IASB Journal November/December 2019

November/December 2019 Vol. 87 No. 6

Shining light on emerging issues in Illinois districts Health Risks: Addressing the Vaping Crisis

Equity Education: New Journeys in Illinois

Responding to New Cannabis Laws

Front Page

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In early October, IASB launched its redesigned website, a user-friendly place for school board members in Illinois to gather the information they need to fulfill their roles as leaders in education. Changes include an all-new visual design, intuitive navigation, dynamic content, and improved integration with our member database and online learning platform. The new site also adapts to, and I must say looks fantastic on, mobile devices and tablets.

One thing that didn’t change was the URL. It remains at IASB.com.

Another of the changes is moving IASB news items and the tracking of the state’s education headlines onto the new website, to keep readers current on the events that impact your decision-making as school leaders.

The purpose of this issue of the Illinois School Board Journal is to take that news and those headlines and go deeper into some of the key issues of late 2019.

E-cigarette use by Illinois high school seniors is higher than cigarette use was 10 years ago, and student use of such products has become increasingly prevalent in lower grades. The e-cigarette industry was developed to offer an alternative to tobacco smoking, but some experts say that young people who start with e-cigarette products are turning to smoking as well.

The surge in the number of students using e-cigarettes, the proliferation of products designed to disguise vaping, and the recent increase in serious vaping-related illness, and a change in state law that makes vaping illegal for those under age 21, have all brought response from school districts across the country. One Illinois administrator called vaping the district’s most serious problem after social media. Another district collected hundreds of vaping products in one semester. Districts are installing vaping detectors in school bathrooms, and offer education programs to stem the vapor tide. In “How Schools are Fighting Back,” starting on page 16, the Journal looks at the long-term and still not fully realized health effects of vaping and provides a starting point for finding solutions.

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A second, pressing, and health-related topic is the Illinois law that will allow recreational marijuana use, laws that allow medical cannabis in schools, and how districts will respond. Tony Sanders, CEO of Elginbased School District U-46, writes about the implications of cannabis legislation for Illinois school districts and suggests that boards of education will want to consider the new law in the areas of student discipline, employment policies and handbooks, public access to school facilities, and even dual-credit programs. Read Sanders’ analysis starting on page 10.

In this issue of the Journal offers a second collaboration with Latino Policy Form from its upcoming handbook. This article is a starting point introducing the updated terminology of “Emergent Bilinguals,” for English learners, and for school leaders to consider their own work in this area. Written by Sonia Soltero, Karen Garibay-Mulattieri, and Rebecca Vonderlack-Navarro, “What Every School Leader Needs to Know About English Learners” begins on page 20.

Anticipating a new equity workshop being developed for 2020, this Journal also reinvigorates and redirects the Association’s work in the area of educational equity with Bea Young and Associates. This Q&A starting on page 27 offers a stepping off point for school districts undertaking the important work of an Educational Equity journey.

Future issues of the Journal will cover topics from the youngest learners – early childhood education – to those a little older, in career and technical topics.

We will look at safety and security, data security, and more. If your district is achieving in those areas, please reach out to the email below. IASB is always looking for opportunities to share the work of our districts with our readers.  Theresa Kelly Gegen is editor of the Illinois School Board Journal and welcomes you to email her at tgegen@iasb.com.

Table of Contents FEATURE ARTICLES and new Illinois law: 10 Cannabis Assessing impacts to school districts

By Tony Sanders

The CRTA takes effect January 1 and has legal and policy implications for Illinois school districts.

Student Vaping Crisis: 16 The How Schools Are Fighting Back

REGULAR FEATURES

By Denisa R. Superville and Arianna Prothero

The explosion of e-cigarette use among schoolaged children has become a health care crisis.

20

What Every School Leader Needs to Know About English Learners

By Sonia Soltero, Karen Garibay-Mulattieri, and Rebecca Vonderlack-Navarro

Discover the facts about “emerging bilinguals,” and the proficiency and sophistication needed by students acquiring a second language.

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Innovative Approaches to Dealing with Student Demographic Shifts

By Francela Lopez

Berwyn North SD 98 models a dual language acquisition program.

27 Q&A: Educational Equity

As answered by Bea Young Associates, LLC: Collaboration for Educational Equity and compiled by Theresa Kelly Gegen

2 Front Page 4 Leadership Letter What’s Next?

4 New @IASB 5 From the Field

Keys to Cultivating a Positive Board/Superintendent Relationship

7 Policy Page Work to Do

32 Practical PR

10 Simple Tips for Telling Your District’s Story

38 Milestones 39 Insights

School districts embarking on an educational equity journey have a new starting point.

July/August 2019 Vol. 87 No. 3

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

ILLINOIS SCHOOL BOARD JOURNAL (ISSN- 0 019-221X ) is published ever y other month by the Illinois Association of Sc hool B oa rd s, 2921 Ba ker Dr ive, Springfield, Illinois 62703-5929 (217/5289688). The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (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. 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.

November/December 2019  3

Leadership Letter

What’s Next?

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By Thomas E. Bertrand

The IASB Digest of Bills and the massive fall issue of PRESS sample policies serve as a reminder of how the work of the 2019 Spring Session General Assembly impacted Illinois’ public schools. This issue of the Journal includes an article by Tony Sanders that illustrates the complexity school officials face when implementing new laws — in this case related to the use of recreational marijuana.

So what lies ahead for schools as we prepare for the 2020 Spring Session of the 101st General Assembly?

In November 2020, voters will decide on the fate of a constitutional amendment to impose a graduated state income tax. One can expect a rigorous campaign by opponents and proponents of this issue. This issue is also intertwined with the work of the Property Tax Relief Task Force. The Task Force is charged with making a recommendation to the General Assembly by December 31, 2019. It is plausible that proponents of the graduated income tax will want to provide property tax relief to voters before November, particularly since many members of the General Assembly will also be campaigning for office.

School consolidation will continue to be a front-burner issue for the General Assembly. While there is no evidence that school district consolidation saves money, the issue continues to surface, often under the guise of reducing administrative costs. IASB

New @IASB Same Address, New Look

Website upgrades to improve user experience and member access to information and benefits debuted October 3 at www.iasb.com.

Changes to the site include an all-new visual design, intuitive navigation, dynamic content, and 4  Illinois School Board Journal

maintains the position that decisions about school consolidation must be made locally, because the consequences of merging districts are far-reaching for the students and the entire community.

Also looming large is the state’s long-standing issue of a pension system that is inadequately funded to fulfill long term obligations. Each legislative session brings with it the possibility of a pension “cost shift” to local school districts.

The 2019 session produced a number of new mandates for school districts. With an election in November, expect the 2020 Spring Session to produce more bills with mandates.

While the Spring 2019 General Assembly produced a high volume of laws that impact school districts, large issues remain. It will be important that school board members stay connected and get involved. Make sure that your voices are heard. IASB staff will represent you, but it is critical that you tell your story. Your school board represents the local taxpayers and is accountable for the decisions it makes on behalf of the students of the community.

On behalf of the two million children in Illinois’ public schools, thank you for answering the call to board service.  Thomas E. Bertrand, Ph.D., is Executive Director of the Illinois Association of School Boards.

streamlined integrations with the member database and online learning platform. The responsive design adapts to mobile and tablet devices.

Members can log in to register for an event or online course, and to access resources available as a benefit of membership. Policy Services subscribers will continue to access their services online on the new site.

“As an organization we continue to evolve to meet the needs of our members in an efficient, timely manner,” said Kara Kienzler, Associate Executive Director of Communications. “The new website will deliver information, training, support, and resources necessary to meet the changing needs of school board members and member districts.”

From the Field

Keys to Cultivating a Positive Board/Superintendent Relationship

By Perry Hill IV

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The relationship between the board of education and the superintendent is essential to effective governance. Four elements that promote a productive relationship between the board and its superintendent are communication, trust, roles and responsibilities, and expectations.

Experience and data show that open and honest communication is the most important aspect of the board/superintendent relationship. Communication seems as though it should be instinctive, but all too often something goes astray. Effective two-way communication involves both parties not only listening and hearing, but also understanding and seeking clarity when necessary. In a healthy relationship, disagreements — topical or philosophical — may emerge, but the professional bond will not waiver because it is rooted in mutual respect along with open and honest communication.

A second key element is trust. As with communication, trust works two ways. The board trusts that the superintendent will fulfill his or her duties to run and improve the district, and the superintendent trusts that the board will focus on what is best for the district and how to best move the district forward. Author and business educator Steven Covey stated, “When the trust account is high, communication is easy, instant, and effective.” Keep in mind that trust is fragile: Once broken, the relationship will suffer.

A productive board/superintendent relationship hinges on the third element, acceptance of one’s

roles and responsibilities. To be an effective employer of the superintendent, the board must first understand its own duties and apply this understanding to transact the work of the board. A productive board stays within its roles to govern the district through policy; to identify intended results; and to act or vote on matters that answer the questions of “what,” “why,” and “how much.” Once a board embraces and embeds these primary roles, it will greatly complement the role of its superintendent. The role charged to the superintendent consists of managing the district; strategizing by answering the questions of “how,” when,” “where,” and “by whom;” recommending a course of action to the board; implementing board decisions; ensuring compliance to board policy; and working toward overall improved district performance.

“... honest communication is the most important aspect of the board/ superintendent relationship.”

Communication and trust, as well as roles and responsibilities, spawn the development of the fourth element — expectations. These expectations involve communication from the board to the superintendent. They also involve communication November/December 2019  5

from the superintendent to the board. The board and its superintendent must engage in open, focused dialogue to reach clarity on expectations.

Such clarity might address desired methods and frequency of contact, creating the meeting agenda, identifying data to monitor goals, and much more. Ultimately, the dialogue will yield what we refer to as “Board/Superintendent Expectations,” which serve as an ongoing reference tool for both the board and the superintendent on key areas of mutual interaction. Securing clarity on such areas, early in the board/superintendent partnership, promotes fairness, prevents assumptions, and preserves team solidarity.

Utilizing these elements will aid in the construction and refinement of a productive board/ superintendent relationship. Remember, this relationship is vital. After all, outcomes derived from a solid relationship serve as a bedrock for optimal district performance.  Perry Hill IV is an IASB Field Services Director serving Egyptian, Illini, Shawnee, and Wabash Valley divisions.

IASB Board of Directors As of October 10, 2019

PRESIDENT Joanne Osmond VICE PRESIDENT Thomas Neeley IMMEDIATE PAST PRESIDENT Phil Pritzker TREASURER Linda Eades ABE LINCOLN Bill Alexander

NORTHWEST Chris Buikema

BLACKHAWK David Rockwell

SHAWNEE Sheila Nelson

CENTRAL ILLINOIS VALLEY Tim Custis

SOUTH COOK Lanell Gilbert

CORN BELT Mark Harms DUPAGE Thomas Ruggio EGYPTIAN Travis Cameron ILLINI Michelle Skinlo KASKASKIA Linda Eades KISHWAUKEE Robert Geddeis LAKE Marc Tepper NORTH COOK Alva Kreutzer

SOUTHWESTERN Mark Christ STARVED ROCK Simon Kampwerth Jr. THREE RIVERS Rob Rodewald TWO RIVERS Tracie Sayre WABASH VALLEY Dennis Inboden WEST COOK Carla Joiner-Herrod WESTERN Sue McCance SERVICE ASSOCIATES Jason Vogelbaugh

The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.

The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including • Premier training experiences; • Networking opportunities for mutual support; • Valuable benefits, pooled services, information, and expertise; • Advocacy on behalf of public education; and • A platform for a strong collective voice on common interests and concerns.

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Policy Page

Work to Do

New PRESS Issue Outlines Legislation Requiring Board Action

By Kimberly Small and Ben Schwarm

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The IASB Policy Reference Education Subscription Service (PRESS) Policy Reference Manual (PRM) is a 1,110-plus page encyclopedia of sample board policies, administrative procedures, and exhibits drafted to align with the IASB Foundational Principles of Effective Governance such that local school districts maintain separate board policy and administrative procedure manuals to help distinguish between board documents and staff documents, board work and staff work.

There are three types of materials in the IASB PRM: policies, administrative procedures, and exhibits.

Policies: The board develops policies with input from various sources (district administrators, board attorney, and updates from PRESS Issues and PRESS Plus Issues). The board then formally adopts the policies, often after more than one consideration. This fall, PRESS Issue 102 and PRESS Plus Issue 102 are the largest legislative update issues in history, totaling about 35 policies that will require board action due to new laws passed by the Illinois General Assembly and (to a lesser extent) some regulatory actions. After adoption by the board, each updated policy should have a new adoption date.

Administrative Procedures (APs): APs guide implementation

of policies and are developed by the superintendent, administrators, and/ or other district staff members. APs are not adopted by the board, which allows superintendent and staff the flexibility they need to keep procedures current – helpful with the number of new laws school districts must implement this year. In addition to the policies that will require board action, about 76 other PRM materials will require superintendent, administrator, and/or other district staff member review. After review by district staff, each AP should have an implementation date. It is important to remember that APs do not require formal board adoption and are not included in a board policy manual.

Exhibits: Both board policies and APs may have related exhibits that provide information and forms intended to be helpful to understanding and/or implementation of either a board policy or an AP. Of the 76 “other PRM materials” mentioned above, 19 are exhibits that will require superintendent and/or district staff member review. Generally, unless directed by the board’s attorney or through PRESS or PRESS Plus instruction, exhibits do not require formal board adoption.

The amount of legislation requiring boards to take action is too great to cover in depth here, but key policy

issues will require board action: workplace and student policy implications resulting from the legalization of cannabis, sexual abuse allegations and investigation requirements, sexual harassment prohibitions, implementing a school district supply of undesignated glucagon, minimum clock hours, new curriculum requirements, a new graduation requirement to fill out the Free Application for Federal Student Aid (FAFSA), a requirement for graduated student records destruction, student detainment by law enforcement officials, mental health awareness training, threat assessment, and more.

Because of the volume of policy implications this year, some boards may have concerns about having policies, such as a cannabis prohibition policy, adopted in time for laws effective on January 1, 2020.

Consult your board attorneys about accelerating your district’s local board policy review processes, e.g., first and second readings are not required by law and may be determined locally.

Realizing that the implementation of these new laws presents challenges for local school boards, IASB continues to work in the Capitol to make such requirements less burdensome. Though the number of new school district requirements, November/December 2019  7

policies, and other items that cause school boards to take official action may seem overwhelming, dozens of other such bills were defeated due to IASB advocacy efforts. Dozens more were amended, upon IASB request, to facilitate implementation by the local school board.

The key to success in school board advocacy is local school board participation. It is imperative that local school board members be in contact with their state legislators.

When problematic legislation is forwarded, it is important that legislators hear from local school boards so they know specifically how these proposals will impact a local school district.

Will it have a fiscal impact? Will it affect the current curriculum? Will it require addition of staff? Will it reduce a board’s flexibility to offer the educational program demanded by the community?

When school board members let legislators know the local effect, it makes a difference.

IASB is always ready to assist school board members in their advocacy. Legislative reports are issued each week of the legislative session to keep members abreast of pending legislation. Position papers, talking points, and analyses are posted on the IASB website to provide updated, comprehensive information on issues. Staff is available to assist with arranging meetings between school board members and legislators either in Springfield or in the local district.

Visit bit.ly/IASBAdvocacyforSBMs to learn more.  Kimberly Small is General Counsel, and Ben Schwarm is Deputy Executive Director, for the Illinois Association of School Boards.

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Illinois Association of School Boards Administration and Staff OFFICE OF THE EXECUTIVE DIRECTOR Thomas E. Bertrand, Executive Director Benjamin S. Schwarm, Deputy Executive Director

MEMBER SERVICES Dean Langdon, Associate Executive Director

Meetings Management Carla S. Bolt, Director

Field Services Reatha Owen, Senior Director Patrick Allen, Director Lori Grant, Director Nakia Hall, Director Perry Hill IV, Director Sandra Kwasa, Director Laura Martinez, Director Dee Molinare, Director

Executive Searches Thomas Leahy, Director Timothy Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Valorie Moore, Consultant Patricia Sullivan-Viniard, Consultant OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel Legal Services Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Policy Services Ken Carter, Director Angie Powell, Director Brian Zumpf, Director Boyd Fergurson, Consultant ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Susan Hilton, Director Zach Messersmith, Director Deanna L. Sullivan, Director Ronald Madlock, Assistant Director ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer

Board Development Nesa Brauer, Trainer

COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Director/Editorial Services Jennifer Nelson, Director/Information Services Isaac Warren, Assistant Director/Digital Communications Katie Grant, Assistant Director/Production Services CONTACT IASB Springfield Office 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 IASB Lombard Office One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776

Staff Email: First initial and last name preceding @iasb.com

November/December 2019  9

Feature Story

Cannabis and new Illinois law: Assessing impacts to school districts

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By Tony Sanders

On January 1, 2020, Illinois will join 10 other states and Washington, D.C. in allowing recreational use of marijuana now that Governor J.B. Pritzker signed P.A. 101-27, the Cannabis Regulation and Tax Act (CRTA). Some of the significant provisions of the law include: • Allows individuals 21 years of age or older the ability to possess, use, and purchase cannabis for recreational use; • Authorizes qualifying individuals the ability to grow cannabis for personal use; • Provides for the regulation and licensing of several sectors of the cannabis industry, including

10  Illinois School Board Journal

dispensaries, packaging, and retailing; • Provides for expungement of minor cannabis violations; • Creates a Restore, Reinvest, and Renew Program to provide low-interest loans to social equity applicants, as well as investment in communities that have suffered as a result of drug policies; • Creates the Community College Vocational Training Pilot Program for up to eight programs by September 1, 2020, with students in the program required to be 18 years of age or older; and

• Provides for taxation for the sale of cannabis.

Illinois is already among 33 states that allow the medical use of marijuana. With the passage of the CRTA to legalize recreational use for those 21 and older, there also continue to be laws that provide for the legal use of cannabis by anyone, including individuals under the age of 18, who has a specific medical condition pursuant to the Compassionate Use of Medical Cannabis Program Act, according to a compilation by the Illinois Department of Public Health.

This soon-to-be law has multiple legal and policy implications

for Illinois school districts. Here, we explore some of the implications as well as suggest policy changes for school boards and school officials to contemplate in the areas of student discipline, employment policies and handbooks, public access to school facilities, and dual-credit programs.

From the outset, I need to be clear in stating that boards of education and school districts should consult their attorneys before amending existing or implementing any new policies. Further, districts need to recognize that while Illinois law permits the recreational and medical use of cannabis, federal law prohibits it. School districts risk the loss of federal funding through the federal Drug-Free Workplace Act for any violation of the federal Safe and Drug-Free Schools and

Communities Act. Note, however, that the U.S. House of Representatives has voted in favor of prohibiting the U.S. Department of Justice from interfering with a state’s decision to implement laws governing the legalization of cannabis (recreational and medicinal).

Student Discipline

Most school district policies will prohibit students from using, possessing, or distributing any illegal drug or controlled substance (for school boards that subscribe to IASB’s Policy Reference Education Subscription Service (PRESS) or PRESS Plus, this is usually found in a Section 7 sample policy). Many policies also prohibit the possession, distribution, or use of any inhalant that would cause the user to become

intoxicated or that causes a dulling of the nervous system.

Policies addressing student discipline need to be reviewed and updated in response to the Illinois CRTA as follows: Ensure language regarding the use of illegal drugs is updated to reflect that state law no longer considers cannabis to be illegal. Policy should clearly state the use, possession, or distribution of cannabis by a student is grounds for disciplinary action (unless it is a medicinal use authorized by Ashley’s Law), similar to most existing policies regarding alcohol; The conduct cited for using, possessing, or distributing inhalants that could cause intoxication should be updated to reflect that not all cannabis products are

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

November/December 2019  11

inhalants. As such, the policy should be reviewed and updated to include any form of cannabis, including edible or topical creams.

Americans with Disabilities Act

Because federal law bans cannabis, individual states are left to determine how to handle the use of medical marijuana by workers. In

Many attorneys agree that the challenge for employers to consider is how to prove if an employee has worked while under the influence.

Employment Policies and Handbooks

All employers, including school districts, should consider the new legal and policy issues. School officials should review their policies and employment handbooks to address several areas, including the Americans with Disabilities Act, the Illinois Right to Privacy in the Workplace Act, and Ashley’s Law relative to the dispensing of cannabis to students.

a 2018 article, “Do Disability Laws Cover Medical Marijuana Use?” in Senior Human Resource Manager magazine, author Yvette Farnsworth Baker notes that while the ADA requires employers to make reasonable accommodations for employees with disabilities, “the act does not protect illegal drug use.”

According to a brief published by the law firm Holland and Knight, the Illinois Medical Cannabis Pilot Program of 2013, which

Table 1 – States/Territories Allowing for Recreational Possession and Use of Cannabis State/Territory

Age

Allowed for Possession

District of Columbia

21

2 oz

Colorado

21

1 oz

Alaska

21

1 oz

California

21

28.5 grams (about 1 oz)

Maine

21

2.5 oz

Massachusetts

21

1 oz

Michigan

21

2.5 oz

Nevada

21

1 oz

Oregon

21

1 oz

Vermont

21

1 oz

Washington

21

1 oz

Illinois

21

1 oz

Links to state laws are available at http://bit.ly/ND19Jres

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was the precursor for the latest cannabis law, allowed “employers to adopt and enforce reasonable workplace policies such as ‘drug free’ or ‘zero tolerance’ policies and to impose discipline up to, and including, termination if an employee is impaired or under the influence of cannabis while in the workplace.”

These provisions remained intact with the CRTA. Thus, under the new Cannabis Regulation and Tax Act law, school districts do not have to accommodate the usage of medical cannabis by an employee while the employee is at work.

General Employment and Employee Drug Testing

Many attorneys agree that the challenge for employers to consider is how to prove if an employee has worked while under the influence.

Many firms recommend that the best way to prove being under the influence or working impaired is for employers to have some system of intermittent drug testing. However, the ability to take action against an employee would require a better system of testing to determine if an individual had utilized cannabis within the past 24 hours.

Employees holding Commercial Drivers Licenses (CDLs) in transportation must abide by federal laws that prohibit the usage of cannabis. As such, a positive drug test for an employee who drives a school bus would be grounds for action against the employee.

On June 20, 2019, the National Law Review noted how the CRTA will change the landscape regarding Illinois employment laws. They say

(note common use of “cannabis” and “marijuana” interchangeably), “Further, and notably, the CRTA also amended the Illinois Right to Privacy in the Workplace Act (the ‘Privacy Act). [As] the CRTA becomes law, the Privacy Act will provide that except as otherwise provided by law – including the provisions of the CRTA … regarding employer policies, permissible prohibitions and employer liability – an employer cannot take adverse action against an employee or applicant based only on his or her use of products outside of work that are lawful under state law, which will include marijuana [i.e., lawful products]. … employers who currently engage in pre-employment testing for marijuana [use likely must] reevaluate whether they wish to continue that practice, given that a positive drug test may only indicate the use of marijuana outside of work (in a manner consistent with state law). In addition, employers should reconsider their practices which may call for or allow testing for marijuana even in the absence of evidence that the employee is impaired.”

Medical Administration of Cannabis to Students

Effective August 1, 2018, Illinois students who are registered qualifying patients with designated caregivers may access cannabis products at school under P.S. 1000660, known as Ashley’s Law, and the 2019 expansion of it in P.A. 101-0370. The law states that no school employee can be required to administer the medical cannabis product, and a school does not have to allow use of these products at school if it would disrupt the school’s

educational environment, expose other students to the product, or if the district would lose federal funding as a result of doing so. The law does not allow students to smoke cannabis at school.

School district leaders should review policies to ensure they are clear that only designated caregivers, school nurses, and/or administrators shall administer cannabis to any student if it is determined that administration would not disrupt the educational environment. Further, they should develop a procedure for school administrators and nurses to follow when a student presents as a registered qualifying patient, e.g., with a “medical marijuana card.”

Public Access to School Facilities

While smoking, or drug use, is not permitted on school grounds, school boards and administrators should review their policies relative to public access to school facilities.

Our doors open daily for concerts,

sporting events, and activities.

Schools are the centers of our communities, and when our doors open, we know that the behaviors that some are accustomed to outside of school will be brought into our schools.

Beyond a policy review, district leaders may want to consider conversations with local law enforcement regarding their needs to enforce the law. For example, like the posting of signs barring patrons from bringing in weapons, local law enforcement may find it easier to enforce laws concerning cannabis if there is signage reminding visitors of the policy.

Dual Credit

The Illinois CRTA allows for a pilot program coordinated by the Illinois Community College Board to issue up to eight program licenses for vocational training leading to a “Career in Cannabis Certificate.”

Students over the age of 18 qualify to participate in any approved November/December 2019  13

program that will “prepare students for a career in the cannabis industry” with courses that “allow participating students to work with, study, and grow live cannabis plants.”

An interesting question is whether community colleges would risk losing federal grants, should the federal government choose to

programming where cannabis is grown and studied which, on its face, likely violates the Drug-Free Schools and Communities Act. Health Curriculum

While not a legal issue, school districts need to review their existing health curriculum at all grade

We know schools will be on the front line of this issue, and funding should be in place from the outset to help address the needs ...

enforce the Drug-Free Schools and Communities Act. While I have that concern, it seems community colleges will see this as a way to attract students to a new program of study. Oakton Community College in Des Plaines, announced last March that it will “Blaze Trail in Community College Health Care Curriculum with Medical Cannabis Program.” An April 11, 2019, Chicago Tribune article also noted the increase in the number of community colleges considering cannabis-oriented programs.

This is germane to K-12 because it raises the future concern of high school students participating in dual-credit courses at a community college where courses leading to a Career in Cannabis Certificate are taught. A question for school boards and superintendents to consider as cannabis legalization moves forward is whether their high school students who are above the age of 18 would be allowed to attend vocational 14  Illinois School Board Journal

levels as it relates to the use of cannabis. In reviewing materials available in states where the recreational use of cannabis has been in place for a period of time, I found some good resources for health curriculum available through the State of Colorado’s Department of Health and Environment (see link to resources, below).

State law (105 ILCS 5/27-13.2 and 23.4) requires boards to age-appropriately educate students about drug and substance abuse prevention and relationships between drugs, alcohol, and violence.

Sale of Cannabis or Advertising of Cannabis near Schools

Cannabis cannot be advertised within 1,000 feet of the perimeter of any school grounds or a playground. There are no restrictions in the CRTA, as written, concerning the sale of cannabis near schools.

The only circumstance where cannabis can be brought onto school property is for a “qualifying patient

or caregiver pursuant to the Compassionate Use of Medical Cannabis Program Act.” State-Level or Statewide Policy Considerations

Schools already struggle with the prolific use of vaping, drugs, and alcohol among youth. The legalization of cannabis opens the doors even further to access to the drug by students, and schools need to be prepared.

The law legalizing cannabis in Illinois does provide for 25% of revenues to be deposited into the Common School Fund; however, it does not require the maintenance of effort on the part of General Revenue Funds. We have seen this occur before when the lottery was created.

While the revenue was aimed at the Common School Fund, it simply resulted in a decrease in school funding from the General Revenue Fund.

School boards and superintendents need to take an active stance to advocate for funding to support drug prevention and intervention strategies, and for the support of a health curriculum focused on prevention. We know schools will be on the front line of this issue, and funding should be in place from the outset to help address the needs of schools relative to drug prevention.  Tony Sanders is Chief Executive Officer of Elgin-based School District U-46, the state’s second-largest school district. Resources for this article, including sources, links to state recreational marijuana laws, and additional readings are available at http://bit.ly/ND19Jres.

November/December 2019  15

Feature Story

The Student Vaping Crisis: How Schools Are Fighting Back

By Denisa R. Superville and Arianna Prothero

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With reports of at least one death linked to vaping and dozens of cases of teens and young adults recently hospitalized, school leaders are starting the new academic year even more anxious about the “epidemic” of e-cigarettes. They are vowing to intensify prevention and treatment.

Many administrators were caught flat-footed as the vaping trend started to take off several years ago — including stealth use of the sleek products in class — and tried to stem the problem with a hodgepodge of approaches, from strict zero-tolerance policies that came with mandatory suspensions for students caught vaping or with vaping paraphernalia on campus, to programs that teach high school and middle school students the dangers of vaping.

But educators had already started to reconsider their disciplinary approach before the rash of new medical concerns.

At Arrowhead Union High School in Hartland, Wis., about 27 miles from Milwaukee, administrators installed devices in the bathrooms over the summer that detect vaping and automatically send email alerts to the associate principal. And high school

16  Illinois School Board Journal

students trained in prevention education will be deployed to the middle schools to talk to younger students about the dangers of vaping, according to Principal Gregg Wieczorek.

“I would rather convince a kid to not start, than to ever have to convince them to stop,” Wieczorek said.

The Boulder Valley School District in Boulder County, Colo., has moved from letting individual schools decide how to handle such incidents to developing a community-wide approach that now stresses prevention efforts, including education for students about the risks and how to make good decisions, and informational parent nights that feature the county’s public health department, law enforcement, local doctors, and experts. They are also working with local physicians to ask screening questions during regular check-ups.

About 33 percent of Boulder Valley high school students vape.

The district is backing a series of measures before the Boulder City Council that would ban the sale of flavored nicotine and tobacco products, increase the minimum age to buy nicotine and tobacco products from 18 to 21, and push a

voter-approved city sales tax on such products.

“It’s really much more of a coordinated community effort,” said Stephanie Faren, the director of health services at the Boulder Valley school district. “[W]hether it’s parents, or providers, or community businesses, we want to do what’s best for the youth in our community. We have to think about this rationally and thoughtfully and we have to put something together that’s coordinated and collaborative.”

Locally, in the states, and nationally, new regulations are being proposed daily. It’s a tricky balance for school districts as they weigh sending a strong message to students that vaping and nicotine use will not be tolerated on campus, while also recognizing that students need help to understand the potential

health consequences and available treatment options if they become addicted.

Looming Health Effects

Educators and health experts worry about the long-term effects of nicotine on students’ developing brains. And there are added concerns in states where marijuana has been legalized that students may now have easier access to the drug, which can be used with easily concealed vape devices. Educators are not as likely fooled by the products as they were a few years ago, but still feel they are playing catch-up.

“It’s been a challenge for us administratively in all of education, and it’s a challenge in society,” said J. Eric Diener, the principal of Eisenhower High School in Yakima, Washington, where tobacco or marijuana use more than doubled between 2017 and 2019 and the confiscation of illegal devices like vapes went from just four in the 2017-18 school year to 36 in 2018-19.

Experts agree that vaping is harmful to students’ bodies and brains. There are toxic chemicals Tanks & Mods

and metals in many e-cigarettes, and vaping can cause respiratory issues, potentially cardiovascular problems, and even seizures. The nicotine itself is much more concentrated in e-cigarettes than traditional ones.

“Nicotine will actually alter the structure of a developing brain, and we have no idea what that will do in the long run,” said Robert Klesges, a professor at the University of Virginia Cancer Center. “[A]ll the adverse health consequences that we know about in e-cigarettes are short-term health consequences, and it will be 30 to 40 years before we know how dangerous e-cigarettes are.”

But many teens are not aware of the hazards of vaping. Sixty-six percent of teens believe their e-cigarettes contain just flavoring, according to the National Institute on Drug Abuse.

“They may not know that they contain harmful substances such as nicotine, lead, and cancer-causing chemicals,” said Ashley Merianos, an associate professor at the University of Cincinnati. “They have been marketed to youth as fun [with] Rechargeable e-cigarette

cool flavors such as bubble gum or candy.”

Counseling vs. Fear Tactics

Another thing that has health and addiction researchers worried is that a significant number of teenagers who start vaping — 30% according to the National Institute on Drug Abuse — progress to traditional cigarettes within six months. “We don’t know why exactly,” said Alison Breland, a research professor in Virginia Commonwealth University’s psychology department.

But scaring students off that path doesn’t work, said Faren.

“I am a firm believer that fear tactics [like] ‘If you do this, you are going to be doing heroin next week.’

Kids … they’ll just laugh at you,” said Faren.

For Merianos, who specializes in adolescent substance use, prevention, education, and counseling are important tools in conjunction with discipline.

“The reason why is, if students are suspended and they aren’t being educated, I’m not sure if they’re not going home and Juuling, for Disposable e-cigarette

Some e-cigarettes look like regular cigarettes, cigars, or pipes. Some look like USB flash drives, pens, and other everyday items. Graphic and information courtesy of the Centers for Disease Control.

November/December 2019  17

example, if their parents are off at work,” she said.

But educating today’s teens on the harmful effects of vaping may be more complicated than that of regular cigarettes and chewing tobacco — which are unequivocally bad for everyone. E-cigarettes are generally believed to be better than smoking regular cigarettes for adults, and as a pathway to quitting. That contradiction — that e-cigarettes are bad for some but may be good for others — makes messaging around e-cigarettes difficult, say Klesges and Breland.

Parents are key allies and have to set the tone at home that there’s a zero-tolerance policy for drugs, school officials say.

“This is not a one-time lecture and then it’s done,” Wieczorek said.

“This has got to be ongoing, because

kids are going to be tempted. Kids do what their friends do, we know that.”

After hearing from principals that they need help dealing with “blatant” incidents of vaping, including an instance where students had videotaped themselves vaping on campus, the Horry County school district in South Carolina will have a mandatory three-to-five days outof-school suspension for the first offense if they are found with e-cigarettes or smoking-related devices.

Tobacco violations in the district, which include using e-cigarettes, more than doubled over two academic years, jumping from 427 incidents in the 2017-18 school year to 1,030 in the one recently completed.

“They [principals] wanted more teeth” to the policy, “and a

little bit more flexibility,” said Lisa Bourcier, a district spokeswoman, who added that education and cessation have always been part of the district’s response.

And last month, Florida’s Hillsborough school district and the sheriff’s office launched a public service campaign called “Put Down the Pen” to urge students to stop vaping. It highlights some of the consequences they could face if they are caught.

In addition to suspension, students face a possible felony charge if the liquid in the vape pen includes a banned substance like tetrahydrocannabinol (THC), an ingredient in cannabis.

“We want to educate them so that all of the students know the discipline they may face in school, but, also if it rises to the level, how it can

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18  Illinois School Board Journal

affect their futures if law enforcement gets involved,” Hillsborough spokeswoman Tanya Arja said.

But not all educators think that heavily punitive measures like suspension alone are the right way to deal with this issue. In the Arrowhead district in Wisconsin, for example, even the threat of being suspended from school sports did not prevent athletes from vaping on campus.

Diener, the principal in Yakima, also tried a largely punitive approach: mandatory suspensions, locking bathrooms students congregated in, and setting up an anonymous tip line for students to report others who had vapes or who were selling them on campus.

“I do believe that that system is not effective,” said Diener, who noted that suspensions did not reduce the number of vape-related incidents in his school as it had with fighting and other infractions. “We need to look at how we educate our kids at a younger age and how we get them help and treatment.”

This fall, he plans to work with the district’s drug and alcohol counselor to help students who are addicted get treatment, including connecting them to off-campus facilities if necessary. He will also focus more on parent and student education. And the harms of vaping will be included in the school’s advisory course, which generally focuses on helping students prepare for life after high school.

“If you are not healthy, you are not going to meet your goals after high school,” Diener said.

Parent Support Needed

That’s the kind of comprehensive approach that Faren and school

nurse Elizabeth Blackwell have been developing in Boulder Valley over the last two years.

When Blackwell started as a nurse at Fairview High School, she was met with an “explosion of vaping incidents” and a dean who wanted to know what they were going to do about it.

They started with informational letters to parents — a simple but important step because many parents did not know about the prevalence of vaping, were not talking to their children about vaping, or did not know the most effective ways to do so.

They organized professional development for nurses, school counselors, and teachers. A lot of it was simple and basic, such as explaining the types of devices, how students are able to conceal them, and the vocabulary that students use. But they also delved into the health effects and how to refer students for treatment.

At the time, Fairview had a three-day out of school suspension policy for students caught with e-cigarettes.

Blackwell introduced a screening, intervention, and referral program to reduce the time students were out of school. Suspensions for nicotine infractions were moved to Saturday school, and students were able to take an online course to learn about nicotine products and addiction. Students were not always receptive or were dismissive of the concerns over vaping.

That start at Fairfield evolved into a collaborative district approach to develop both prevention and awareness strategies that included the school community and the city.

This spring the prevention program was expanded to the elementary school level, where students are taught about making good decisions, how to question advertising for e-cigarettes, and how to say no to vaping.

“There is a perceived notion that the risk is less than … ‘snorting cocaine or heroin,’” Blackwell said.

“Students argue, ‘Yes, I am young, and yes, I know there are dangers associated [with it], but I get to make my own choices.”’

But it was from students that they learned that high school is too late to start talking about vaping, and that parents were not talking about it at home.

It will be another year before Boulder Valley obtains data from the Healthy Kids Colorado Survey to know the full impact of their efforts. But they are confident that their collaborative approach with the city and community groups is having an impact.

“Certainly the amount of awareness for staff and the teachers and the students and the parents increased from when we started,” Blackwell said. “I do think that knowledge is power, and I do think that information is important.”  Denisa R. Superville is an assistant editor at Education Week covering districts, leadership, and management.

Arianna Prothero is a staff writer for Education Week with a focus on student well-being. This article originally appeared in Education Week on August 27, 2019. Reprinted with permission from Editorial Projects in Education. Coverage of whole-child approaches to learning is supported in part by a grant from the Chan Zuckerberg Initiative.

November/December 2019  19

Feature Story

What Every School Leader Needs to Know About English Learners

By Sonia Soltero, Karen Garibay-Mulattieri, and Rebecca Vonderlack-Navarro

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While a “majority-minority” student population has long been a reality in the City of Chicago, 2011 marked the first time that minority students were the majority in kindergarten through third grade classrooms across Illinois, according to a Latino Policy Forum analysis of 2010 U.S. Census Bureau data (see chart page 21).

Within this demographic shift, the majority of students come from immigrant families who are typically unfamiliar with

20  Illinois School Board Journal

how to navigate the school system in the United States. They also have a range of levels of proficiency in English and varied levels of academic native language. The term “English Learner” has been used since No Child Left Behind to describe students who need specialized instruction to master the academic English necessary for scholastic success. Illinois is currently referring to English Learners as “Emergent Bilinguals,” to focus on their potential to become

fully multilingual. These students’ educational experiences and academic opportunities serve as a critical conduit for how they will flourish and succeed as adults. The preparedness of educators to build on students’ linguistic and cultural strengths has a major impact on the future of Illinois.

Emergent bilinguals (formerly referred to here as English Learners or ELs) are students designated as needing support in learning English as their new

language. Emergent bilinguals reside throughout Illinois, with significant growth in suburban and rural areas. They reside in 92 of 102 Illinois counties with 74 of those counties doubling their population between 2005 and 2017. Within that same period, 31 Illinois counties experienced a new presence of emergent bilinguals, according to research by the Social Impact Research Center of the Heartland Alliance.

The greatest concentrations are in the City of Chicago (31%); 56% in the Chicago metropolitan areas, and 12% downstate (See chart by region). While the overall growth of emergent bilinguals statewide was 47%, there was a 6% growth in the City of Chicago and a striking 78% growth rate in the suburban areas. Despite the growth across the state, general education teachers are not required to have any training on how to educate these students who are learning English as their new language while also learning academic content.

Longstanding myths about how emergent bilinguals learn and develop language proficiency in English have negatively impacted generations of students.

Drawing from Sonia Soltero’s Schoolwide Approaches to Educating ELLs: Creating Linguistically and Culturally Responsive K-12 Schools, we summarize common misconceptions about educating these students. Each myth is counter-argued based on extensive research in the field of second language acquisition and bilingualism. Understanding these facts provides the necessary starting point to have informed discussions for crafting a shared vision to serve emergent bilinguals. This knowledge should drive the implementation of appropriate curricular, instructional and assessment practices.

The article culminates with a district example of emergent bilinguals highlighting their academic success and provides guiding questions for educators and educational leaders.

Illinois ELs by Region, 2017

Total ELs in Illinois (2017): 230,025 10% of all students are EL 69% are outside of Chicago

31% Chicago

Chicago Suburbs Other Areas of IL

Source: ISBE SY2017 EL Data Report

56%

12%

Spanish

Other Languages

Facts Regarding Second Language Acquisition

Acquiring a second language is not a straightforward undertaking. Many factors influence not only how long it takes to become proficient, but also the level of sophistication in the second language. Factors that influence second language acquisition that are internal to the learner include personality traits, age, motivation, attitude, self-esteem, learning style, and level of proficiency in the native language. External factors involve structural conditions typically outside the control of the learner. The quality of second language instruction, access to speakers of the second language, teacher expectations, education policies and instructional practice, and society’s attitudes toward the learners’ backgrounds affect students.

How Long Does It Take?

Acquisition of academic second language takes between four to nine years compared to one-totwo years to develop social second language. Why the difference?

Social language is acquired faster because it is supported by context. It is less dependent on prior knowledge, has fewer complex language structures, and is made up of simple everyday words.

Social language is driven by greater interpersonal motivation.

Academic second language, on the other hand, has less context, more complex sentences, and is more abstract. It contains low frequency and content-based vocabulary.

Educators must consider that even native English speakers do November/December 2019  21

not come to school with fully, or even partially, developed academic English. For emergent bilinguals, the difficulty in learning academic language in addition to learning content in a language they do not fully understand is significantly amplified.

What Are Some Common Misconceptions?

Misconceptions about learning a second language perpetuate myths about bilingual education and emergent bilinguals. This includes the notion that children will be confused by being raised with two languages; that the first language is a crutch and should not be used; that younger children acquire the second language more easily and quickly than older

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students; and that parents should not speak to their children in the first language. These “myths” have been refuted by decades of research in the United States and abroad, including Crawford’s Ten Common Fallacies about Bilingual Education; Espinosa’s Challenging Common Myths about Dual Language Learners; McLaughlin’ Myths and Misconceptions about Second Language Learning; and Soltero’s School-wide Approaches to Educating ELLs. Fact: Emergent Bilinguals Need Specialized Support

General educators, school leaders, and even parents are not always aware that providing specialized services for emergent bilinguals is required by federal and

state law. It is a necessary support for them to develop English and achieve academically. Emergent bilinguals are expected to learn English and the academic content at the same pace and level as their native-English-speaking peers, who do not have the added burden of learning a second language.

While their English-speaking peers are learning academic content and progressing in literacy acquisition, emergent bilinguals fall behind if they do not receive specialized second language instruction through specially designed materials and instructional methods. In addition, students who are in classrooms where the native language is used for instruction are better served linguistically, culturally, socially, and academically.

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22  Illinois School Board Journal

Fact: More English is Not Better

The time-on-task hypothesis maintains that emergent bilinguals must be exposed to great amounts of English to become proficient in the language and also that instruction in the native language interferes with the acquisition of English. Research evidence, including “Bilingual Education in the 21st Century, A Global Perspective,” rejects this claim and instead suggests that students who receive instruction in the native language develop English more efficiently than children who are immersed in the second language. Context factors, such as development in the first language, parent support, and status of each language, are

Local Activities • Which of the misconceptions regarding emergent bilinguals are prevalent in your community?

• Have these misconceptions impacted the education of emergent bilinguals in your school or district?

• How will issues of equity inform your vision?

• How might you educate and involve the broader community?

much stronger determinants in the outcome of initial first or second language instruction.

Fact: Immigrants Want to Learn English

Contrary to popular belief, the strong need to learn English and the loss of the native language is increasing among immigrant groups. They now

Field Services Model continuous learning; commit to continuous improvement.

shift to the majority language by the second generation. A few decades ago this used to happen in the third generation. The loss of the native language and culture is often seen as necessary to develop and achieve academically in English. But when emergent bilinguals lose their first language, not only do they experience loss of personal identity and emotional bond with their communities, but also often experience rejection from U.S. society.

Access to adult language classes is a major problem for those who want to become proficient in English. The demand for adult ESL classes is increasing as their funding and availability decrease.

In addition to the shortage of ESL instruction, other obstacles to learning English reflect the inequality that results from poverty, including extended and/or non-traditional work hours, transportation, and childcare.

Fact: Speaking English Is Not Proof of English Proficiency

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A pervasive misconception is that once emergent bilinguals are able to speak in English, they are proficient in it and are able to function in the classrooms at the same level as their native-English peers. Research again disputes November/December 2019  23

this notion. Some emergent bilinguals who have no accent and are able to use English for everyday social interactions on familiar topics may appear to be fully proficient. They may not necessarily have yet developed the decontextualized and cognitively demanding language needed for thinking, speaking, and writing about academic subjects (Cognitive Academic Language Proficiency, or CALP). Misconceptions about second language proficiency often lead educators to exit emergent bilinguals too early into general education classes based on their English conversational skills (Basic Interpersonal Communicative Skill—BICS) alone. These reclassified “former” emergent bilinguals no longer receive specialized academic or language support in the form of ESL or bilingual services even though they continue to struggle with the demands of academic English.

Strategies to Consider

These types of misconceptions about emergent bilinguals are pervasive and affect decision-making at all levels: classroom, school, district, and state. Programs and services for emergent bilinguals must be grounded on the standing theories and research in the field.

A necessary starting point is to become knowledgeable about the complexities of acquiring a second language, the socio-emotional aspects of navigating a new culture, and how the socio-political environment affect emergent bilinguals and their families.

Therefore, it is critical that district and school leaders, school 24  Illinois School Board Journal

Innovative Approaches to Dealing with Student Demographic Shifts

By Francela Lopez Berwyn North SD 98 embarked on a comprehensive review of its educational programs in order to address issues of equity, student achievement, and linguistic diversity. The district, with 2,939 students, is located eight miles west of Chicago’s loop. It serves a high-poverty community with 96% students of color and 33% emergent bilinguals. The district monitors its success not only based on test scores, but also with respect to issues of equity. After an extensive study, the district implemented dual language education district wide. It starts with a vision statement for dual-language instruction: “It is the vision of Berwyn North SD 98 that students acquire a second language with an appreciation of all cultures. Development of a second language will nurture a student’s self-confidence, talents and cognitive flexibility as they become future leaders responding to diverse perspectives. Biliteracy will empower our students to engage and find success in an ever-expanding global society. This will enhance their capacity to achieve their personal, academic and civic potential in order to be college and career ready.”

Before 2012, Berwyn North was academically the lowest-performing school district feeding into Morton West High School. At the beginning of the 2012-13 school year, then-Superintendent Carmen Ayala (now the Illinois state superintendent) and then-Assistant Superintendent Amy Zaher (currently at Prospect Heights SD 23) joined the district and immediately recognized the disconnect between curriculum and instruction, absence of cultural responsiveness, and lack of community relationships. All of these factors lead to achievement gaps in reading and in math.

At that time, 88% of the district teachers were white and monolingual. The administration decided to take a district-wide approach regarding cultural sensitivity and also adopted a sheltered instruction program. The program promotes eight essential instructional techniques which make the language of instruction comprehensible for emergent bilinguals. This training allowed the existing staff to make learning more relevant to the student population, which is largely Latino and non-English proficient. The training was offered by cohort for seven years.

Another step taken was to address the needs of students through a district-wide cultural audit conducted by Bea Young and Associates.

The audit found many inequities including an inadequate curriculum that was not standards-aligned and lacked academic rigor. Developing

a culturally responsive curriculum was one of the first priorities undertaken by the administration. Diverse grade-level teams were established that included building administration, bilingual and general education teachers, and special education teachers. These teams worked on curriculum alignment and increasing academic rigor.

In the 2014-15 school year, Berwyn North created a Dual Language Committee composed of parents from the community, support staff, teachers, and administrators. For two years, the committee researched best practices in dual-language education and completed school visits to prepare staff to implement a successful program. Training for dual language was conducted through cohorts. First, all Pre-K and kindergarten teachers received professional development through The Center for Teaching for Biliteracy and through the district. In the subsequent years, first and second grade teachers followed suit. The district posts conferences and workshops in the newsletter, sends notices via email, and encourages all teachers to attend. In 2016-17, the district provided extra support and hired an EL Program Specialist to work with all EL classrooms. The EL Program Specialist provides support in instruction, planning, and assessment.

What type of support and training do school leaders receive?

School leaders are eligible to attend state conferences and workshops pertaining to bilingual education. All district leaders participated in Sheltered Instruction Observation Protocol (SIOP) training.

School leaders also participated in Dual Language training as the district prepared to launch the program.

Training is comprehensive and ongoing.

How has the district addressed issues of equity?

A district-wide cultural audit was conducted which included all staff, such as secretaries, custodians, and virtually anyone that touches the lives of kids. The audit involved many ways of collecting information from various groups. Surveys, focus groups, and opportunities for dialog were all part of the process. Our cultural responsiveness journey incorporated ideas

concerning “Inclusive Behavior Training” for all staff; this served as the foundation for the district’s change.

The training included administrators, top district officials, and teachers. Today • Cultural responsiveness training remains a part of ongoing professional development.

• Staff focuses on cultural responsiveness in all meetings that are conducted on Wednesdays.

This includes faculty meetings, Multi-Tiered Systems of Support (MTSS), data analysis, and all district initiatives inclusive of dual language.

• The Curriculum Department implements one standards-based curriculum for all students regardless of socioeconomic or racial-ethnic background.

• When vacancies occur, the district places an emphasis on hiring staff that more closely represents student population in terms of racial/ethnic background.

• District departments no longer work in silos — goals are shared across the system.

A Culturally Responsive Curriculum Berwyn North also developed a new, culturally responsive curriculum for all students through a teacher-driven process of deep alignment and shared assessments. Culturally responsive curriculum development means not only focusing on what is being taught, but how it is being taught to diverse learners. Berwyn North set equitable learning as its driving goal. For example, when examining “what” was being taught, the Berwyn team emphasized that the curriculum for all learners should be the same — equal rigor and equal expectation. Equitable learning opportunity necessitates differentiation of supports based on the needs of different student groups. When we monitor our progress, student achievement data reflected a more rapid rate of growth than the state at large. The district’s PARCC results show a 10-point improvement, from 23 to 33, in the composite PARCC scores from 2015 to 2018, compared to a 4-point improvement statewide.  Francela Lopez is English Learner Program Director for Berwyn North SD 98.

November/December 2019  25

board members, teachers, support staff, and the community at large understand the facts about emergent bilinguals. For some school districts in Illinois, organizing presentations and panel discussions that include school leaders, teachers, and former emergent bilinguals and their parents have been particularly beneficial. Other school districts have ongoing book study groups to better understand the various aspects of emergent bilingual education. Others have devoted time and funds to create strategic plans for providing quality educational opportunities and programming for emergent bilinguals. It is also important to consider external and community resources available to emergent bilinguals and their families, such as social agencies and governmental centers with translated informational materials, community social services or clinics with bilingual staff. School districts should have a system to connect parents

and families with these types of service organizations to form networks of support.  Sonia W. Soltero, Ph.D., is Professor and Chair of the Department of Leadership, Language, and Curriculum and former Director of the Bilingual-Bicultural Education Graduate Program at

DePaul University in Chicago.

Karen Garibay-Mulattieri is Senior Education Policy Analyst at the Latino Policy Forum in Chicago.

Rebecca Vonderlack-Navarro, Ph.D., is Manager of Education Policy and Research, also at the Latino Policy Forum in Chicago. Resources for this article can be accessed at http://bit.ly/ND19Jres.

Illinois English Learner Handbook for School Leaders This Journal entry is part of a comprehensive Handbook designed to assist local communities in understanding the unique needs of emergent bilinguals and how research-based best practice can inform the creation of a local vision that is equitable and supports all students. The Handbook, due to be published in early 2020, is a collaborative effort between the Latino Policy Forum, Illinois Association of School Boards, Illinois Principals Association, and Illinois Association of School Administrators.

The Handbook will be comprehensive and tailored for multiple audiences. One section is aimed at school board members and lawmakers charged with drafting policy and appropriating resources who may wish to develop their background knowledge on emergent bilinguals. The Handbook will offer district administrators, emergent bilinguals directors, and school leaders a detailed overview for how a vision might be implemented, funded, and monitored.

Many sections, including the one published here featuring Berwyn North SD 98, include a district highlight.

There are no silver bullets in education, but the research tells us that, on balance, the recommendations and guidelines to be presented in the Handbook provide the best practices for making a significant difference for emergent bilinguals educational outcomes. 

26  Illinois School Board Journal

Feature Story

Q&A: Educational Equity As answered by Bea Young Associates, LLC: Collaboration for Educational Equity Compiled by Theresa Kelly Gegen

S

School board members play an important and central role in creating a school environment that leads to greater success for all students.

And yet, with the best of intentions, people don’t always know what to say or do when addressing the vexing issues surrounding equal educational opportunity. For over 50 years it’s been well documented that there exists an achievement gap between the success of students of color and white students.

The Journal corresponded with Bea Young and her Associates, Michael Kilgore and Susan O’Halloran. Young and O’Halloran will

“Educational equity means that every student has access to the educational resources and rigor they need at the right moment in their education, and students’ needs are not going unmet due to race, ethnicity, dominant language, disability, gender, sexual orientation, religion, family background, and/or family income.”

be joined by IASB’s Sandra Kwasa to present “Equity: An Educational Imperative to Close the Achievement Gap” as a Pre-Conference Workshop at the 2019 Joint Annual Conference. Also based on this material, IASB will offer a threehour equity session, available to all Illinois school boards starting in 2020.

Q

What does educational equity mean?

In preparation for designing this Equity program, IASB adopted the following definition of educational equity:

This definition speaks to fairness and inclusion. Fairness posits no personal and/or cultural attribute of an individual should interfere or distract from that student’s potential to succeed. A way to think about inclusion is that school districts actively examine their assumptions, policies, practices, personnel, and curriculum to remove systemic obstacles to student achievement.

Equality of opportunity is the goal. Educational equity provides the road map that school districts must utilize if all students are to succeed.

Q

Why is educational equity an imperative?

The fundamental answer to this question is because an achievement gap exists in school districts throughout Illinois (and beyond).

November/December 2019  27

Do you know your district’s achievement gaps? The Illinois Report Card, under Academic Progress and Achievement Gap, displays achievement gap information for each school district.

Furthermore, the achievement gap has consequences — both to the individual and the community in which they live and eventually, for the country at large. Some of the consequences/impacts of inequitable education are: • Socio/economics; quality of life • Societal prosperity/poverty; a 2009 report by McKinsey and Co. asserts that the persistence of the achievement gap in the U.S. has the economic effect of a “permanent national recession.”

• Legal/social justice; uneven discipline in schools becomes an incarceration pipeline.

• Innovation; the “best” minds exist in every racial/ethnic/ gender group; exclusion of any student is a net loss not only for an individual but society as a whole.

As another way to answer this question of imperative, consider a quote from the Weekly Message from the former Illinois State Superintendent of Education Tony Smith, from September 2018, in which he listed the number-one guiding principle, Equity: “We believe that while racial disparities exist in virtually every key indicator of child, family and community wellbeing and that individual, institutional and structural impacts of race, racism and other biases are pervasive and significantly 28  Illinois School Board Journal

affect key life indicators of success, these differences can change when directly addressed.”

Q

Did something change to pull educational equity into the forefront; was there a catalyst for the discussion we are having in Illinois today?

The achievement gap between children of color and white children remains largely unresolved nationally since it was first documented in the 1966 Coleman Report, Equality of Educational Opportunity. James Coleman’s study was a result of the Civil Rights Act of l964, Section 402, which required the commissioner of education to conduct a survey with a report to President Lyndon B. Johnson and Congress “concerning the lack of availability of equal educational opportunities for individuals by reason of race, color, religion or national origin in public educational institutions.”

In addition, when No Child Left Behind (NCLB) disaggregated data by race and ethnicity for the first time in 2002, it brought the gap in achievement to the forefront once again. There is a relevant quote here, written by the speechwriter for President George W. Bush, when he announced why NCLB was a requirement with these words, “…the soft bigotry of low expectations.”

Also, in preparation for the new Equity workshop, IASB’s Office of General Counsel conducted a review of the recent laws which have caught educators’ attention and pulled educational equity into the very recent forefront. This

Illinois legislation includes among others: • Fixes to the Evidence-Based Funding formula • Implicit Bias Training requiring in-service training to develop cultural competence • School Discipline Reform (PA 99-0456, commonly called Senate Bill 100), related to disproportionate discipline

Q

How did we get here; why is education inequitable?

Our history of inequality creates the need for equity. Over the years we have learned that the history of inequitable education began with the forced importation of Africans as slaves in 1619. When their descendants aspired to gain the rudiments of education, laws were passed prohibiting their learning to read or write. And our history of these laws persisted against Native Americans. Immigrants such as Chinese, Irish, Italians, Jews, Hispanics/Latinos and more also faced discriminatory education rules frustrating their desires to fulfill their dreams. Schooling was always “less than” for those viewed as “Outsiders.” Thus, on the 50th anniversary of the Coleman Report in 2016, the achievement gap had barely changed.

Q

What do people misunderstand about educational equity?

There is a persistent belief that creating equity in school systems and curriculum does not benefit all children; that equity only benefits children of color, immigrants, the disabled, the poor, etc., to the detriment of white students.

To illustrate this, the following is a true story from one of the school districts where we have consulted. Prior to beginning a journey toward educational equity, a board member shared his initial belief that engaging in diversity and equity would come at the expense of the district’s white students. After years of determined effort by the school administration to close the achievement gap, the statistics from their Report Card were presented demonstrating that, not only did the scores of black and Hispanic students rise, white students’ scores also improved. This board member wrote a letter of gratitude to the administration acknowledging the data changed his belief.

Q

Who is responsible for educational equity?

Educational equity is laid on the doorsteps of the school districts and schools these days. We are reminded of one of the testimonial statements from our recent book, Restoring the Soul to Education: Equity Closes the Achievement Gap, which responds to this question of responsibility, from Arne Duncan, former United States Secretary of Education: “The fight for educational opportunity is the fight for equity.

You can’t get to the first without a courageous commitment to the second. But when you actually live those values, the difference you can make in the lives of students is extraordinary.”

Furthermore, each child has a family/guardians, a personality, a community, group identification(s), and a history. All these factors play roles in their development as a whole person. This is a huge question;

© Bea Young Associates, LLC.

and while school districts are now the primary focus, there is growing attention being given to integrating family and community needs with schooling.

Q

What are the priorities for most school districts embarking on an equity path?

How do we make change happen?

After several decades of guiding major corporations through a systemic approach using cultural change as a business priority, we became passionately aware of the needed change in our educational systems and Bea Young developed the model below which we call “The Educational Equity Journey.”

This model illustrates the systemic change process that a school district needs to transform into a

culturally equitable organization. It’s a journey, and the sequential stages build on one another and create a solid foundation for each following stage. In a school district, the success of the system change is linked with the overall commitment of the board of education and leadership to execute every stage with integrity until systemic change is achieved.

The first step is conducting a needs assessment that we call the Cultural/Equity Audit, which will gain open and honest feedback from a cross-section of district stakeholders. The audit uses confidential and anonymous interviews with board of education members and top administrators, and racially/ethnically homogeneous focus groups including building administrators, teachers, support staff, November/December 2019  29

impact the experiences of students within the schools.

We have been invited to districts where the school board or key administrator are committed to moving forward but face a major barrier when just one or two leaders are unwilling to support the effort, despite the extremely low achievement scores and the growing number of students and families of color within and moving into the district. These leaders often claim lack of time, lack of resources, or lack of funding. They insist the district, “treats everyone the same.”

In the terminology of educational equity, this statement is called being “colorblind.” Being colorblind does not address equity.

students, parents, and community leaders. This process shows the connects and disconnects between stated values and how they are actually experienced day-to-day by students and staff. The Cultural Audit Report, which includes key themes organized by “Strengths” and “Opportunities for Improvement” and “Recommendations for Ways Forward,” is given directly to the superintendent who will decide the most effective ways to share with stakeholders.

One primary focus of our approach — at this time of urgency to achieve equity — is to enable more districts to utilize this needs assessment or Cultural Audit process. Thus, we now offer certification to regional educational organizations to assist their staff to conduct the needs assessment.

The audit will report the priorities 30  Illinois School Board Journal

which will be different for each school district. Knowing what changes are needed and where to begin is the key to answering this question, “how do we make change happen?”

Q

Why might school leaders fail to address educational inequity?

Our research demonstrates that most university or college educational leadership programs, teacher training or education undergraduate and graduate degree programs do not typically include educational equity in their curriculum. Some are now moving in this direction because of its educational urgency.

Further, there is fear, a reluctance to examine our own cultural beliefs and biases and how those beliefs impact the policies and practices of the schools and, ultimately,

Q

What are the role(s) of school and community leaders in developing educational equity for their districts?

Leaders within the school district — board members, administrators, principals, teacher and staff leaders — have the central role of creating a Vision for Educational Equity. School board members are policymakers. A school board with a strong commitment to equity uses an equity lens when approving policy decisions that affect the educational environment. These decisions include how students learn, how students are taught, how learning is measured, how teachers are supported with professional development, and how funds are allocated based on district priorities. Board members are responsible for moving equity from theory to practice. They also must dismantle any policies that support inequities.

Equally important are the actions and behaviors of the leaders.

Their role is to model inclusive and culturally responsive behaviors in day-to-day activities. What happens in staff meetings, teacher interactions, supervision training, professional development, mentoring, student disciplinary proceedings, and parent meetings is indicative of the school environment. Regardless of what’s written, behaviors are what create the reality of educational equity.

As elected community leaders, it’s the board of education, along with the superintendent, who bear the fundamental and decisive responsibility for a district’s culture. Budgetary and policy decisions impacting staffing, policy rollouts, resources needed, school activities, and facilities are within their jurisdiction. How board members work together in making these critical decisions is the mirror of the district’s environment and can determine its direction.

School board members must know the demographics of the district — staff, students, and community demographic data. Data can help school board members discuss and ask questions about achievement patterns, which student groups participate in various programs, the make-up of classes, who is in special education, graduation rates, and discipline data in order to identify trends that run through a school district and community.

Board members can be a conduit to all of the community — or communities — within the boundaries of the district. In that regard, board members and the superintendent identify resources that can further the aims of enriching educational equity, including tapping diverse

cultural organizations to enrich learning opportunities. Building bridges to the entire community is an important role for the board of education.

in math and reading scores, can take up to three to five years. These outcomes only result from leaders’ decisions to implement needed changes.

Q

Q

What is the process or timeline for creating an inclusive, culturally responsive and equitable school environment?

The cultural change required to create an environment of educational equity is often outside the comfort zone of some school leaders and stakeholders.

In some instances, we have seen great resistance to cultural change by some leaders, which has created divisiveness and negativity at all levels: staff, students, and parents. Consequently, leaders, board members and staff alike, need to be prepared for the impacts of the change process prior to embarking on the journey.

If we may be bold, the new IASB workshop, entitled “Equity: An Educational Imperative,” will be facilitated at minimal cost by IASB staff we have certified. This experience will greatly help school leaders become “comfortable with the discomfort” of cultural change.

Educational equity is not the quick fix of a workshop or training event. It’s a journey. Such training events, however, can pave the way to understand the need for cultural change. A needs assessment or Cultural Audit can be conducted in as little as one or two weeks followed by the writing of the Report and Recommendations and the review with the superintendent. Key to an effective change process is that the actions chosen are integrated within existing processes, especially the district’s existing strategic plan or one to be developed.

The time required to achieve educational equity, as demonstrated

Can we achieve educational equity?

Yes, absolutely.

Q

If we achieve educational equity, what does it look like?

We want to answer this question by referring you to our book in Chapter 6, Components of a Culturally Responsive Curriculum. This chapter was written by our colleague, Susan O’Halloran, who is also co-author of the new Equity Workshop we developed for IASB. Her perspective can be summarized as: An equitable school environment is one in which all students can learn and develop to the best of their abilities.

It’s a place where skills develop, doors open, and horizons stretch out. It’s a place where each student can affirm, “Yes! I love this school. It’s about me, my culture, my family and my future.” It’s a place of achievement and hope.  Theresa Kelly Gegen is editor of the Illinois School Board Journal.

More about Bea Young Associates, LLC: Collaboration for Educational Equity and ordering Restoring the Soul to Education: Equity Closes the Achievement Gap is available at www.restoringthesoultoeducation. com and at www.beayoung. com. Additional resources for this article, including information on the workshops can be found at this resources link http://bit.ly/ND19Jres

November/December 2019  31

Practical PR

10 Simple Tips for Telling Your District’s Story

By Natalie Symonds

I

If you don’t share your school district’s story someone else will. The idea of being responsible for the story of the school district can be daunting and sometimes even downright intimidating, but it doesn’t have to be. Sharing your story can be a simple, fun, and social way to let others know about the wonderful things happening in your buildings day-to-day. Here are 10 tips for sharing your school district’s story.

10

Figure out your “why”. This is something school public relations folks do daily. Why is this important to the community? Why does this story need to be told? Why did you want to become a board member? This practice will help clear your mind and make the idea of sharing your district’s story more manageable.

9

Set up a separate social media account solely for your work as a school board member in your district. Here you’ll be able to share photos from events, updates, and other information vital to your school district and gain a following with a shared interest and other board members nationwide. Being a part of a wider community helps: The #SchoolPR community on social media has helped me develop professional relationships and be a

32  Illinois School Board Journal

better member of the school public relations community.

8

Tag your post. Use a hashtag (#) to let other people in the field see your post. Does your district, and do your schools, have a hashtag? Use it! If not, suggest one. In the wider community, use #SchoolBoard to see what others in your field are doing and sharing via social media, and if you ever have questions about communications, try #SchoolPR.

7

Show Up. In the movie Hardball, Keanu Reeves’ character tells the at-risk kids he is mentoring “One of the most important things in life is showing up.” That always stuck with me and rings true in my school PR role today. It’s important to show up for your school district and not just for meetings and workshops. Be there for community events, winter concerts, and PTA nights to show your support for your district. This is something I feel our school board at Oak Lawn-Hometown SD 123 does so well: Our members support any event going on in the district, they are helping out, listening to community members, and making the faculty and staff feel supported.

6

Find your district’s influencers.

Is there a local politician that has children in your district? What about a PTA parent that other

parents gravitate toward? Every district has those micro-influencers that have a large audience within the community, both at school events and online. They will willingly help to share your district’s story.

Recently, the Oak Lawn-Hometown SD 123 board approved a new strategic plan. To introduce the plan, I produced a video; some of the first people I contacted to be a part of the story were those community members I knew were actively involved in the process and are leaders in our district.

5

Show what sets your school district apart from others. Are you piloting a new program? Do you have a student who has gone above and beyond? Make sure to profile them in some way. Celebrate them at a board meeting during announcements, congratulate them via social media, or simply thank them the next time you see them in the neighborhood.

4

Connect with people on an emotional level. There is nothing more important to a parent than their child, so let your community know what your district is doing to ensure these children are ready to succeed in their future. Oak Lawn-Hometown SD 123 principals share “Good News Calls” when a student does something, like acting

out of the kindness in their heart without being asked, or celebrating a newly formed STEM club that successfully built an underwater robot.

3

Local reporters are always looking for stories. Invite them to your events, and if they can’t make it send the information they would need to produce a story. I regularly touch base with our local reporters and let them know about big events going in the district (examples include a St. Baldrick’s event and World Vision 6k). Typically media members will come out, but for smaller events I take pictures and send all of the information to the reporters. The story can still be told through the traditional medium but we are respectful of the reporter’s time.

2

Be a resource. One of the best ways to share the story of your district is to be a voice for the district.

Be a positive resource for people who need information. People might forget what you say but they will never forget how you made them feel. Make people inside and outside of your district feel included and welcomed. If someone has a question about when registration is, give them the info and more. You never want someone to have a negative interaction or perception because at the end of the day perception is reality.

hearing stories that “Katie learned to tie their shoes today,” or “This student was recognized for her Reflections entry,” or “Did you hear this teacher is presenting at this conference?” It’s so important for the culture of your district to celebrate the people that make a difference within it every day.  Natalie Symonds is communications specialist for Oak Lawn-Hometown SD 123.

1

No story is too small. Celebrating smaller victories within the larger organization shows your community that no feat is too small.

I love searching our district hashtag on Twitter or visiting a school and

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

A system of EVALUATION starts at the TOP with the SCHOOL BOARD 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?

Contact your IASB field services director today!

Field Services

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

November/December 2019  33

Service Associates Directory 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; www.arconassoc.com; rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. Consulting engineers.

Schaumburg 847/352-4500; 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 CANNONDESIGN Architecture, interiors, engineering, consulting. Chicago 312/332-9600; www.cannondesign.com; sbrodsky@cannondesign.com CORDOGAN CLARK & ASSOCIATES Architects and engineers.

Aurora 630/896-4678; www.cordoganclark.com; rmont@cordoganclark.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 847/742-4063; www.dla-ltd.com; info@dla-ltd.com DLR GROUP Educational facility design and master planning. Chicago 312/382-9980; dlrgroup.com; mengelhardt@dlrgoup.com

34  Illinois School Board Journal

ERIKSSON ENGINEERING ASSOCIATES, LTD. Consulting civil engineers and planners.

Grayslake 847/223-4804; Chicago 312/463-0551; Mokena 708/614-9720; www.eea-ltd.com; geriksson@eea-ltd.com FGM ARCHITECTS, INC. Architects. Chicago 312/942-8461; Oak Brook 630/574-8300; O’Fallon 618/624-3364; St. Louis 314/439-1601; www.fgmarchitects.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; 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; www.PCMPLUSD.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 U.S. Communities Vendor.

Cleveland, Ohio 815/922-1376; www.garlandco.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

GREENASSOCIATES, INC. Architecture/construction services.

Deerfield 847/317-0852, Pewaukee, Wisconsin 262/746-125

RICHARD L. JOHNSON ASSOCIATES, INC. Architecture, educational planning.

Rockford 815/398-1231; www.rljarch.com

HEALY, BENDER & ASSOCIATES, INC. Archi­tects/planners.

Naperville 630/904-4300; www.healybender.com; dpatton@healybender.com

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

HURST-ROSCHE, INC. Architecture, engineering, planning, and interior design. Hillsboro 217/532-3959; East St. Louis 618/398-0890; Marion 618/998-0075; Springfield 217/787-1199; 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; www.jmaarchitects.com; allison@jmaarchitects.com KLUBER ARCHITECTS + ENGINEERS Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia 630/406-1213 LARSON & DARBY GROUP Architecture, engineering, interior design, and technology. Rockford 815/484-0739; St. Charles 630/444-2112; www.larsondarby.com; snelson@larsondarby.com

PERKINS+WILL Architects. Chicago 312/755-0770

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 Chicagoland area with an emphasis on service to their clients, and 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; www.wightco.com; 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 309/266-9768; 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; www.fhpaschen.com FREDERICK QUINN CORPORATION Construction management and general contracting. Addison 630/628-8500; www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. Full service construction management and general contracting firm specializing in education facilities.

Swansea 618/277-8870 NICHOLAS & ASSOCIATES, INC. Construction management, general contracting, design and build.

Mt. Prospect 847/394-6200 info@nicholasquality.com PEPPER CONSTRUCTION COMPANY Construction management and general contracting services.

Barrington 847/381-2760; www.pepperconstruction; jripsky@pepperconstruction.com POETTKER CONSTRUCTION COMPANY Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients. Breese 618/526-7213; www.poettkerconstruction.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, Iowa 563/459-4600

S.M. WILSON & CO. Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients.

St. Louis 314/645-9595; www.smwilson.com; 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, Colorado 312/995-3342 SONITROL GREAT LAKES Verified electronic security.

Northbrook 847/205-0670; www.sonitrolverified.com

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.

To learn more about IASB Service Associates membership, visit www.iasb.com or contact Britni Beck at bbeck@iasb.com

Consulting DECISIONINSITE, 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, California 877/204-1392 ROOM READY Highly qualified audiovisual specialists who specialize in removing the complexity and ensuring that your audiovisual installations just work, both today and in the future.

Normal 309/261-3794

Environmental Services ALPHA CONTROLS & SERVICES, LLC We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient.

Rockford, Springfield, Champaign 815/227-4000; www.alpaacs.com; jasonv@alphaacs.com CTS GROUP Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis 636/230-0843; Chicago 773/633-0691; www.ctsgroup.com; rbennett@ctsgroup.com

ENERGY SYSTEMS GROUP A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca 630/773-7201; smcivor@energysystemsgroup.com 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 314/548-4136; Des Plaines 847/770-5496; Maryland Heights, Missouri 314/548-4501; Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. Asbestos and environmental services.

Bloomington 309/828-4259

November/December 2019  35

Service Associates Directory Environmental Services continued from previous page

ILLINOIS ENERGY CONSORTIUM Sells electricity and natural gas to school districts, colleges, and universities.

DeKalb 815/753-9083; www.ILLec.org; 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 312/498-7792; sharon@opterraenergy.com 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 or 800/244-4242; www.radondetection.net; KirstenS@radondetection.net

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights 855/822-9168 BERNARDI SECURITIES, INC. 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; Peru 815/587-8972; Chicago 312/281-2014; jvezzetti@bernardisecurities.com

(continued)

BMO HARRIS BANK BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage dayto-day cash flow and maximize your resources. Chicago 312/461-7895

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

FIRST MIDSTATE, INC. Bond issue consultants.

Bloomington 309/829-3311; paul@firstmidstate.com

Grounds and Maintenance

GORENZ AND ASSOCIATES, LTD. Auditing and financial consulting.

Peoria 309/685-7621; www.gorenzcpa.com; 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; www.speerfinancial.com; 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; noblea@stifel.com

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

Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. Human resource, safety and risk management, and insurance consulting.

Effingham 217/342-3042; www.bushuehr.com; 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, Michigan 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

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.

36  Illinois School Board Journal

Is your district ready to manage the

STORM OF UPDATES from the Illinois General Assembly and regulatory agencies for the 2019-2020 school year?

Here’s a glimpse of the topics that PRESS addressed in the 2019 legislative issue: Legalization of Cannabis (PAs 10127 (Cannabis Regulation and Tax Act), 101-363 (medical cannabis), and 101-429 (cannabis penalties)) • Health and Safety (PAs 101-455 (threat assessment), 101548 (door locking devices), 101-413 (school safety grants), and 101-478 (student detainment), 101-45 (mental health resources), and 101-350 (mental health training)) • Medication Administration (PAs 101-428 (glucagon), 101-370 (Ashley’s Law), 101-50 (epilepsy seizure action plan), and 101-205 (self-administration by students)) • Sexual Abuse Allegations and Investigations (PAs 101-531 (sexual abuse allegations), and 101-564 (mandated reporters)) • Sexual Harassment Prohibitions (PAs 101-221 (Workplace Transparency Act), and 101-418 (sexual harassment policy)) • Clock Hours Minimum (PA 101-12) • OMA and FOIA Amendments (PAs 101-459 (closed meeting exemption for specific employees), and 101-434 (credit card numbers exemption)) • Employee Rights (PAs 101-177 (salary history), 101-443 (minimum teacher salary), 101-46 (RIF rights of ESPs), and 101-260 (Artificial Intelligence Video Interview Act)) • Curriculum (PAs 101-227 (LGBT history), 101-450 (driver’s education instructor evaluation), 101-183 (driver’s education distance learning), 101-464 (math flexibility), 101-254 (civics), 101-152 (hunting), 101-579 (sex education), 101341 (Illinois history), and 101-347 (workplace preparation)) • FAFSA Completion (PA 101-180) • Student Records Destruction (PA 101-161)

And many more new Illinois Public Acts affecting your district…

Why Subscribe? Researched, written and edited by the IASB Office of General Counsel and vetted by members of the PRESS Advisory Board, a PRESS subscription gives you access to: • Footnoted, legally-referenced policy, exhibit, and administrative procedure materials • PRESS Highlights Memos explaining recent changes to these materials Subscribers also have access through PRESS Online.

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Milestones

Achievements Veronica Noland, a school board member at Elgin School District U-46, was named to Governor J.B. Pritzker’s Affirming and Inclusive Schools Task Force, with a goal of ensuring “welcoming, safe, supportive and inclusive school environments” for transgender, non-binary and gender-nonconforming students. The 25-member task force includes teachers, administrators, current and former students, and members

In Memoriam Frank L. Bixby, 91, died July 20, 2019. He served as a member of the Evanston THSD 202 school board, including a time as president.

Brian L. Brooks, 67, died August 24, 2019. He served on the Washington CHSD 308 Board of Education.

Fred Carrell, 68, died September 20, 2019. He had been a member of the Peoria Heights CUSD 325 school board.

Jim Carver, 89, died August 25, 2919. He was a member of the Evanston/Skokie SD 65 school board, serving as president in 1968-69.

Thomas Comstock, 91, died September 29, 2019. He was previously a member of the Lincoln CHSD 404 school board.

Dr. Merle Crossland, 88, died September 10, 2019. He had served as president and member of the Quincy SD 172 school board.

Delton W. Davis, 94, died September 16, 2019. He had served on the Orangeville CUSD 203 school board.

Dr. Darroll Erickson, 88, died August 21, 2019. He served on the Sterling CUSD 5 school board.

38  Illinois School Board Journal

of the legal, social justice and social work communities. Noland has been a board member since 2013, and her work includes safeguarding students and staff from discrimination and accessibility and dialogue with parents and the community.

David Clayton, a seven-term member and 20-year president of the Vienna SD 55 Board of Education, has been a driving force behind nu merou s d i st r ic t improvement successes, including Learning Standards

articulation work with the local high school district and collaborations with area grade-school districts.

Bringing his professional work as a training and procedures manager to his school board responsibilities, Clayton has brought skills in listening, summarizing, consensus building, coaching, and thoughtful redirection to board work, ensuring continuous improvement. Clayton’s service to the community and attitude of “Where is the next mountain top and how do we get there?” is being celebrated by local educators.

William “Bill” Etherton, 92, died September 18, 2019. He served as a member of the Illiopolis school board.

Robert Fairchild, 88, died August 29, 2019. He served as a member and president of the board of education for Rochester CUSD 3A. Kim Gouker, 66, died September 10, 2019. He had served on the Byron CUSD 226 and was the chairman of the Ogle County Board at the time of his passing.

Gale A. Gross, 80, died August 9, 2019. He was a two-term member of the Lake Park CHSD 108 Board of Education in Roselle.

Maurice A. Hesse, 85, died September 18, 2019. A lifelong educator who taught and served in school administration in several school districts, and after retirement he served a term on the O’Fallon THSD 203 school board.

Richard Carter, 90, died August 27, 2019. He was a lifelong farmer and was president of the Carrollton CUSD 1 school board for 25 years.

Robert L. Rutledge, 92, died August 31, 2019. He served on the Macomb CUSD 185 school board.

Paul William Schmidt, 78, died September 13. He served on the

Dongola USD 66 school board for many years.

Albert E. “Al” Schumacher, 81, died September 19, 2019. He was a former member and past president of the Hillsboro CUSD 3 Board of Education.

Shirley Sears, 89, died in September 2019. She was a current member of the Hometown Library Board and former Oak Lawn HSD 229 school board member.

Linda Smith, 76, died September 18, 2019. She was a school board member with Harmony Emge SD 175 for 27 years.

David W. Snell, 72, died August 22, 2019. He had served on the school board for Mundelein High School District 120.

Floyd V. Sudholt, 81, died August 2, 2019. He had served on the Aviston SD 21 Board of Education.

Stacey Ziccardi, 41, died September 8, 2019. She was a teacher at Argo High School and a sitting board member at Indian Springs SD 109.

Minette K. Zimmerman, 96, died in September 2019. She had served as a member of the Evanston/Skokie SD 65 Board of Education. 

Insights “Some states treat teachers better than others. … WalletHub ranked the states that scored highly in two key categories, “Opportunity and competition,” which includes how competitive salaries were, teacher pensions, and income growth, and “Academic and work environment,” which includes the quality of the school system, how many students per teacher, and the rate of turnover. North Dakota, New Jersey, and Pennsylvania topped the list. Illinois ranks as the sixth best state for teachers.”

“The 15 best US states to be a public school teacher,” by Allana Akhtar, Business Insider, September 23, 2019.

“The Every Student Succeeds Act was supposed to give states opportunities to innovate, but the first stages of implementation proved to be rocky … What explains the apparent disconnect

between [Betsy] DeVos’ local control rhetoric and her department’s assertive position on state plans?

Ironically, the elimination of the detailed Obama regulations and their replacement with the looser DeVos rules may be significantly to blame, as states were forced to create ESSA plans with little guidance. In one example of this lack of clarity, ESSA contains statutory language requiring that state plans be ‘ambitious,’ but neither the law nor the DOE regulations define what that means.

Ultimately, DOE staff … apparently decided that key elements of many state plans did not meet that standard.”

Assessing state ESSA plans: Innovation or retreat?, “Assessing state ESSA plans: Innovation or retreat?” by Patrick McGuinn, Phi Delta Kappan, September 23, 2019

“Fifth graders at the school are no longer allowed to date, according to a letter that was

sent home by teachers…’To combat students having broken hearts, we have implemented a zero dating policy. We are still encouraging our fifth graders to have many friends and to develop strong friendships.’ The letter has drawn mixed reaction.

The district released the following statement … “The intentions of our teachers were to protect student feelings, encourage developmentally appropriate friendships and protect instructional time. In retrospect, the phrases, “zero dating policy” and the request to take Tuesday and Wednesday to “end” relationships misrepresented the intentions of the teachers.

While the team of teachers were trying to protect students, the wording is what caused alarm.’”

“Indiana school that gave 5th graders two days to break up apologizes for dating policy,” Chacour Koop, Belleville NewsDemocrat, September 27, 2019

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