estab-

provide a broad understanding of the

lishing those guidelines will help each

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

member maintain respect for their

could easily become a public rela-

out the welcome mat for community

peers, regardless of any differences of

tionships disaster when involving

members.

opinion. Well-developed expectations

an emotion-filled issue. As frighten-

Public schools exist because of

and purposes will also ensure that

ing as this scenario is, in the midst

the communities that need and sup-

all of the stakeholders have a voice

of attempting effective community

port them, therefore schools must

that is heard.

engagement, one mistaken word

make a valiant effort to include the

could derail the whole process.

community in the decision-making

Kate Donegan took this conversation a little deeper. She explained

Rice asked the panelists for ways

process. Schools should not be treat-

how vitally important it is that every

to diversify community engagement.

ed as one-size-fits-all; a school district

member is on the same page with

The panelists listed focus groups,

and the schools within it should fit

the same language; that public state-

surveys, social media, public forums,

the community. One way to achieve

ments and language shared with the

meetings with community groups,

this is by active, ongoing engagement

community are concise and articu-

and participating in community ser-

through well-planned community

lated by members who understand

vice. They also recommended meet-

involvement. These efforts invested

the purpose and expectations. A

ing with people where they are at,

will be mutually felt in both the school

poor choice of a word or phrase

or if they are coming to you, rolling

and the community.

Ask the Staff continued from inside back cover

superintendent can interact during meetings, between meetings, handling complaints or concerns, use of social media, and more. It ensures that every member is functioning within the same framework and with the same expectations.

Board protocols also hold every-

Starting Right:

Board-building for the new governance team

An in-district workshop designed for a board welcoming new board members or a new superintendent.

one accountable to the governance team. New members, ask if your

Benefits include:

board has developed board proto-

• Building quality communication and relationships

cols in your orientation meetings, or you can find them in your district’s

• Creating agreement about board practices and procedures

policy manual.

The keys to a high-performing board include knowing how to do

• Developing effective district leadership

its job effectively, focusing on continuous improvement, and pursuing professional development as a governance team. IASB is here to assist you in your board role.

B est w ishes to new school board members as you merge with your team in making your district

Contact your field services director today!

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

Field Services

a success.

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

ICYMI

ICYMI

ICYMI

Illinois Report Card: New data, new uses for policymakers

By Joe Mullikin Presenters:​​Alan Clemens, Director, Illinois Report Card, Northern Illinois University; Patrick Payne, Director of Data Strategies and Analytics, Illinois State Board of Education.

Moderator: Kristin ​​ Brynteson, Director of Professional Development, Center for P-20 Engagement at Northern Illinois University and Board Member, Genoa-Kingston CUSD 424.

Joe Mullikin is principal of Meridian CUSD 223’s Highland Elementary School in Stillman Valley and a participant in the Educational Administration Intern program at the 2018 Joint Annual Conference.

28

T

he intent of this panel was to

that this was a misleading data point

summative designations: exemplary,

share what is different with the

and has therefore been removed for

commendable, under-performing,

update of the Illinois Report Card,

the calculation of PARCC (which has

and lowest performing. Much discus-

which annually offers a snapshot of

since undergone a change in Illinois)

sion took place surrounding how this

each public school and district across

and SAT. Additions such as the science

designation was and is determined,

the state.

assessment data, performance scat-

along with what is shown on the Report

Over the past year, with the

terplots, achievement gap data, and

Card. There were some questions as

adoption of the Every Student Suc-

a new breakdown for postsecondary

to whether or not students who were

ceeds Act (ESSA), multiple different

enrollment were added.

included on the Report Card, but were

data reports have been included in

One of the most profound changes

not supposed to be included in the cal-

the reporting. The Illinois Report

to the Illinois Report Card was in the

culation of the summative designation,

Card’s intent is to communicate a

area of the evidence-based funding.

were actually being recorded correctly.

narrative — the story of the district.

With this shift, a new tab was add-

The Illinois Report Card is a valu-

Many of the changes to this year’s

ed within the finances section. This

able tool for all schools and communities

release were done in the interest of

demonstrates the actual percentage

to see where they are at. The continued

adding additional context about the

towards adequacy and the tier in which

development and refining of the report

district on its opening page. Previously,

the district has been assigned, along

card allows for the story of the district

the front page was a generic and brief

with a bar graph that represents the

to continue to evolve and develop. One

overview of the district. This year, the

target in relation to funding. Further

of the most interesting additions to the

district’s front page shows key data

tabs include the local capacity target

Illinois Report Card was the perfor-

points such as graduation rate, student

as a percentage of adequacy target,

mance scatterplots. This allows you to

mobility, summative designations, evi-

real receipts as a percentage of ade-

choose multiple different demographic

dence-based funding data, chronic

quacy target, and traditional measures

data points and graph that in connection

absenteeism, and teacher retention.

such as operation and instructional

with the overall student percentage of

There were also significant chang-

spending per pupil. This portion of

student proficiency on SAT or PARCC.

es to the academic progress portion

the presentation led to a long and a bit

In the future, this will allow dis-

of the Illinois Report Card. Academic

tense conversation about the summa-

tricts to seek out best practices from

progress had traditionally included

tive designations as related to schools.

other schools within our state and

the composite data for state assess-

Part of the ESSA framework from

improve the collective performance

ments. After review, it was concluded

Illinois is assigning of one of four

of Illinois schools as a whole.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

Memoriam continued from page 32

Daniel James Maher, 88, died

as president, on Carbondale ESD

Harold B. Steele died Friday,

January 27, 2019. He formerly served

95 school board. He was also on the

Feb. 1, 2019. He was a member, vice

on the school board of Joliet PSD 86.

board of McKendree College and

president, and president of the Princ-

Richard N. McCabe, 97, died

served on a Governor’s Commission

eton HSD 500 Board of Education

February 23, 2019. He previously

to study student unrest in the 1960s.

from 1952 to 1971.

served on school boards in Cornell

Virginia Rose Perucca, 88, died

Roger Steiger, 81, died March

March 16, 2019. She was a substitute

8, 2019. He was a former member of

and LeRoy. Ralph J. McLaughlin, 89, died

teacher and PTA Council president

the Olympia CUSD 16 school board

February 2, 2019. He served as a

in Champaign, and served on the

in Stanford.

member of the Hoover Schr um

Champaign CUSD 4 school board.

Memorial SD 157 (Calumet City) school board for 13 years.

Grant Neill, 97, died February 15, 2019. He served six years, two

Lawrence (Larry) Russell Wil-

Raymond J. Spreitzer, 81, died

ham, 85, died February 9, 2019.

January 31, 2019. He previously

He had served as a board of edu-

served on the Elwood CCSD 203

cation member for Elkhart Public

school board for nine years.

Schools.

New Board Member Workshops SUMMER 2019 Dates and Locations

Let’s get started!

For new school board members, there’s a lot to learn: mandated training, meetings, working with the superintendent, and learning the work of the board. Newly elected school board members may not have governing experience, but they want to succeed and have a positive impact in their community. IASB is here to help — Let’s get started!

members. All Illinois mandated training is covered at the Friday workshop. The Saturday workshop includes essential information and resources for effective school board governance. As always, experienced board members and superintendents are encouraged to attend with their newly elected board members.

IASB’s New Board Member Workshops are designed to meet the needs of new school board

Mark your calendar and register for IASB’s New Board Member Workshops!

JUNE 7–8, 2019

JUNE 21–22, 2019

Pere Marquette Hotel 501 Main St. Peoria, IL 61602

Delta Hotels by Marriott 1400 Milwaukee Ave. Glenview, IL 60025

NIU Naperville 1120 E. Diehl Rd. Naperville, IL 60563

The Pavilion 1602 Sioux Drive Marion, IL 62959

JUNE 14–15, 2019

Radisson Hotel &

Conference Center 200 South Bell School Rd. Rockford, IL 61108

Gateway Center One Gateway Dr. Collinsville, IL 62234 Tinley Park

Convention Center 18451 Convention

Center Dr. Tinley Park, IL 60477

JULY 12–13, 2019 Crowne Plaza 3000 South Dirksen Pkwy.

Springfield, IL 62703 NIU Naperville 1120 E. Diehl Road Naperville, IL 60563

For more information, contact Peggy Goone at pgoone@iasb.com or 217/528-9688, ext. 1103.

MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

29

HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro – 217/532-3959; East St. Louis – 618/3980890; Marion – 618/998-0075; Springfield – 217/787-1199; email: dpool@hurst-rosche.com JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website: www.jmaarchitects.com; email: allison@jmaarchitects.com

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 careful screening is a business firm invited to become a Service Associate.

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

Architects/Engineers ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website: www.arconassoc.com; email: rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/356-9606; Bloomington – 309/828-5025; Chicago – 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford – 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago – 312/332-9600; website: www.cannondesign. com; email: sbrodsky@cannondesign.com CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com 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: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning.

Chicago – 312/382-9980; website: dlrgroup.com; email: mengelhardt@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website: www.eea-ltd.com; email: geriksson@eea-ltd.com FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436 FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website: www.fgmarchitects.com 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: www.garlandco.com

30

KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: www.legat.com PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 website: www.PCMPLUSD.com 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 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: www.rljarch.com 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: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in 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: COREconstruction.com 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 – 773/444-1525-3535; website: www.fhpaschen.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870

GREENASSOCIATES, INC. — Architecture/construction services.

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

NICHOLAS & ASSOCIATES, INC. — Construction management, general contracting, design and build. Mt. Prospect – 847/394-6200 email: info@nicholasquality.com

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

PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 website: www.pepperconstruction email: jripsky@pepperconstruction.com THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

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

BERNARDI SECURITIES, INC. — Municipal bond specialty firm; offers a full range of school bond underwriting services, including capital needs financing and debt refinancing. O’Fallon – 618/206/4180; Chicago – 312/281-2014; email: rvail@bernardisecurities.com

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. Davenport, IA – 563/459-4600

BMO HARRIS BANK — BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources.

Chicago 312/461-7895

S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, Mo – 314/645-9595; website: www.smwilson.com; email: judd.presley@smwilson.com 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: www.sonitrolverified.com

Consulting DECISIONINSIGHT, LLC — DecisionInsite provides the nation’s school district leaders with the technology, enrollment forecasts, and expertise they need to understand how enrollment impacts their district. Irvine, CA – 877/204-1392

Environmental Services ALPHA CONTROLS & SERVICES, LLC — We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient. Rockford, Springfield, Champaign; website: www.alpaacs.com email: jasonv@alphaacs.com – 815/227-4000

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website: www.ehlers-inc.com; email: abooker@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com 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 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website: www.speerfinancial.com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville – 800/230-5151; email: noblea@stifel.com

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: www.ctsgroup.com; email: rbennett@ctsgroup.com

WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120

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

NELS JOHNSON TREE EXPERTS — full service tree maintenance and plant health company. Evanston — 847/475-1877

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: Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington – 309/828-4259 ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website: www.ILLec.org; email: hwallace@iasbo.org 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 – 312/4987792; email: sharon@opterraenergy.com

Grounds and Maintenance Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/3423042; website: www.bushuehr.com; email: steve@bushuehr.com

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

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

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

RADON DETECTION SPECIALISTS — Radon measurements in elementary, middle and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont.

630-325-4443/800-244-4242. www.radondetection.net; email: KirstenS@radondetection.net

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL

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.

31

MILESTONES

Achievements Douglas Shaw, vice president

communities. Shaw has spent his

involved in the Manteno Church of

of the Peoria SD 150 Board of Edu-

career as an IT professional at Cat-

the Nazarene.

cation, has been

erpillar Inc., and he also serves as an

named a tr ustee

adjunct instructor at the University

Mark Stauffenberg, who has

of Western Illinois

of Illinois-Springfield’s Peoria Center.

served on the Manteno CUSD 5 school

University. Shaw’s

board for 16 years,

appointment was

Ji m St auffenberg, who has

15 as president, was

announced recent-

served 12 years on the Manteno

re c ent ly n a me d

ly by Governor J.B. Pritzker. Trust-

CUSD 5 Board of

Manteno Citizen of

ees are charged with leading WIU’s

Education, and

the Year, along with

student recruitment and outreach

25 ye a r s on t he

his brother Jim. He

efforts, focusing investments on core

Kankakee County

also has spent many years on other

programs, burnishing the universi-

Board, was recent-

boards such as the Manteno Town-

ty’s reputation and brand through-

ly named Mante-

ship Long-Range Planning Board,

out the state, and strengthening

no Citizen of the Year, along with

and the Manteno United Methodist

relationships with its surrounding

his brother Mark. He is currently

Church Administrative Council.

Helen “Geri” Abele, 71, died

Education. A collector of marbles,

member of the Lake Forest school

March 13, 2019. She was a former

at one time his collection exceeded

board. She was also a life trustee of

Monroe SD 70 board member and

half a million marbles.

Lake Forest College.

In memoriam

Girl Scout leader.

Daniel J. Jordan, 52, died Feb-

Raymond L. Benson, 94, died

4, 2019. He was the former superin-

ruary 27, 2019. He previously served

February 24, 2019. He previously

tendent at Limestone Community

for seven years on the Emmons SD

served on the Itasca SD 10 Board of

High School in Bartonville. He served

33 school board, including serving

Education for 37 years. Both a public

as the business manager and assistant

as president.

school and a public park are named

superintendent, and became superin-

Kenneth Lee Kraus, 77, died

in his honor in Itasca.

tendent in 1975. He retired in 1990.

February 6, 2019. He was a former

Barry Joseph Carroll, 74, died

He then served as interim superinten-

member of the New Athens CUSD 60

December 23, 2018. He previously

dent for East Peoria SD 86, and Deer

school board.

served on the Lake County Region-

Creek-Mackinaw CUSD 701. He was

Richard B. Lienau, 89, died Feb-

al Board of Education. Most of his

an adjunct professor for Illinois State

ruary 1, 2019. He previously served

career was spent as a musical instru-

University teaching school finance.

on the Summerfield school board

ment manufacturing executive. He

Harold Goeke, 102, died Jan-

launched his career as a guitar player

uary 14. He was school board pres-

Marjorie “Marge” Loizzo died

with The Mandrell Singers, and he

ident for New Hope School District

February 10, 2019. She served as

opened for artists such as the Mamas

7 that built New Hope School and

a school board member at Rond-

and the Papas, Joni Mitchell, and

then became part of Litchfield CUSD

out School District 72, where her

Carole King.

12. He then served on the Litchfield

children and two grandchildren

School Board.

attend(ed), from 1974 to present.

Kenneth “Wayne” Cruitt, 91,

32

Norman Endsley died February

died February 5, 2019. He had served

Margaret Stuart Hart, 97, died

as a member of the Findlay Board of

January 27, 2019. Hart was a former

and was its president.

continued on page 29

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019

ASK THE STAFF

How does the new member merge with the current board?

By Reatha Owen

N

ew board members, I’d like to

finances in particular, can take

offer you a warm welcome to

some time. Understanding school

the world of school board service.

finance with an emphasis on fund-

Every other year, most school

ing, budgeting, and expenditures is

boards gain at least one new mem-

a board responsibility; this is how

ber, and some may acquire a new

the board manages and maintains

majority of four or more members.

the financial health of the school

Each member of the board has the

district. During your orientation and

potential to make an important con-

as you move forward in your board

tribution to the board. Collectively,

work, don’t be afraid to ask ques-

the board has the potential to cre-

tions — this is how you grow in your

ate a high-performance team that

role on the team. You may ask for

focuses on governing the district.

a board mentor who is available to

Boards have the important ongoing

answer questions as you learn your

job of moving the district forward and

work as a board member. A mentor-

making certain every child is learning.

Orientation

ing relationship can be particular-

This work does not stop when a new

Or ient ation is a cha nce to

ly helpful in explaining the history

member joins the team. So how does

speed up the learning curve and get

behind controversial board issues

the new member merge with the cur-

you engaged in the board’s activi-

or past changes or board decisions.

rent board? It starts with having sound

ties. Orientation benefits the board

policies that govern the district. These

as a team by providing an official

policies establish the governance cul-

launch for new partnerships and

ture of the board, describe the board/

relationships.

School board protocols As a governing team, the board is responsible for its activity and

superintendent relationship, clarify the

Typically, orientation involves

behavior. Using board protocols,

operational expectations for the orga-

face-to -face meetings with the

the board is able to communicate

nization, and monitors progress. Taken

superintendent and board president.

collective expectations on how the

together, they provide clear direction

New members may have some famil-

board and superintendent agree

for the district.

iarity with the organization, but

to communicate and handle their

Let’s get started by looking at two

it’s always helpful to have a better

duties. In short, board protocols

items that will assist you in merging

understanding of the district’s his-

answer the question, “How will we

with your governance team. The first

tory as well as getting familiar with

work together?”

addresses an orientation to the dis-

the district’s mission, vision, goals

The se proto c ol s prov ide a

trict and public education. The sec-

(strategic plan), and policies. Get-

structure by which the board and

ond is learning how the board works

ting a full measure of the educa-

together through board protocols.

tion world in general, and district

continued on page 27

IASB Senior Field Services Director Reatha Owen answers the question for this issue of the Journal.

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