The Illinois School Board Journal, November/December 2015

N O V E M B E R / D E C E M B E R 2 0 1 5

Vol. 83, No. 6

Redefining Choice PLUS: COMMUNITY ENGAGEMENT, ASSESSMENTS, AND 1:1 PROGRAMS

Life is like a multiple-choice question. Sometimes the choices confuse you, not the question itself.

— Unknown

M

uch like life in general and

three districts’ efforts to engage their

featuring news affecting school

public education in partic-

communities.

board members across the state.

ular, this November/December issue

High School District 214, based

Regular readers of the News Blog

of The Illinois School Board Jour-

in Arlington Heights, shares the

stay informed on current issues in

nal offers multiple choices in topics,

many choices its committee made

education, and we encourage every-

including the issue of choice itself.

to celebrate the district’s 100th

one to make the choice to regularly

In “Redefining choice,” IASB

year. In “Carpe annum: Centennial

visit blog.iasb.com/.

Executive Director Roger Eddy

celebration engages community,”

As much as a person can learn —

considers what choice should, and

starting on page 20, read about the

in depth in a magazine or in a time-

should not mean, in a public school

celebration and the planning that

ly manner on a blog — nothing can

conversation. Starting on page 6,

went into it, with advice for school

replace the educational experience

discover why “choice” is an inexact

boards who may be anticipating a

of attending the Joint Annual Con-

word for a complex system. Research

major anniversary or event.

ference. Whether you are, (choose

shows that, although people like the

Also in this Journal, find out

idea of choice on its surface, they do

which assessment tests are option-

all that apply) a. A board newcomer

not always understand the ramifica-

al, and which are not, by reading

b. A long-term member

tions of choice in a public education

“High-stakes assessments: Man-

c. Targeting a particular concern

setting. Read about recommenda-

dated, optional, and in-between,”

d. Seeking information on multiple

tions that would bring the charter

by Steve Cordogan, starting on page

movement into alignment with public

26. In “Achievement, engagement

e. Networking extensively

education realities.

rise with 1:1 programs,” by Steven M.

f. Connect with your local board

topics

Several school boards in Illinois

Baule on page 32, read about survey

g. Experienced in governance

have made the choice to engage their

results that show what schools with

h. Still learning about the view

communities. Moving well beyond

1:1 technology are learning from the

public relations and parent emails,

process.

from the balcony, or i. All of the above,

school boards are developing engage-

I ASB members and anyone

you will have many options to choose

ment processes leading to two-way

interested in timely news about

from at 2015 Joint Annual Confer-

communications with all stakehold-

public education in Illinois have a

ence, all with the mission of support-

ers in a school district and all voices

new choice for their updates. Since

ing excellence in public education

in a community. Starting on page

June, the IASB News Blog has offered

in Illinois.

14, “Common ground: Community

breaking news, Association updates,

engagement unites districts with

Joint Annual Conference informa-

stakeholders,” the Journal explores

tion, daily news clips, and articles

— Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 6 Redefining choice Polls show that people favor “choice” in public education, but they don’t want public funds used to support private entities. IASB Executive Director Roger Eddy shares his thoughts on choice, charters, and opportunity for a better system to benefit all students in Illinois.

By Theresa Kelly Gegen

FEATURE ARTICLES N O V E M B E R / D E C E M B E R

12 Collaboration leads to innovation The John C. Dunham STEM Partnership School is a collaboration of school districts, Aurora University, corporate and non-profit partners, and the Aurora community.

By Theresa Kelly Gegen

16 Common ground Community engagement is vital, not only to inspire local governance, but also to protect it. Three school districts in Illinois share their local stories of community engagement.

By Theresa Kelly Gegen

18 Sidebar: IASB offers Community Engagement Workshops to school boards 20 Carpe annum District 214’s centennial year provided opportunity for celebration and community engagement and a blueprint for other districts anticipating milestone events.

By Erin Brooks

26 High-stakes assessments: Mandated, optional and in-between Understanding which assessments are mandated, not mandated but necessary, or truly optional may reduce the amount of testing done in schools.

By Steve Cordogan

32 Achievement, engagement rise with 1:1 programs A recent survey of individual digital device use shows schools are adopting 1:1 technology, adapting to its use in public schools, engaging students and seeing increased achievement.

By Steven M. Baule

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover

2 0 1 5

Vol. 83, No. 6

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

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

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

PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Shantel Rotherham, Advertising Manager Kara Kienzler, Design and Production Copyright © 2015 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

Cover art ©f9photos/Shutterstock.com

www.iasb.com @ILschoolboards

INSIGHTS

Inform, engage, gather support “The Common Core State Stan-

the message of the product we are

we laugh during games, and I can’t

dards arose from a simple idea:

delivering and the expectations that

risk introducing laughter. I don’t

that creating one set of challeng-

surround it.”

say ‘police,’ because some little kids

ing academic expectations for all students would improve achieve-

— Gary Tipsord, LeRoy CUSD 2 superintendent. See page 14.

ment and college readiness. But

risk introducing tears. Instead, even though our principal isn’t there this

the idea proved to be the only thing

“Never before has information

day, I want them to picture his kind

that was simple about the Com-

been so readily available for students

but purposeful face when they hear

mon Core. Brewing since 2007

and teachers to maximize learning

the police officers and administra-

and launched officially in 2009,

and teaching. The 21st Century

tors hustling down the hallway, test-

the drive for common learning

Learning Center on iTunes U offers

ing the doorknob of each room. I

goals in English/language arts and

anyone involved in Illinois educa-

don’t say ‘quiet,’ because I can’t risk

mathematics produced an extraor-

tion instant access to digital learning

them shushing one another while

dinary response: All but four states

materials that will help facilitate new

they are crammed together, prac-

embraced the standards in a huge

types of student-centered — and stu-

tically sitting in each other’s laps.

wave of adoptions in 2010 and 2011.

dent-driven — learning experiences

And because it’s not quiet that’s

But there was also an extraordinary

that align with new standards in edu-

required for this drill but, rather,

backlash: By 2015, several states

cation. These resources can help Illi-

complete silence. As silent as chil-

reversed their adoptions of the

nois teachers create a collaborative

dren who aren’t there at all. Only a

standards, and nearly half backed

environment to push education away

drill, right?”

out of their initial promises to use

from the sage-on-the-stage model

tests designed to measure mastery

of instruction to more student-fo-

of them.”

cused learning communities. The

— Catherine Gewertz, The Common Core Explained, Education Week, updated September 30, 2015.

“Community engagement gives us a purposeful vision. Our community members are the investors. Our return on investment is learning achievement and student graduates.

The investors have a right to know

best thing about the 21st Century

— Launa Hall, “Commentary: Rehearsing for death: A pre-K teacher on the trouble with lockdown drills,” as appeared in the Chicago Tribune, October 7, 2015.

Learning Center is that it’s populated with resources that real Illinois

“ We d on’t wa nt t o w r it e a

teachers created and curated for use

detailed curriculum or devise a

in real Illinois classrooms.”

bunch of rules in advance and then

— Jeffrey A. Leathem, ELA Course Lead, Palatine High School, Township HSD 211, “Vision 20/20 joins iTunes U, offering free course content to transform Illinois teaching, learning .” August 18, 2015.

what the return is on their invest-

2

find police officers scary, and I can’t

spend the year demanding that kids conform to them. Our main concern is that what students are learning, and how they’re helped to learn it, make sense for the particular kids in a given room. That’s

ment. There is always a win to be

“When you’re guiding 4- and

why our teachers spend a lot more

found in that — treating your com-

5-year-olds through a drill, your

time asking than telling — and even

munity, your investors, with respect

choice of words can mean every-

more time listening to what the kids

and having accountability. We share

thing. ‘Activity,’ not ‘game,’ because

wonder about. The plan for learning

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

is created with your kids, not just for them.”

“Students’ behavior is not a new topic for District 150 students,

— Alfie Kohn, “The Back-to-SchoolNight Speech We’d Like to Hear.”

October 4, 2015, www.alfiekohn. org/blogs/back-to-school/

parents, or educators. School discipline continually ranks among the top concerns in community forums on education and election campaigns for School Board members. What’s

“… [N]umbers leave little doubt

new is SB 100, the Safety and Edu-

about the viability of social media as a

cation Equity Act. The law elimi-

communications solution for schools.

nates zero-tolerance policies, except

Whether you’re looking to inform the

where required by federal law, and

public, engage with parents, or muster

puts tighter restrictions on the use of

support for important policy deci-

out-of-school suspensions and expul-

sions, the benefits are myriad. Unfor-

sions in all school districts, including

tunately, so, too, are the risks. For

charter schools. The law also recom-

school leaders, the difference between

mends school districts and police

success and failure lies in the ability

departments work out agreements

to approach these resources thought-

to define law enforcement’s role in

fully, with a clear plan and purpose.”

school discipline.”

— “The Definitive School Leader’s Guide to Navigating Social Media,” k12insight, www.k12insight.com/ K12_DefinitiveGuide_SocialMedia.pdf

— Pam Adams, Peoria Journal Star, “District 150: About 20 percent of students suspended at least once last year.” October 5, 2015

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Mark Christ

Cook South Denis Ryan

Starved Rock Simon Kampwerth Jr.

Cook West Carla Joiner-Herrod

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Thomas Ruggio

Wabash Valley Dennis Inboden

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jesse Ruiz Service Associates Glen Eriksson

Kishwaukee Mary Stith Board of directors members are current at press time.

How come there’s no standardized answers if everything is standardized testing?

N O V E M B E R - D E C E M B E R 2 0 1 5 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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

3

Ask the Staff

continued from inside back cover

Another activity new to the Joint

Theater seating will be limited

Here is a list of the IASB staff

Annual Conference this year is the

to 34 participants and each Clinic

IASB Mini Clinics. Located in the

will have complete AV and Internet

Governmental Relations (resolu-

Comiskey Room, on the concourse

setups for feature presentations by

tions process and advocacy), Target-

level of the Hyatt Regency West Tower,

IASB staff members. The clinics will

ing Achievement through Governance

these 20-minute presentations will

be held at specific 20-minute time

(Illinois School Report Card), Board

feature IASB staff members who will

slots during regular Comiskey Room

Development (community engagement

explain and demonstrate a variety of

hours, 8:30 a.m. to 3:30 p.m. Friday,

and the board’s role in student learn-

select Association member services.

and 8:30 a.m. to 3 p.m. Saturday.

ing), Executive Searches, Communi-

presentations:

cations (IASB News Blog, social media, recruiting school board candidates, and wrapping up the conference experience), Field Services (superintendent evaluations and setting district goals www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/ Editorial Services Jennifer Nelson, Director/ Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Director/ Production Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant

IASB OFFICES

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

4

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

and direction), Policy Services (School Board Policies Online, maintaining the board policy manual, 10 policies for better governance, and BoardBook), and the Office of General Counsel (Meet the PRESS editors and learn about the Legislative PRESS issue).

A complete schedule and list of presenters will be available in the Conference Program. Announcements will be made during Conference and a schedule posted at various locations throughout the Hyatt Regency.

“For years, this room has operated as an informal hospitality suite,” said IASB Associate Executive Director James Russell. “We are transforming this room from a cookies and coffee lounge to a venue that showcases the services that our members want and use.”

These are just two of the new activities taking place at the 83rd Joint Annual Conference. To find out more about this year’s event, visit IASB’s online Conference page at: www.iasb.com/jac15/. Those attending

Conference for the first time should also consider attending the Conference orientation panel, scheduled at 11 a.m. Friday and repeated at 7:30 a.m. Saturday.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

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F EOAVTEURR ES TAORRTYI C L E C

Redefining choice

By Theresa Kelly Gegen

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

R

espondents to the 2014 PDK/

to attend private schools at public

director of the Illinois Associa-

Gallup Poll of the Public’s Atti-

expense.

tion of School Boards. “America is

tudes Toward the Public Schools

School choice is a common

about freedom, and choice is part

established a curious dichotomy:

refrain of public education reformers.

of freedom. If you ask Americans

W hile 64 percent of Americans

However, “choice” is an inexact word

if they’re ‘for choice,’ without any

surveyed favor charter schools, and

for a complex system. Do people who

other explanation, most are going

67 percent were for allowing par-

agree that they are for “school choice”

to say ‘yes, of course I am.’ And

ents to select any school in their

really know what they are saying?

that’s because choice allows us, and

district, only 31 percent of Ameri-

“People like the idea of free-

cans approved of allowing students

dom,” says Roger Eddy, executive

has in the history of this country, to innovate.

©f9photos/Shutterstock.com

6

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

“But I don’t think people under-

nonsectarian, nonreligious, non-

But that’s what

stand the whole picture,” Eddy con-

home based, and nonprofit school.

we do.”

tinued. “Choice can mean charters

A charter school shall be organized

T h e c h a r-

that are authorized outside of the

and operated as a nonprofit corpora-

ter school

local board of education. It can mean

tion or other discrete, legal, nonprofit

movement , at

public funds — meant to support all

entity authorized under the laws of

it s i nc ept ion,

students in a community — will be

the State of Illinois.”

wa s t o c r e a t e

diverted. Choice might mean that

The movement towards char-

schools where

public funds go to private or for-profit

ters “clearly reveals the desire that

innovation could

entities.”

people have for their children to be

be tested – best

Eddy’s concern with the educa-

well-educated,” Eddy says. “Educa-

practice labs

tion reform movements starts with

tion is the best hope for many who

which operate

students.

IASB Executive Director Roger Eddy

are in a hopeless situation. The

free of certain state and federal

“Defining choice starts, ideally,

real question, after 25 years of the

policies and regulations. Held to the

with recognizing that children are

charter school reform movement, is

same academic standards as tradi-

different,” Eddy says. “All students

‘What do we have to show for these

tional public schools, charters have

are expected to have a basic set of

experiments?’”

less regulation and can concentrate

academic skills that are necessary

According to the Illinois Charter

on subject areas (for example STEM

for them to be productive or suc-

School Funding Task Force Report

or fine arts), college preparation, or

cessful, no matter what they do in

(2014), the current charter school

differentiated instructional methods.

life. Beyond that, we need to devel-

law “gives latitude to charter autho-

However, fundamental to the success

op opportunities for students who

rizers, (school districts and the State

of the charter school movement was

don’t fit into the traditional niche,

Charter School Commission), to set

the notion of choice.

or the atmosphere, that we have in

the funding rates for charter schools

“In the early 1990s, the theo-

public education. We need to develop

between 75 and 125 percent of the

ry behind a charter school was to

quality choices for them. In many

host district’s Per Capita Tuition

find out what works and then rep-

cases, public schools do provide qual-

Charge. As a result, there is signif-

licate best practice everywhere,”

ity choices within the public school

icant variation in the rates of fund-

E ddy says. “S o a g roup wou ld

structure.”

ing that charter schools receive,

write a charter and present it to a

both compared to charters in other

public school, and the board says,

districts, and compared to district

‘we’re not ready to buy all the way

schools.”

into that, but let’s try it. Create a

Challenging charter choice A charter school is a publicly funded school that is privately man-

“In Illinois, when the money

charter school. If it works, we’ll

aged by an organization that estab-

follows the child, it does so in a man-

implement this best practice every-

lished a charter with the state. The

ner – because of the way charters

where.’ But to do that, you have to

charter is a performance contract

are funded – that depletes funding

operate outside of some mandate

that details the school’s mission and

for the rest of students who aren’t

or rule, because otherwise you’d

goals. The charter exempts a school

going to be provided that choice,”

already be doing it.”

from certain state or local statutes

Eddy says. “I don’t think people

or regulations, which gives it great-

understand that if you’re ‘for choice,’

er flexibility than a regular public

you might be supporting defunding

The Annenberg Institute for

school.

Annenberg and accountability

your local public school. I don’t see

School Reform at Brown University

Ac c ord i n g to sect ion 27A-

the value, in areas that we know are

is pro-reform and pro-charter. In its

5 of the Illinois School Code, “A

poor, of taking money away from

2014 report, Public Accountability

charter school shall be a public,

the schools, to establish a charter.

for Charter Schools: Standards and

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

Public Accountability for Charter Schools Standards and Policy Recommendations for Effective Oversight

Policy Recom-

public education accountability.

districts and charter schools, with

mendations for

Annenberg suggests that too many

representative and transparent gov-

Effective Over-

cases of fraud and abuse, too little

ernance. In Public Accountability

sight, A nnen-

attention to equity, and no guarantee

for Charter Schools, Annenberg

berg steps away

of academic innovation or excellence

outlines seven standards and rec-

from a com-

is because charters lack effective

ommendations to provide “guidance

mitment to

oversight.

to those tasked with charter school

standards-free operation, and

“So where’s the distinction now?” asks Eddy.

oversight and concrete recommendations for access, equity, and pub-

brings to bear

What Annenberg promotes is

lic accountability.” Eddy reflects

the realities of

cooperation between traditional

how these seven standards apply to IASB’s position on charters in Illinois.

1. Traditional districts and charter schools should work

Policy Services

together to ensure a coordinated approach that serves all children.

“Charter schools should be part of the traditional public school system, authorized by the local school district,” Eddy says. “They should not just work together, but have the same

Using technology to enhance your board effectiveness through online services, such as ...

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School Board Policies Online – Let IASB publish your board policy manual online and easily navigate your manual with keyword searches, jumps to cross references, and links to legal references by using the same newly upgraded interface and navigation tools used for PRESS online. Place the IASB supplied link to your manual on your district website to provide increased community access and awareness of your district’s governing document.

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governing board. The biggest part of this is serving all children. The idea is that some kids would not have the opportunity to experience wonderful education practices that charters are discovering – what about all kids?

Unless we can include the benefits to all children, we really can’t say a charter is successful. Probably many of the kids at a charter were successful students in the school that they were at. Charters and public schools should work together, charters and public schools should be coordinated, and the governing body should be the public school.”

2. School governance should be

Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688, ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

8

This ad will run in the Nov-Dec issue of the Journal. 2015

representative and transparent.

“Just because you change the name of the institution, doesn’t

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

mean it’s exempt from transpar-

4. Charter school discipline

ency. It’s still public money,” Eddy

policy should be fair and

says. “As locally elected officials,

transparent.

school board members are sub-

“W hat are the best practic-

ject to laws and regulations. Just

es that we should be replicating?”

because we take public funds that

Eddy asks. “Some charters will say

elected gover ning bodies were

discipline is one of the key factors.

responsible for, and funnel those

But what is it about that discipline

to this experiment, doesn’t mean

that is evident in charter schools that

there should be different rules of

shouldn’t be replicated at the public

equitable? It’s not equitable to stu-

conduct. The governing structure

school? When students are removed

dents that don’t get in. And if that’s

has nothing to do with the freedom

from a charter school because of

really what we want, we should want

needed in other areas to identify

discipline issues, it conflicts with

it for all kids. It takes a tremendous

best practices in education. Those

identifying discipline as a difference

investment of capital, but it’s one we

things are mutually exclusive. You

that the charter school offers. Those

should make. I have no problem see-

can’t make the argument that we need this governing board to be free of regulation related to transparency, because that’s not where the education innovation comes from.”

“I don’t think people understand that if you’re ‘for choice,’ you might be supporting defunding your local public school. I don’t see

3. Charter schools should

the value, in areas that we know are poor, of taking money away

ensure equal access to interested

from the schools, to establish a charter. But that’s what we do.”

students and prohibit practices that discourage enrollment or disproportionately push enrolled students out of the school.

“We really can’t let public funds become used for segregation purpos-

students then go back to the public

ing improved public school facilities

es,” Eddy says. “How do you ensure

school, which ruins the experiment.

with public authorized charters. As

equal access to interested students?

Discipline policies should be fair,

long as they are subject to transpar-

You have to take special ed students.

transparent, and appropriate and

ency that should be employed when

You have to not care about ethnic-

not exclude participation.”

public funds are involved.”

those kids come through the public

5. All students deserve equitable

6. Online charter schools should

school doors. All of those should,

and adequate school facilities.

be better regulated for quality,

in a proportionate number at least,

Districts and charter schools

transparency, and the protection

be enrolled in charter schools. If

should work together to ensure

of student data.

we really are identifying best prac-

that facilities arrangements do

tice for all, your experiment is not

not disadvantage students in

‘virtual’ charters. One online K-12

clean if you’re scrubbing one of the

either sector.

provider was exposed as being less

ity, poverty levels, or at-risk. All of

variables in a way that guarantees success.”

“In Illinois we have a hold on

“I’ve seen amazing charter facil-

than quality. Now that’s a shame,

ities. And that’s good. But how is that

because public schools that as an

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

where there’s not a lot of wealth or

been talking about unfunded man-

opportunity to individualize. Unfor-

dates forever. It’s interesting that it

tunately access is still an issue. Plac-

becomes a conflict in philosophies

es that need it the most, often have

between charter proponents and

the least access for individualized

those who are who stuck with the

programs. We must ensure the qual-

mandates ― charters assume less

ity of any virtual program.”

mandates should be OK for them, but why not for all? They say these

alternative, offer online, virtual,

7. Monitoring and oversight of

are over-regulatory, burdensome,

interactive, high-quality education

charter schools are critical to

and bureaucratic obstacles. They

that can really help deliver individu-

protect the public interest. They

are, plus often unnecessary and

alized education to kids. It can help

should be strong and fully funded

unfunded. Charter school pro -

notably with competency-based edu-

by the state.

p onent s t h i n k over re g u l at ion

cation efforts. The application holds

“Of course. So should public

is w rong. But it ’s a lways b een

a lot of promise, especially in areas

schools,” respond Eddy. “We’ve

wrong and burdensome for public schools.”

Redefining choice

Community Engagement —

essential to effective school board governance.

Community Engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools.

10

Learn more about why it’s important, what it looks like, and how school boards do this work.

Consider an in-district workshop facilitated by IASB staff to bring this work to your board and district.

Contact your IASB field services director for more information.

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

Choice is an American ideal, choice promoting innovation in education is of great consequence. But innovation for the benefit of few at the expense of many – with greater expense and less shared innovation on the horizon – isn’t the right definition of choice. The popular refrain of choice in education starts with a specious fallacy.

“You would have to believe that the locally elected officials in a community don’t care about the quality of education their children get,” says Eddy. “And of course they do.”

Eddy would like to see the effects of “choice” applied to all schools.

“Let’s collect new research,” Eddy suggested. “Reformers love research. Let’s research the best practices inspired by successful charter schools over the past 25 years, then draft an omnibus bill and allow best practices to take place for every child, not just the

Field Services

ones whose number was on a pingpong ball. It strikes me as sad that

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

such a thing can determine whether

“The theory behind that is to

creative ways and finding coales-

or not a student gets into a school

allow the public to operate in a man-

cence behind freedom and local

with best practices. Every child

ner they think is best,” Eddy says.

autonomy.

should benefit from those best

“It’s a pretty simple theory.”

practices.”

To ny S m it h , t h e r e c e nt l y appointed Illinois State Superintendent of Education, has said that

“A m e r ic a n p e o p l e a r e fo r

Starting with the local commu-

choice. We are for competition,”

nity is a common theme behind the

Eddy says. “But you have to have a

efforts of IASB.

level playing field to compete, and

“Let’s work within our commu-

that doesn’t exist when the rules

charter schools have a place in the Illinois’ K-12 situation, with an emphasis on quality for all.

“We want to increase access, and increase quality,” Smith said at the 2015 Illinois Association of

“Let’s research the best practices inspired by successful

School Administrators conference

charter schools over the past 25 years, then draft an omnibus

in October. “But you can’t drain the

bill and allow best practices to take place for every child,

public system of resources and then

not just the ones whose number was on a ping-pong ball.”

blame the system. We have serious structural equality we’ve got to address.”

Eddy sug gests that the current waiver process available to publ ic s cho ol d i st r ic t s le ave s decisions in the hands of people

nities to improve whatever each com-

don’t apply to everyone equally.

who do not represent local tax-

munity needs to improve,” Eddy says.

That’s not necessarily American,

payer interests. People recognize

“What do the demographics reveal

either.

overregulation in public educa-

and what supports does a community

“This is an opportunity, but

t ion a s i n ot her a rea s. Wit h i n

need to provide quality education to

democracy’s still paramount,” Eddy

certain standards of safety and

every child? It’s different for every

says. “Sometimes we go backward.

basic str ucture for curriculum

child.

But this is too impor t ant. The

and quality, best practices can

“We need quality choices. If

b e d e t er m i ne d i n a lo c a l way

you’re a junior in high school and

that makes local sense. Reduc-

you want to become career ready,

ing regulations on public schools

and there’s a dual-credit program

Resources

allows for local creativity, such

that leads to a job that pays $70,000

a s u n it ch a r t er s , c o o p er at ive

a year after two years of communi-

high schools, collaborative offer-

ty college and two years of blended

ings across school districts, and

high school/college: that’s a quality

c omp e t e ncy- b a s e d e d u c at io n

choice.”

Annenberg’s Public Accountability for Charter Schools: Standards and Policy Recommendations for Effective Oversight, with the seven standards and recommendations for charter school accountability, is available here: annenberginstitute.org/sites/default/files/ CharterAccountabilityStds.pdf

ref lecting local factors and con-

Redefining choice includes

ditions. Potential choices include

recognizing that children are dif-

co-operative entities for special

ferent and providing alternatives for

education, arts, vocational and

them, relieving the burdens restrict-

technical education, and alter-

ing innovation for all students and

native education.

schools, allowing collaboration in

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

promise of public education is for every child.”

The full report and associated materials for the PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools can be accessed here: pdkpoll2015. pdkintl.org/

11

FEATURE ARTICLE

Collaboration leads to innovation

By Theresa Kelly Gegen

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

U

nique in Illinois, and found-

–from school districts and the Uni-

This vision creates a new model of

ed upon collaboration of

versity’s board of trustees – started

education focused on learning all

public school districts, Aurora Uni-

together and worked together, devel-

content through a science, mathe-

versity, corporate partners, local

oped a governance agreement and

matics, engineering, and technol-

non-profits and the community, the

set it into action.”

ogy context.”

John C. Dunham STEM Partnership

The school’s vision statement

The Dunham Fund initiated the

School enrolls students in grades

says, “Arising from innovation and

effort in 2008. The fund “supports

3-8 in four Aurora-area elementary

collaboration, the John C. Dun-

organizations that work to make

school districts.

ham STEM Partnership School

the world a safer and more com-

“Everything about this school is

is a nationally recognized model

fortable place for mankind to live

collaborative and has been from the

inspiring students to transforma-

and prosper, giving special consid-

very beginning,” said Sherry Eagle,

tive academic achievement in sci-

eration to Aurora area educational

executive director of the Institute of

ence and mathematics, employing

organizations.” A host of corporate

Collaboration at Aurora University.

the community as a laboratory to

and non-profit partners provide both

“That’s the uniqueness about this

create leaders of tomorrow and

funding and innovation to bring

partnership. The boards of education

improving workforce development.

STEM to the school’s labs and classrooms: Cabot Microelectronics, Caterpillar Foundation, Commonwealth Edison, Dart Foundation, Exelon Foundation, Illinois Clean Energy Community Foundation, Nicor Gas, Tellabs Foundation, VVF, and Waste Management, Inc. Section 105 ILCS 5/10-22.22e in the Illinois School Code authorizes the partnership school. It allows two or more contiguous school districts to “jointly operate, through an institution of higher education located in the municipality, a sci-

Aurora University collaborated with four local public school districts and the corporate and non-profit communities to create a STEM school serving the Aurora community. Photo courtesy of Aurora University.

12

ence and mathematics partnership school for serving some or all of grades kindergarten through 8th

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

grade.” The law became part of the

Third- through eighth-grade stu-

Eagle notes that the partnership

school code in 2014 and the school

dents with interests in science, tech-

includes schools with high poverty

opened that August.

nology, engineering, and math have

levels, and schools without.

Behind that law is a powerful

a place to focus on their strengths.

“A collaboration like this – peo-

example of working together, across

The teaching staff is developed by

ple thought it could never happen,”

districts, education levels, and the

engaging teachers from each part-

Eagle recalled. “Well, it did. This

Aurora-area community. The orig-

ner district for a two-year term while

could be done anywhere. It does

inal districts include Aurora East

they complete University courses in

take a future-looking board from

USD 131, Indian Prairie CUSD 204,

math and science education. Teach-

the development stage on.”

and Aurora West USD 129. Batavia

ers are covered by their home dis-

The John C. Dunham STEM

USD 101 entered the agreement for

trict’s bargaining units through their

Partnership School is located on

the current school year. Each school

appointment, and return to teacher

the Aurora University campus.

sends 50 students and two teachers

leader positions at their schools when

Facilities, equipped with the latest

to the John C. Dunham STEM Part-

their term ends. The district admin-

technology, include a tech center

nership School, and what partici-

istrations and boards of education

and a greenhouse, in addition to

pants are discovering is a win-win

have collaborated with Aurora Uni-

classrooms and meeting spaces for

situation.

versity to develop the governance

multiple generations of students.

“The law established partner-

proposal and the curriculum. Corpo-

Instructional expenses are covered

ship schools, with two or more school

rate sector partners bring real-world

by district per-capita budgets, with

districts, a university, and a com-

applications to the classrooms and

the University funding ongoing oper-

munity,” said Eagle. “We added the

laboratories, engaging the future

ational costs.

private sector component.”

workforce.

“What we’re proving is that you can begin to be creative in the current public education climate,” Eagle said.

More information about the John C. Du nham STEM Par tnership School is available at stem.aurora. edu/.

The John C. Dunham STEM Partnership School uncovers learning opportunities in the hallways as well as classrooms and laboratories. Photo courtesy of Aurora University.

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

FEATURE ARTICLE

Common ground Community engagement unites districts with stakeholders

By Theresa Kelly Gegen

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

“I

n this and like communi-

districts across Illinois are discover-

“When you’re looking at moving your

ties, public sentiment is

ing, community engagement is the

vision forward, you have to include

cornerstone of local governance.

all stakeholders in the process.”

everything. With public sentiment, nothing can fail; without it nothing can succeed.”

— Abraham Lincoln, Lincoln-

The importance of community

Several school districts in Illi-

engagement cannot be underesti-

nois have been actively participating

mated.

in community engagement work for

Douglas debate, Ottawa, August

“Community engagement builds

years. Others are joining community

21, 1858.

trust,” says Kevin Daugherty, school

engagement efforts as part of a pilot

Perhaps no man understood the

board president of LeRoy CUSD 2 in

program by the Illinois Association of

McLean County.

School Boards. In 2014, IASB rolled

power of public sentiment better than Abraham Lincoln did in his time.

“It makes the school a part of

out a publication and program, Con-

In current times, perhaps no public

the community, and infuses the

necting with the Community: The

entity can harness the power value

values of the community with our

Purpose and Process of Communi-

of public sentiment better than a

educational vision,” adds Andrea

ty Engagement As Part of Effective

local school board. As many school

Evers, superintendent at Cairo SD1.

School Board Governance.

Community engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools. IASB’s key values of community engagement ― what sets it apart from information sharing, public relations or other methods of communication ― are based on theories from not-for-profit Harwood Institute for Public Innovation: community engagement is ongoing, connects with citizens as owners, reflects dif-

©Jacob Lund/Shutterstock.com

14

ferent voices or viewpoints as well as

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

different geography or demographics,

event features breakout sessions with

policy,” Daugherty says. “In the

builds common ground, and creates

students and teachers, to demon-

spring of 2014 McLean County had

knowledge.

strate advances and improvements

the CSFT on the ballot. Our com-

The preface to Connecting with

in teaching and learning. The event

munity engagement aspect not only

the Community warns that the blame

reconvenes for a closing session, at

shared the potential implication to

for failures in public education “has

which the district leadership fore-

our local district, we demonstrat-

been falling on local educators and

casts its vision for the next one to

ed an actual school safety need – a

school boards and the weight of neg-

three years. Communication runs

secure entrance to our elementary

ative public perception is compound-

both ways at LeRoy’s State of the

school. Because we had engaged in

ing the effect.” As a result, many

Schools. The district uses a “parking

this process, although the CSFT

reform initiatives attenuate local

lot” strategy during the event and a

referendum failed, in the summer

governance. Community engage-

participant survey after.

of 2015 we added a secure elemen-

ment is vital, not only to inspire local

“Anyone who has an “ah-ha”

governance, but also to protect it.

moment – an idea, or contribution,

Successful community engagement

question or comment, they write it

“Although we would have liked

is inherently local. Local factors –

down on a post it note and put in on

to have had the enhanced perform-

economy, demography, geography,

a poster,” says LeRoy superintendent

ing arts space that the CSFT dollars

culture, and traditions – underlie

Gary Tipsord. “We go through those,

would have generated, we completed

each school board and district’s

we share them and answer the ques-

a 12-week building project, which

unique community engagement

tions, within the week. We also do a

the entire community knew about,

efforts.

survey. Responsiveness is important

and we didn’t get a single complaint.

to this work.”

This is because of our engagement

LeRoy CUSD 2 reaps the benefits

That responsiveness carries over

LeRoy is located in central

into the school board retreat in the

Illinois, within 30 minutes of both

fall, bringing community engage-

Bloomington-Normal and Cham-

ment in line with the board self-eval-

paign-Urbana. To its population of

uation and visioning.

tary entrance with money from our reserve.

process.”

Cairo SD 1 partners, perseveres Cairo, in Alexander County, is at the southernmost point in Illi-

3,600 people, it offers “access to

“It’s important to give those who

nois, where the Ohio River joins the

high quality healthcare, entertain-

are affected by a decision a chance

Mississippi. Historically an import-

ment, education, and a well-insulated

to voice their concerns,” adds board

ant transportation hub for river and

economy.” LeRoy CUSD 2’s website

member Wendy Dooley. “We strive to

railroad traffic, Cairo in the last

proclaims it has an “involved com-

listen, address needs, inform, and be

century suffered turbulent race

munity, competitive students, pro-

transparent. Sometimes we have to

relations and economic decline.

ductive citizens.”

make changes to our vision.”

From a peak population of 15,000

The district has been reaping

Dooley and fellow board member

in the 1920s, Cairo’s population

the benefits of a targeted community

Kevin Daugherty share a story of how

today is under 3,000. Over 95 per-

engagement effort for eight years,

the district’s community engagement

cent of Cairo’s students are black

with an annual “State of the Schools”

work influenced, and was influenced

or mixed race.

event. Held each spring, LeRoy’s

by, goal setting and policy relating to

At Cairo SD 1, com mu nit y

effort brings community members

a county school facility tax initiative

engagement work is just beginning.

into the school for a year in review,

(CSFT).

Cairo’s board has targeted specific

based on the previous year’s goals

“The policy is shared in spe-

topics for its community work, to

in the areas of student achievement,

cific engagement activities and

inform stakeholders and get com-

facilities, finances, and communi-

people aren’t surprised when we

munity reaction on Common Core,

ty engagement. After a dinner, the

implement initiatives based on our

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

15

school safety, student behavior, and

more direction in discovering those

productive, informed and responsible

college potential.

options, is something we would not

members of society.” That mission

“We had an important ‘light

have known without community

guides the board in its communi-

bulb’ moment when we talked to

engagement. It was a reflective pro-

ty engagement work. IASB’s board

the parents about opportunities that

cess, but when a parent says I know

development and field service staff

they didn’t even know are available

how to help my child at home – that’s

members have worked on-site with

to their children,” says Superinten-

really powerful.”

the Cairo board.

dent Evers. “There’s a whole range

The school board’s website

“Three years ago we began our

of post-secondary options but we’re

promises “Cairo School District #1,

community engagement process

in a community that’s fairly iso-

in partnership with the entire com-

with Patrick Rice of IASB,” Evers

lated. Having those conversations,

munity, will prepare every student to

says. “We invited our community

and seeing that our families needed

become lifelong learners who will be

members in and did a collaborative table discussion with each of the members talking about where they saw strengths and where they saw limitations. We went on to discuss how we could capture the strengths and improve the weaknesses.”

This work led to Cairo’s target topics for community engagement. “ We t o ok t he i n for m at ion garnered at that first community engagement, and developed a systematic process,” Evers says. “When you

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the school handbook, making it a family input. We did a parenting event, sharing information that the community had identified as critically important: common core, preparing students for college, talking to children about risky behaviors.”

Cairo’s school board found that it had to take engagement to the community to draw stakeholders in.

“We discovered the best way is to

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provide a meal for them,” says Cairo board president Artie McBride. “If that’s what it takes to bring everyone together, we’ll do it. And once we’re doing it, it’s got to be continuous.”

November/December 2015 16

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

“The process will eventually be

The Board of Education also prior-

Connecting with the Community, and

as easy as we first thought it would

itizes community engagement as part

continues to refine it, to help school

be,” agreed board member Sheila

of “Vision 2018,” a strategic planning

boards understand what community

Nelson. “We are getting parents

document, introduced in 2014, that

engagement is, why it is critical, what

together, having different discus-

outlined district goals and priorities

they can expect to accomplish, and

sions. People in this community are

for a four-year period. Additionally,

how to evaluate the results.

like family. We will do everything to

District 200 has a citizens advisory

“We discovered some pitfalls,”

give parents, students, stakehold-

committee, which advises the board

says Cynthia Woods, director of

ers the opportunity to come, to talk,

of education regarding educational and

advocacy for IASB and a member of

to share their opinions, to find out

other issues. Members of the commit-

the Association’s community engage-

what’s going on.”

tee represent geographical areas with-

ment team. “The time commitment

in district boundaries. The committee

is huge, and it can seem overwhelm-

Effective engagement at Wheaton

seeks “a cross-section of opinions and

ing. What we have found is that, if

Warrenville CUSD 200

educational perspectives with a gener-

a board comes to the decision that

Separated by the length of the

al ability to work constructively with

it needs community engagement, it

state and a socio-economic chasm

others,” and notes that households that

will find a way.”

from Cairo, Wheaton Warrenville

do not have school-aged children are

CUSD 200, serving 13,400 students

represented.”

Another challenge: “Information has its own value, but communica-

in DuPage County, has a well-devel-

The 2015 “State of Our Schools”

tion is not necessarily engagement,”

oped community engagement pro-

event, held on September 23, was

Woods says. As Connecting with the

gram to help the district meet its

lauded for reaching out to such

Community promises, and as Cai-

mission, “to inspire, educate, chal-

households. At that event, the dis-

ro, LeRoy and Wheaton Warrenville

lenge, and support all students to

trict unveiled a focus on facilities

demonstrate, community engage-

reach their highest level of learning

planning, in response to input from

ment is “by no means a one-size-fits-

and personal development.”

previous community engagement

all, step-by-step process.”

The d istr ict ’s mo st rec ent

efforts. To learn more about Wheaton

IASB offers Connecting with

“Engage 200” endeavor resulted in

Warrenville’s community engage-

the Community workshops, open to

five areas of recommendation based

ment-based outcomes, visit www.

members from any district (see side-

on community conversation: finance,

cusd200.org/Page/12585.

bar). In addition, school boards can

student support, staff development, facilities, and communication. Whea-

work in-district with IASB to develop Define, articulate, and re-define

community engagement programs.

ton Warrenville offers stakeholders

IASB’s Foundational Principles of

Currently piloting programs with

many opportunities for conversa-

Effective Governance posits that the

IASB, in addition to Cairo, are For-

tion, highlighted by the “State of

primary task of the school board is

est Park SD 91, Grant Park CUSD 6,

Our Schools” event each September,

to continually define, articulate, and

Skokie SD 73.5, and Maercker SD 60.

the first of four annual community

re-define district ends to answer the

For these school districts and

engagement sessions.

recurring question: “Who gets what

others, community engagement is

“It was vitally important for our

benefits for how much?” In order to

an important part of the future.

entire community to participate in

define those ends and to further clar-

“It’s collaborative. It’s ongoing.

Engage 200,” says school board sec-

ify the district’s vision, mission, and

And it changes,” says Cairo super-

retary Brad Paulsen, who also served

goals, it is imperative that a school

intendent Evers. “Our needs three

on the Engage 200 committee. “Only

board connect with its community

years ago are different from our

with diverse and informed voices can

and find focus in the aspirations that

needs today, because we’ve accom-

we develop an effective plan for our

people have for their local schools.

plished some of our goals, and by

district’s future.”

IASB researched and developed

accomplishing that, we see where

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

we need to reach further. It’s import-

gets what and for how much?” are

ant to check in and reconnect, and

encouraged to explore the com-

re-evaluate.”

munity engagement and discover

“Community engagement gives

what works best for their commu-

us a purposeful vision,” says Tipsord,

nity. IASB’s community engagement

superintendent at Le Roy. “Our com-

materials, including the full text of

munity members are the investors.

Connecting with the Community:

Our return on investment is learning

The Purpose and Process of Commu-

achievement and student graduates.

nity Engagement As Part of Effective

The investors have a right to know

School Board Governance, can be

what the return is on their investment.

found at iasb.com/training/connect-

There is always a win to be found in

ing.cfm on the Association website.

that ― treating your community, your

“Upon the subject of education,

investors, with respect and having

not presuming to dictate any plan or

accountability. We share the message

system respecting it, I can only say

of the product we are delivering and

that I view it as the most important

the expectations that surround it.”

subject which we as a people can

Education leaders interested

be engaged in.”

in having two-way communication,

— Abraham Lincoln, First Political

hearing all voices, taking back the

Announcement, New Salem,

conversation and determining “who

Learn more at the 2015 Joint Annual Conference • Community Engagement: Now What?

10:30 a.m. Panel Session Saturday, November 21 • Community Engagement: What, Why, and How 1:30 p.m. Panel Session Saturday, November 21 • Community Engagement: What’s Working?

3:30 p.m. Panel Session Saturday, November 21

March 9, 1832

IASB offers Community Engagement Workshops to school boards Each workshop is designed to provide professional

• Clarify its purpose for engaging the community:

development, coaching, and implementation assistance

Why do we want to do this? What do we hope to

for school boards. Based upon IASB’s publication Con-

learn/accomplish? What are the issues/questions

necting with the Community: The Purpose and Process of Community Engagement as part of Effective School Board Governance, the workshops will assist school

input and formalize that in a “promise to the public.”

boards that have a goal of enhancing community engage-

• Consider what voices need to be at the table and

ment processes.

who might best represent those voices.

The workshop includes four sessions: an overview/ introduction of what community engagement is and how

• Develop a recruitment message and plan for bringing the right voices to the table.

it differs from public relations; a session on clarifying

• Consider resource and evaluation needs and param-

and articulating a community engagement purpose; a

eters for engaging the community that will best suit

session on recruiting participants, needs and resources

its purpose.

based on that purpose; and consideration of the results, use and evaluation.

• Communicate results of the community engagement process back to the community and use those results

At each Community Engagement Workshop, IASB staff will facilitate the school board’s work at the “balcony” governance level, not the “dance floor” operational

18

that we need community input on?

• Clarify its intent for how it will use the community’s

as promised in board decision-making.

• Plan for making community engagement an on-going district process.

level. At each workshop, the board will engage in a multi-

Please contact your IASB field services director for more

step process during which it will

information about these in-district workshops.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

FEATURE ARTICLE

Carpe annum Centennial celebration engages community

By Erin Brooks

Erin Brooks is assistant director for community engagement and outreach at High School District 214 and executive director of the District 214 Education Foundation.

I

n 1914, High School District 214

know much about the district and

initial “tips from the trenches” from

was established in Chicago’s

were unengaged. Good anniversary

District 214.

northwest suburbs thanks to the vote

celebrations embrace all audiences,

of women. At that time, men’s and

engage all stakeholders, and tell the

women’s ballots were kept separate,

schools’ story broadly.

As with any initiative, choosing

and although the men’s vote opposed

District 214’s strategy, which

the right leaders for a large-scale anni-

a district’s creation, enough women

started with a diverse leadership

versary celebration can be difficult,

favored establishment of a school

team and spanned a full academ-

given the required time investment

system that the proposition passed.

ic year, drew an estimated 4,000

and staff’s already large workloads.

Through the years, District 214

people, many with no current ties

The committee sought to build a

has grown from its controversial begin-

to schools, to centennial events;

committee representing every classi-

nings in the midst of the women’s suf-

engaged the community in a dis-

fication of employee and every build-

frage movement to become Illinois’

trict-wide food drive; and provided

ing, to ensure diversity of ideas and

second-largest high school system,

a solid foundation toward creation of

inclusion of all perspectives. This

annually preparing nearly 12,000

an alumni relations program.

proved particularly beneficial when

students for success after graduation.

The celebration earned a Silver

it came to ensuring buy-in from staff

The centennial year of 2014

Trumpet Award from the Publicity

provided a natural and celebratory

Club of Chicago, a Golden Achieve-

Some team members were cho-

opportunity to engage the communi-

ment Award from the National School

sen because of what they did at the

ty. Doing so creatively and effectively

Public Relations Association, and a

school level. For instance, planning

came with challenges.

Golden Achievement Award of Excel-

included a service learning coordi-

in all buildings.

The first was District 214’s size.

lence — the highest award possible

nator because of his proven ability

Covering nearly 70 square miles

— from the Illinois chapter of the

to lead public service efforts that

and spanning eight communities,

National School Public Relations

yield results. Others were chosen

it comprises 10 unique schools and

Association (INSPRA).

for a specific expertise, including

alternative programs.

20

Choose the right team

In November, several members

a longtime employee and district

Additionally, nearly 75 percent

of District 214’s centennial team will

graduate who could lend historical

of resident taxpayers do not current-

present at the 2015 Joint Annual

perspective others could not. We

ly have a student in any school. A Fall

Conference, addressing planning for

made a conscious effort to include

2013 phone survey showed more than

anniversary celebrations, lessons

staff members who also are alumni

40 percent of them “didn’t know”

learned, ideas that did not work,

of the district, a representative from

if the district was doing a good job

and the tactics eventually used to

the finance department, and a board

— presumably because they didn’t

unite a community. Here are some

of education member.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

Identify objectives Intended outcomes will vary based on a number of factors, from anticipated size and scope of the celebration to the type of anniversary and the district itself. A 10th anniversary may be significant to some schools or programs; in other cases, a 100th may be the only time a celebration occurs.

It is important to define objectives to determine what tactics you will use to get you there. A parade, for example, isn’t always the answer if the budget is small and the main objective is to

Former High School District 214 administrators and board members pose with the Board of Education at the kickoff of the three-day Centennial Celebration. The former administrators came from as far away as Arizona and Virginia to celebrate the 100-year birthday of the district and its future direction.

engage current students.

Our team created a variety of objectives based on district history and future direction: • Engaging and re-engaging alumni toward development of a district-wide alumni presence; • Sharing the district’s story with new and broad audiences; • Engaging students and staff from all buildings; and • Positioning the district for the launch of an expanded education foundation that supports students and staff in every building.

Brainstorm opportunities The District 214 centennial team began the planning process in the

Guests peruse an interactive walk-through historical display honoring the High School District 214 Centennial in February 2015. The display, created by a team of staff from each of the district’s buildings, included memorabilia, yearbooks, photographs, news clippings, and videos, creating a sprawling timeline that told the story of the district’s creation, growth and future direction.

typical manner, with many pieces of blank paper taped to walls, open

which they had effectively marked

minds, and about an hour allotted for

the celebration — from time capsules

general brainstorming. The immedi-

and history books to interactive web

ate goal was producing a summary

presences and significant events. Our

idea document.

goal was not necessarily to do some-

Before the meeting, however, the

thing unique, but rather ensure that

committee sought input from oth-

what we did would meet our objec-

er districts through INSPRA. This

tives. We determined a series of events

proved integral to our success, with

throughout the year was preferable to

colleagues who had already celebrat-

a singular defining project, as it better

ed anniversaries suggesting ways in

allowed us to engage all audiences.

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Learn more at the 2015 Joint Annual Conference • Anniversaries and Special Events: Engaging a Community 1:30 p.m. Panel Session Saturday, November 21

21

Develop a brand

verbiage, in addition to appearing

The logo and key messaging

Central to most public school

on the district website through a

also appeared on building marquees

systems tasked with planning obser-

unique URL, was sent to schools

and in parent newsletters, to ensure

vances is the theme of getting the

for inclusion in programs of already

broad exposure and consistency in

word out broadly in a cost-effective

existing arts and athletics events.

the story that was being told.

way. The team designed a centen-

Consequently, those visiting our

nial-specific logo, printed in-house

schools for other reasons experi-

on large banners and displayed all

enced our story and learned about

year in each building. Centennial

our future direction.

Give back Emerging early in the process was a team desire to, as part of the celebration, give back to the community.

While several options were dis-

PRESS

cussed, including an elaborate day

Less stress. Less guess.

their own. Turning these individual

Policy Reference Education Subscription Service

of service involving students from all buildings, the committee eventually settled on a district-wide community food drive for one key reason: The schools already did food drives on projects into one cohesive undertaking proved a more efficient use of time

Here’s a glimpse of what PRESS is addressing for the 2015-2016 school year:

and resources, and allowed us to make

1.

2.

a collective community impact. In

3.

4.

5.

Concussion protocols Ann Marie’s Law: suicide and depression awareness and prevention Wellness: smart snacks rules, fundraisers, and staff development High school civics Immunization requirements and exclusions

6.

7.

8.

Safety updates Student prayer Right to Privacy in the School Setting Act 9. Illinois Marriage and Dissolution of Marriage Act 10. Concealed carry law updates 11. Heroin Crisis Act And more…

line with the centennial theme, the goal was to collect 100,000 food items over two weeks. Ultimately, we filled the shelves of local food pantries with more than 120,000 items.

This project simultaneously highlighted the schools’ focus on service learning.

Why Subscribe?

Celebrate all aspects

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 online access to this information through PRESS Online. Go to www.iasb.com today!

While District 214 has a mission of preparing students for success in post-secondary education and in careers, there is not a singular approach to getting there.

It was important to the centennial team to celebrate three key aspects of life in our high schools: academics, arts (fine and performing), and athletics. Also important

Policy Services

was celebrating the district’s history

For more information about PRESS or other IASB Policy Services, please contact: 630/629-3776 or 217/528-9688, ext. 1232.

22

ILLINOIS SCHOOL This ad will run in the Nov-Dec issueT HofE the Journal. 2015

— including those who came before and made the district what it is today.

BOARD JOURNAL / NOVEMBER-DECEMBER 2015

The process of identifying these

schools were slated to play each other

components was not easy, with the

in basketball on one February week-

academic celebration in particular

end. The rest of the celebration devel-

proving challenging to define effec-

oped around that schedule, though

tively. The committee eventually

not without difficulty. That weekend

decided on a cohesive three-day

was also the cheerleading champion-

“Centennial Celebration” weekend.

ships, meaning some teams lacked

Those three days in February

cheerleaders. It also was an import-

focused on

ant day for band students, so some

• Academics: Former adminis-

schools lacked pep bands. We learned

trators and board of education

quickly to control what we could and

members were invited to a spe-

adapt where necessary.

cial reception preceding a regular board meeting. The meeting

High School District 214 designed a special Centennial logo for use during the 2014-2015 academic year; it hung on banners in the schools and was used consistently on Centennial promotional materials, including event programs, posters, and signage.

Tell your story

included a photograph with the

One of the first brainstorming

it off. While the team’s initial plan

current board of education, a

ideas came from an administrator

had more ambitious opportunities

video created with old yearbook

who enthusiastically pitched a large-

to showcase students, timing and

photos and messaging about aca-

scale, walk-through historical display

other factors shrank this strategy to

demic excellence and growth;

that told the district’s story from its

a more manageable load.

and a resolution marking the

start to where we are now — and

Culinary students can be out-

100th anniversary;

where we’re going. The idea was big,

standing representatives of your

and seemed tough to execute, requir-

school. District 214 students provided

ing full buy-in from each school.

refreshments at one event. For a rel-

• Arts: Student artists took center stage the second evening, with a night of simultaneous and

The administrator, part of the

atively small amount of money, they

continual performances in var-

centennial team, took the lead, engag-

were able to purchase needed supplies

ious rooms of the main district

ing a liaison from each building and

and, as part of their class curriculum,

building. Choir, band, orchestra,

coming up with parameters for each

create a continental breakfast menu

dance, show choir, debate and

school to tell its story. The resulting

they served to guests at a kickoff open

theater performers produced

exhibit filled a large room, with each

house, all the time welcoming them

abbreviated shows, and 2D art

school receiving six tables backed by

and explaining a bit about the pro-

was displayed throughout the

art boards to fill with memorabilia,

gram and their culinary futures.

building for visitors.

news stories, yearbooks, and photo-

• Athletics: The girls and boys var-

graphs. Each building also created a

sity basketball teams faced off in

video, displayed on tabletop monitors,

a full day of competition. These

to vividly illustrate their story.

Celebrate origins Going back to where you started is a natural way to honor your

back-to-back games drew signifi-

The display, open throughout

district’s past while also celebrat-

cant crowds, and a video produced

the three-day Centennial Celebra-

ing where it is going. Additionally,

in partnership with the local Daily

tion, was staffed continually by

more than other events, it often

Herald newspaper was shown in

volunteers from each school who

attracts alumni or curious com-

advance of every game, celebrat-

interacted with attendees.

munity members.

ing standout sports moments over the last century, as well as distinguished alumni and coaches.

In District 214’s case, the first Showcase students

school, Arlington, was closed amid

All schools have talent within

controversy in 1984 and sold — but

The weekend was scheduled

their walls, and an anniversary cel-

the building remains, serving as a

based on one observation: All district

ebration is the ideal time to show

private school. We worked with the

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

current owners to open the space to

The District 214 team created

for the event, the committee worked

the public for a half day to kick off

a weeklong spirit campaign leading

to create celebratory opportunities

the Centennial Celebration.

up to the Centennial Celebration,

that had minimal cost, and sought

The committee sought memora-

assigned a unique hashtag to each

underwriting and sponsorships

bilia donations from alumni. There

school and asked students and staff

whenever possible.

was no shortage. Supplementing the

to use that tag in conjunction with a

As a result, a community band

collection with district archives of

tweet about what they loved about

graciously agreed to play the fight

yearbooks and historical documents,

their building. The results were stun-

songs of all schools during the kickoff

the team created a hallway display

ning: More than 300,000 tweets and

event at the former Arlington High

that told the story of the district’s

retweets, and many engaging posts

School. A local bakery underwrote

start, and Arlington specifically.

of students and staff telling why they

the entire cost of refreshments for a

Yearbook viewing stations,

loved their high school. Every student

special reception later in the year.

arranged by decade, were set up in the

at the winning school received cou-

The Jewel-Osco in Arlington Heights

library. There was also a video memo-

pons donated from a local restaurant.

donated 15,000 plastic bags for the

ry booth — a stationary camera and branded backdrop — which encour-

community food drive, which were Consider media partnership

dropped with notes on local door-

aged alumni to share their stories. The

Particularly if the district has

steps, filled with food by residents,

resulting video generated more than

a local news source, a media part-

and picked back up by students after-

1,000 views on YouTube, and many

nership can be a significant way to

ward. A local florist underwrote part

alumni who attended eagerly volun-

increase exposure of the celebration

of the cost of décor used throughout

teered to become more involved in

and add new dimension to events.

the celebration, and the local Panera

the district going forward. We added

District 214 partnered with the

Bread partially underwrote the cost

300 names to a new alumni database.

Daily Herald, a major suburban daily

of refreshments at the kickoff open

The biggest lesson was to use

newspaper based, as the district is,

house.

what was available: the old PA sys-

in Arlington Heights. In addition to

tem was used for announcements

coverage and advance promotion of

throughout the event, a community

Centennial events, the Herald pro-

Overall, the District 214 cen-

band played the schools’ fight songs

duced a video highlighting a century

tennial effort met our key objec-

in the gymnasium as guests arrived,

of athletic excellence; did a significant

tives — showcasing our district to

and former staff and students host-

spread on the community food drive,

diverse audiences and broadening

ed a discussion. Décor was kept to a

along with a call to action; and ran

our community’s exposure to Dis-

minimum, and guests enjoyed simply

100 vignettes telling pieces of the Dis-

trict 214’s rich history and the path

being back in the building.

trict 214 story over 100 days. District

of our future by utilizing the talent

The next 100 years

The success of the event came as

214 journalism students, community

of students and staff and the help of

much from it being in the old school

engagement and outreach staff, and

a team of volunteers. This is particu-

building as it did from recreating the

Daily Herald reporters produced

larly important in public education.

original atmosphere, to the extent that

these vignettes. Collectively, these

The initiatives also laid the ground-

alumni from other schools that remain

efforts ensured this story was in front

work for the launch this year of the

open surprisingly asked us to do similar

of thousands of readers for more than

District 214 Education Foundation,

events in their buildings in the future.

12 consecutive weeks.

which will continue to build strong partnerships into our next century.

Create opportunities for students

24

Seek sponsorships

Visit www.d214.org/about-dis-

Social media can be a great way

Stressed throughout the process

trict-214/centennial-celebration/ to

to engage the younger generation, as

was the reality that we are a public

learn more about District 214’s Cen-

well as staff.

school system. While given a budget

tennial Celebration.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

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FEATURE ARTICLE

High-stakes assessments: Mandated, optional, and in-between

By Steve Cordogan

Steve Cordogan, Ed.D., was previously Director of Research and Evaluation at Township High School District 214 in Arlington Heights. He is a researcher, consultant and an Adjunct Professor of Graduate Educational Statistics and Research at Aurora University.

S

tate and federal governments,

Directly mandated by federal or

accou nt abilit y a ssessment

directly or indirectly, mandate

state law

mandate.

much of the standardized testing in

Currently in Illinois, specifically

Implementation of a state-re-

Illinois. Other standardized testing,

mandated standardized assessments

quired screening assessment for

while not mandated, is necessary

include

kindergarten-age students, KIDS,

to adequately serve a school’s stu-

• PARCC: Illinois’ assessment

is targeted for the 2015-2016 school

dent population. Some testing that

choice to meet federal law’s

year. Because it will involve obser-

occurs in schools is both option-

annual accountability assess-

vation and documentation, KIDS

ment mandate;

will be time-intensive. An annual

al and not needed. Understanding which assessments are directly

• ACCESS for ELLs : Illinois’

science assessment to accompany

mandated, indirectly mandated,

assessment choice to meet fed-

PARCC testing is federally man-

not mandated but necessary, or tru-

eral law’s annual accountability

dated. The Illinois State Science

ly optional, as well as anticipating

assessment mandate for English

Assessment, which will take up to

changes in the assessment arena,

Language Learner students;

90 minutes, will first be given in

may reduce the amount of testing

• DL M : I l l i noi s’ a s s e s sment

done in schools.

choice to meet federal law’s

Spring 2016.

Illinois’ teacher performance evaluation, PER A, will require assessment data to evaluate teacher performance. Additional assessments do not have to be administered to meet PER A requirements ― an assessment such as PARCC, combined with an already-administered local assessment, can fill the needs of PERA without an additional test.

However, if a school opts against PARCC, it will have to offer an additional standardized test.

Indirectly mandated by federal or state law RTI mandates from the federal government require assessments.

26

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

Unlike the assessments above, where

test and has been almost universally

Compass to be inaccurate (sub-

a specific instrument is mandated

administered since 2001. Although

stantially over-placing students

for statewide use, schools have no

no longer required as part of the

into remedial courses), it is only

restrictions on the instrument they

now-discontinued Prairie State

beginning to be discontinued by

choose, except that it must be based

Achievement Test, it continues to

Illinois community colleges. In

upon scientific research.

be a state-funded option for high

recent years, high schools have

A standardized assessment

schools, and almost all schools take

arranged to administer Compass

score is needed to identify aca-

advantage. Recent research indi-

to students, and one school district

demically at-risk students who

cates that when a state provides

devotes a semester course to pre-

warrant instructional interven-

no-cost opportunity for all stu-

paring students for the test. ACT

tions. Schools currently use optional

dents to take a college admissions

recently announced that it is dis-

assessments such NWEA MAP or

test, college enrollment by under-

continuing the Compass.

the ACT Explore test, now known as

represented groups (for example,

B e c au se ACT a nd SAT a re

Aspire, to identify low-scoring stu-

low-income students) increases.

w idely used for undergraduate

dents. ISAT scores were previously

Hence, almost all schools continue

college admissions, high schools

used in some districts. PARCC could

to administer the ACT during school

have determined that it is useful

become the screening assessment

hours on a state-designated day.

to offer the lower-level versions of

for the future, eliminating the need

For 2016, the st ate w i l l be

the tests. In Illinois, many schools

accepting bids for a college admis-

have offered the Explore (eighth/

After students needing inter-

sions test, leaving the option open

ninth grades) and Plan (ninth/10th

vention have been identified, an

for SAT to compete with ACT. Mich-

grades) versions of the ACT. These

additional assessment must be

igan recently replaced the ACT with

previously were funded by the Illi-

used to set academic performance

the SAT, so there is a real chance

nois State Board of Education, as

benchmarks and monitor progress.

that such a change will occur in

long as they were given at specif-

Products commonly used for this

Illinois.

ic grade levels. Many schools also

for an additional test.

purpose have been AIMSweb, NWEA

Because PARCC, to date, has

MAP, and DIBELS. For the future,

received only limited acceptance

offered a practice ACT. Such assessments serve two

PARCC has developed a diagnostic

in the Illinois higher education

purposes. They help prepare stu-

assessment tied to the main PARCC

community (not surprising, given

dents for their college entrance

assessment. Assuming that the diag-

its newness), a college admissions

examination by giving them an

nostic assessment links closely with

assessment remains necessary.

annual practice test. In theory, this

the main PARCC assessment, and

PARCC data was gathered this year

also provides students with informa-

that the classroom instruction is

for 11th-graders, but those students

tion on whether they are on track to

similarly Common Core aligned, the

will not complete a semester of col-

be ready for college. However, the

new assessments should provide a

lege until December 2017 or later. It

assessments are not sufficiently

seamless approach to RTI.

will take time to validate PARCC’s

accurate at the individual student

predictive value for college admis-

level to monitor progress. For exam-

Optional but vital: College

sions, and even longer before the

ple, the difference between below

placement-related tests

higher education community in

average growth and above average

general accepts PARCC as a college

growth is often due to only a couple

admissions test.

of assessment items.

Other assessments are not specifically mandated, but are necessary: those related to college

Similarly, the ACT Compass

More generally, these assess-

placement and admissions. In Illi-

test has been used for community

ments provide schools w ith an

nois, the ACT has been the most

college course placement. While

annual measure of student perfor-

frequently used college admissions

scient i f ic re sea rch ha s show n

mance. Under NCLB, students did

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

not receive an annual assessment at

students a substantial amount in

Some schools have gone over-

the ninth- and 10th-grade levels. By

tuition. AP course and assessment

board in focusing on the ACT,

providing Explore and Plan, schools

participation has more than doubled

spending instructional time on

can monitor student growth across

in the past 10 years as schools have

“gaming” the test (for example, by

years. But, as explained above, those

realized that many average students

excessively using ACT-type multi-

assessments are too inaccurate to

have the ability and motivation to

ple choice items in the classroom).

measure individual student growth

perform well. The downside of this

Nevertheless, schools need to offer

across years. The assessments only

otherwise very positive trend toward

college-related assessments so that

are useful for comparing larger

elevated participation levels is that

their students are fully prepared

groups of students or entire school

many high schools spend a substan-

for the demands of postsecond-

populations to those of other schools.

tial amount of time on AP testing

ary education. Obviously, PARCC

For higher-performing students,

for two weeks during the beginning

assessments can replace ACT- or

AP courses have been useful as a

of May (and have to prepare for the

SAT-related testing if colleges come

structured curriculum designed to

administrations). One result of

to accept PARCC for admissions.

increase course rigor and student

these demands is that high schools

This would substantially reduce

learning. The related assessments

are unable to administer any other

the amount of testing required in

for these courses have provided

assessments during that time.

high schools. Additionally, given

standardized benchmarks for vali-

Finally, most schools offer the

the limited accuracy of the ACT

dating a school’s AP course content.

PSAT. The scores from the PSAT

in predicting college performance,

They also have allowed students to

identify eligibility for the National

PARCC, if for no other reason than

place out of college courses, earn-

Merit Scholarship Program, a com-

its greater length, should be a more

ing college credit, reducing college

petition providing recognition and

accurate predictor.

courseloads, and ultimately saving

postsecondary scholarships.

Optional but potentially useful: Monitoring student growth at

Assessment Abbreviations and Acronyms ACCESS for ELLs — Assessing Comprehension and Communication in English State-to-State for English Language Learners ACT — Previously stood for American College Test, now the acronym is the official name AP — Advanced Placement DIBELS — Dynamic Indicators of Basic Early Literacy Skills DLM — Dynamic Learning Maps

grades 3-8 Illinois’ previous ISAT assessment provided annual data for third through eighth grades. It was intended to be vertically aligned, meaning that individual student growth could be tracked across dif ferent grades. Regardless of

ISAT — Illinois Standards Achievement Test KIDS — Kindergarten Individual Development Survey MAP — Measures of Academic Progress

whether it tr u ly was ver tically aligned, changes in the assessment and its scaling during the

NCLB — No Child Left Behind

years of ISAT’s use made mean-

PARCC — Partnership for Assessment of Readiness for College and Careers

ingful tracking across years very

PERA — Performance Evaluation Reform Act

difficult. As a result, K-8 schools

PSAT — Pre-SAT

turned to MAP and similar assess-

RTI — Response to Intervention

ments. According to the vendors,

SAT — Previously originally known as the Scholastic Aptitude Test and the Scholastic Assessment Test, now the acronym is the official name.

such tests were desig ned to be

NWEA MAP — Northwest Education Association Measures of Academic progress

during the school year to monitor

administered at multiple times student progress.

28

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

Standardized tests are more

Even administering a standard-

should fulfill the role of standard-

summative in nature, focusing on

ized assessment at the beginning

ized test-based growth monitoring

general long-term learning. They

and the end of the school year is

for most students.

are limited in their capacity to be

excessive and unwarranted. Giv-

sensitive to short-term instruc-

en the much more limited sub-

Optional and overrated:

tional goals. So the subtle chang-

ject-based learning that occurs

Placement testing within K-12

es in short-term student academic

during the summer, a spring-to-

schools

growth related to standards-based

spring (or fall-to-fall) growth mea-

Where prior student grades are

instruction in the classroom will

sure from an assessment given only

available, testing to place students

not necessarily be reflected in the

once in the school year will be near-

in higher grade levels (particularly

scores. Given these limitations,

ly as accurate and require half as

sixth- and ninth-grade placement)

multiple administrations of such

much testing. For students who have

is overdone. Many schools have

standardized assessments within

not been identified as at-risk under

administered such assessments

the school year are not warranted

RTI, there is no need for a standard-

without considering that research

or appropriate. Classroom-based

ized assessment to be administered

has overwhelmingly found that prior

assessments, which focus on specif-

more often than annually.

student classroom grades predict

ic content, will provide much more

Again, once validated, an annual

future student grades in secondary

relevant formative instructional

administration of a Common Core

and post-secondary education far

information.

standards-based test like PARCC

better than any test, and that an

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29

assessment adds very little informa-

past grades have been considered. A

regardless of government mandates,

tion for placing students. For exam-

prior-year PARCC assessment score

but one good assessment should

ple, there is no compelling reason

will be a more accurate predictor

replace several of the assessments

to administer a ninth-grade place-

than any past test, though grades

we currently give in Illinois. Stan-

ment assessment at the beginning

almost certainly will remain the

d a rd i ze d a s se s sment s ser ve a

of eighth grade, if an assessment

best predictor of future classroom

variety of needs. While no single

score exists from the end of seventh

performance.

assessment is ideal for such a wide

grade. Performance differences will be minimal and the amount of future

variety of functions, schools need Conclusion

a “Swiss Army Knife” of an assess-

classroom performance predicted by

Schools have to give multi-

ment so that they can minimize

either assessment will be small once

ple st a nd a rd i zed a s se s sment s

the number of assessments they administer and their impact on instructional time. In Illinois and in other states, PARCC has been

A system of

EVALUATION starts at the TOP with the

SCHOOL

BOARD! How do you score?

designated as the Common Core accountability test of the future. Its implementation has been a major challenge for public schools due to issues such as test length and readiness for implementation (particularly for the computerized version).

Additionally, PARCC’s validity has yet to be proven, and fear remains that it will not survive the defections of many states once pledging to use it.

However, PARCC has shown promise. The hope is that PARCC will prove to be an assessment that can accurately measure student performance, track student growth, predict future student performance,

___

Annual board self-evaluation

___

Clear mission, vision and goals

___

Ongoing community engagement

in curricular decisions and student

___

Productive meetings

interventions. If the PARCC assess-

___

Strong board-superintendent relationship

ment can fulfill these roles better

and provide information about student learning, all to guide educators

than the assessments we already

___ 100% Does your score add up?

administer (and given its length and the amount of resources used to

30

Contact your IASB field services director today!

create it, expectations are high), we

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

several. Then PARCC truly would

Nov/Dec 2015 THE

can use one assessment in place of

Field Services

have a positive impact on student learning.

ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

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P R O U D L Y

S E R V I N G

T H E

P U B L I C

S E C T O R

FEATURE ARTICLE

Achievement, engagement rise with 1:1 programs

By Steven M. Baule

Steven M. Baule is the superintendent for the Muncie Community Schools in Indiana. He recently participated in the White House “Connected Superintendents Summit” to create Future Ready Schools.

He previously served as a superintendent, administrator, and teacher in Illinois districts for two decades.

32

O

ne to one (1:1) programming

web-based survey was completed by

and digital-rich curricula are

363 respondents representing 317

trending upwards in K-12 education over the past decade.

public school districts in Illinois.

1:1 in Illinois Within Illinois districts, 24 percent of respondents identified their

A one-to-one (1:1) program is

districts as having a fully implement-

The U.S. Department of Edu-

defined as an instructional program

ed 1:1 program. Two elementary dis-

cation initiated the “Future Ready

where each student is provided with

tricts responded that they provided

Effort” to improve access to digital

a personal digital device, most often

students with two devices — in one

resources, ensure access that is more

tablets, Chromebooks, or laptops.

case, an iPad for use at home and

equitable, engage parents to support

These devices may, or may not, be

school and a Chromebook for use at

deeper understanding, and ensure

taken home by the students, depend-

school. Another 27 percent were in

stronger educators. President Barack

ing on the program.

the process of phasing in a 1:1 pro-

Obama invited approximately 120

Bring Your Own Device (BYOD)

gram or had a program they defined

school superintendents to the White

programs are those that allow or

as “partially implemented.” Several

House in November 2014 to high-

encourage each student to bring a

of the partially implemented pro-

light the need for more digitally rich

personally purchased device to sup-

grams were high schools where 1:1

curriculum and the bandwidth in

port instruction. BYOD devices are

was being phased in with freshmen,

schools to support digital learning.

allowed to go back and forth from

and then a new grade level is added

A number of developing nations such

home to school. Some BYOD pro-

each year over a four-year period.

as Peru and Uruguay are involved

grams make school-owned devices

Another common implementation

in 1:1 programs on a national scale.

available for those students who do

option was to begin with middle

not have a device to bring.

school pilot classrooms. Eight of

However, no comprehensive study had been done to gauge the

Project RED, a group of technol-

the districts identified as partially

level of individual digital device use.

ogy educators sponsored by Intel,

implemented commented they were

Therefore, in Spring 2015 a survey

conducted the first national study

moving away from BYOD and towards

was conducted of all Illinois public

to identify success factors in K-12

1:1 programs.

school districts regarding the status of

1:1 implementation. Its 2010 study

Nine percent of the districts

digital programs. The Illinois Associa-

found that properly implemented

were currently in pilot testing with

tion of School Administrators (IASA)

technology saves money. Additional

a 1:1 program and another 24 percent

and the Illinois Computing Educa-

research should be considered that

were considering 1:1 programs. Of

tors (ICE) assisted with the research.

would identify the key aspects of

districts considering a 1:1 program

Superintendents were encouraged

those programs that saved money,

for the future, seven of the 20 respon-

to complete the survey or designate

and how they differed from other

dents who provided additional com-

another administrator to do so. The

implementations.

ments mentioned currently having or

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

considering a BYOD program as well.

Table 1: Status of 1:1 Programs, by District

One district was clear that it would not consider a BYOD program. Other concerns raised by respondents con-

Fully implemented

sidering a 1:1 program were the cost

87 Partially implemented or in the process of being implemented

Currently being piloted

of the program, a concern students would go to inappropriate sites, and a lack of Internet connectively at home. Four percent of districts were using BYOD programs instead of district-purchased devices. The primary reason provided for a BYOD approach was cost. In one case, Chromebooks were available for checkout by students who could not bring a device to school (See Table 1).

Forty districts responded that they were not considering a 1:1 program at the time. Of those, eight provided comments. Three commented that their fiscal limitations precluded

98 33 Being considered

Not being considered

41 Program wasn’t successful and had been canceled

2 Moving to a BYOD instead of 1:1

86

5

| | | | | | |

0 20 40 60 80 100 120

Source: Steven M. Baule/Survey

investing in 1:1 technology; another two articulated they relied on class sets of devices; another suggested

grade than unit districts. Two-thirds

are allowed to take devices home.

that the teaching staff in the district

of elementary districts plan to begin

In fourth grade, that percentage

wasn’t ready to embrace technology;

their 1:1 programs by fourth grade.

rises to 14 percent, and to 30 per-

and another seemed to view 1:1 pro-

Two-thirds of unit districts wait

cent for fifth-graders.

grams as having a potentially nega-

until fifth grade to begin one to one

tive impact on social interactions.

programs. About ten percent of the

Two districts had implemented a 1:1

unit districts will wait to implement

The Chromebook is the most

program but cancelled it due to a lack

1:1 programs at the high school level

common device used by 1:1 programs

of success; one of those responded

(See Table 2). As mentioned above,

in Illinois schools. Sixty percent of

that BYOD was being allowed as an

some high school districts and unit

respondents stated they were using

individual option for students.

districts planned to implement across

Chromebooks. Fewer than 30 per-

all high school grade levels but stag-

cent of schools responded that they

ger the implementation by adding a

were using iPads. Windows laptops

grade level a year.

were the next most common device

Grade ranges of 1:1 programs Results for the scope of imple-

Type of devices deployed

mentation varied between elementa-

S eventh g rade is when the

at just under 15 percent. Windows

ry and unit districts. Only about five

majority of school districts with

operating systems exist on about 20

percent of districts are considering

1:1 programs first allow children

percent of all devices. A few districts,

1:1 devices for preschool programs.

to take the devices home. About

7.5 percent, use Android tablets.

More than a quarter are planning for

a quarter of the districts do not

School districts are expecting

1:1 devices at the kindergarten level.

allow students to take a device

devices to last on average between

Elementary districts were more likely

home at all. In primary grades,

three and four years. Five percent of

to implement a 1:1 program in a lower

only small fractions of students

districts expect student devices to

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

33

last two years or less. Forty percent

oldest program seems to date from

increased in 13 percent. Instruction-

expect devices to last three years and

2004, but some districts ran smaller

al costs increased in 21 percent of

45 percent of schools expect devic-

pilot programs or tech academies that

the districts; remained the same in

es to last four years. Only about 10

provided 1:1 laptop instruction prior

14 percent; and were reduced in 36

percent of districts are expecting a

to that date. By 2010, 21 districts had

percent of the districts. Nearly 30

life expectancy beyond four years

1:1 programs in place. In 2012, 54

percent of the early-adopter districts

for 1:1 devices.

districts had a 1:1 program. Seventy

didn’t consider cost in their assess-

Illinois districts added a 1:1 program

ment of the program.

Students are responsible for their device and it moves through the

in 2014 and 51 more in 2015.

Most of the newer programs

day with them in nearly 72 percent

When asked if the district has

(63 implemented since 2012) were

of the 1:1 programs that responded.

assessed the impact of the 1:1 pro-

assessed by internal staff (two were

Some programs — 15 percent — have

gram, 32 percent of the districts

assessed by university staff and four

class sets so the students use a dif-

responded that they had.

by external consultants). Sixty-three

ferent device in each classroom. The

For programs in place prior to

percent of the programs saw an

other 13 percent of programs have

2012, 50 percent had been formally

increase in academic performance

some variation on carts or check

assessed by internal staff (none had

and none saw a decrease. Homework

out processes, or the responsibility

been assessed by an outside agency).

completion improved in 75 percent

varies by grade level. In the latter

Of those, 60 percent saw an increase

of the schools reporting. No district

case, the lower grades tend to have

in academic performance. Homework

saw a decrease in homework comple-

class sets and the upper grades tend

completion rates increased at 47 per-

tion. Student attendance increased

to keep a single device with them

cent of the districts, and 20 percent

in 18 percent of the districts; none

throughout the day.

saw an increase in student atten-

saw a decrease in attendance. Thir-

There are few long-running 1:1

dance. Discipline issues declined

ty-eight percent of the districts saw

programs identified by the survey. The

in 26 percent of those districts but

a decrease in discipline issues while one district saw an increase. Twelve of the districts also mentioned improved student engagement or focus. Three mentioned improved student work

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34

products as well. (See Table 3) Instructional costs were reduced i n 27 percent of the d istr ict s, remained stable in 45 percent, and increased in 11 percent. Sixteen percent of the districts didn’t consider cost in their assessment.

Few districts reported any formal external assessments, so no generalizations can be made. Six districts reported using either an external consultant or a university to assess their 1:1 program. Four saw increases in student achievement and homework completion. None saw a decrease. One saw an increase in student attendance. None saw a

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

decrease. Two saw instructional

Table 2: Planned Implementation by Grade Level for 1:1 Programs

costs decrease; another two saw no

Elementary Districts

change. Cost was not measured in

Grade Level

the other two studies.

Preschool

Unit Districts Percentage

Grade Level

5.81%

Percentage

Preschool

5.00%

Kindergarten

26.74%

Kindergarten

25.00%

First Grade

31.40%

First Grade

27.50%

Second Grade

33.73%

Second Grade

30.83%

dent from the information gathered

Third Grade

61.63%

Third Grade

43.33%

regarding 1:1 programs in Illinois

Fourth Grade

67.44%

Fourth Grade

50.00%

Fifth Grade

83.72%

Fifth Grade

74.17%

Sixth Grade

96.51%

Sixth Grade

83.33%

Seventh Grade

96.51%

Seventh Grade

87.50%

Eighth Grade

96.51%

Eighth Grade

88.33%

Conclusions Three generalizations seem evi-

schools: • Further rigorous evaluation is necessary; • 1:1 appears to cor relate to improved student achievement and student engagement;

Table 3: Assessments Show Improvements or Decreases in Each of the Following Areas

• Such programs may cost less than traditional instructional

Improved/ Increased (Better)

No Change

Declined/ Decreased (Worse)

Not Measured

Response Count

Academic Performance

39

15

0

12

66

Homework Completion

42

12

0

12

66

Student Attendance

11

38

0

17

66

Discipline Issues

22

22

3

19

66

15

24

12

14

65

cent showed an increase in student

Cost of Instructional Materials

achievement. In 78 percent of those

answered question

66

programs, homework completion

skipped question

297

methods.

Like any innovative program, 1:1 programs are a major investment in both taxpayer dollars and district time and effort. It seems essential that these programs be evaluated, especially because those districts that have done some level of assessment generally show positive impacts of students.

Of the 54 programs that considered academic improvement as a facet of their assessment, 72 per-

showed an increase as well. In no case was a decrease found in either

Answer Options

Source: Steven M. Baule/Survey

area. This is a strong indicator that 1:1 programs correlate to deeper

in that area. That variable may have

individual digital education, those

learning and student engagement.

had a further impact on the results.

districts may wish to reconsider the

The survey did not consider the lev-

O f t h e 51 p r o g r a m s t h a t

el of reliance on digital curriculum

assessed the costs, 15 districts actu-

compared to traditional textbooks.

ally saw a decrease in expenditures

The scope of the survey was not

while 24 fou nd the prog ram

intended to delve that deeply in the

cost-neutral. Only 12 districts saw

way curriculum has been changed by

an increase in their expenditures.

implementing a 1:1 program. There is

Since cost was one of the primary

definitely a need for further research

reasons listed for not considering

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

potential of a 1:1 program.

Resources Project RED (2010), “The Research,” www.projectred.org/about/ research-overview.html.

Trucano, M., “Ten observations about 1:1 computing efforts around the world,” EduTech Blog, November 25, 2015, blogs. worldbank.org/edutech/1-to-1-computing-around-the-world.

35

IASB Mini Clinics

Free, 20-minute presentations by IASB staff on a variety of special Association services Friday, Nov. 20, 9 a.m. - 3 p.m.

Saturday, Nov. 21, 10:30 a.m. - 2:30 p.m.

IASB Information Room - Comiskey Room, Concourse Level, Hyatt West Tower Each department of the Illinois Association of School Boards will be on hand Friday and Saturday, Nov. 20-21, at the Comiskey Room in the West Tower of the Hyatt Regency Chicago. Come learn what services and benefits the Association offers; pick up materials and meet the folks who work at your Association.

Topics include: Resolutions Process, Advocacy, Community Engagement, Executive Searches, Superintendent Evaluations, Legislative Update, Social Media, The Board’s Role in Student Learning, Setting District Goals and Direction, PRESS, Maintaining the Board Policy Manual, and more!

misc internal ads.indd 1

9/22/2015 9:07:55 AM

Milestones

continued from page 40

Pau l August us Ad a ms, 99,

State Bank before he retired and

John R. “Jack” Pfeiffer, 91,

died August 20, 2015. He former-

was serving his third term on the

died September 12. He was a mem-

ly served 15 years on the Atlanta

Altamont City Council at the time

ber of the Wood Dale SD 7 school

school board, including 10 years as

of his passing.

board and helped to build three new

president.

G eor ge L at h a m, 102, d ied

schools.

Clifford Louis “Cliff” Bierman,

August 19, 2015. He was a former

Melvin Wesley Tucker Jr., 73,

61, died August 21, 2015. He served

acting superintendent of Waukegan

died September 6, 2015. He served

on the school board at Dieterich

Public Schools, and a successful

on the East Alton-Wood River CHSD

CUSD 30 for 12 years, including 10

Quincy High School basketball

14 Board of Education for many

years as president.

coach whose team famously battled

years.

Kenton W. Bottens, 102, died September 18, 2015. He served two terms on the Chandlerville school board.

Hebron for the 1952 state championship.

Forrest E. “Frosty” Wade, 104, died September 10, 2015. He was a

Frank Lieber, 89, died August 28, 2015. He served as president of

former school board member for West Richland CUSD 2.

Gary L. Cline, 59, died Septem-

the District 108 Board of Education

Lester E. Walch, 87, died Sep-

ber 5, 2015. He served for many years

in Highland Park during the 1970s.

tember 11, 2015. He was previously

on the Franklin CUSD 1 Board of

District 108 is one of three districts

a member of the Panhandle CUSD 2

Education.

that merged to form what is now

school board.

Harvey Joel Cohen, 73, died

Lonnie “Lon” Weaver, 61, died

North Shore District 112.

September 2, 2015. He served on

Ha r mon M itchel l, 77, died

August 12, 2015. He was a past school

the Township High School Dis-

September 1, 2015. He was a for-

board member for Roxana CUSD 1.

trict 113 Board of Education at

mer Rockford school board mem-

Robert Wilkening, 69, died

Highland Park for four consecu-

ber who had also served as board

August 4, 2015. He served on the

tive terms, from November 1997

pre sident. He is cred ited w ith

Park Ridge-Niles School District

to May 2013, serving as president

launching a new reading program,

64 Board of Education from 1985

for three terms.

in part to meet with students at

to 1993 and he had been elected to

each elementary school.

the City Council of Park Ridge just

Leslie Earl “Les” Corry, 82, died August 9, 2015. He previous-

James William “Jim” Norton,

ly served on the Hillsboro CUSD 3

77, died August 16, 2015. He former-

The Rev. Oliver Kermit “Doc”

school board.

ly served on the DeLand-Weldon

Zivney, 89, died July 30, 2015. He

school board and was the mayor

had served on the Dwight Common

of DeLand.

SD 232 Board of Education.

Esther Arends Ficken, 102, died July 30, 2015. She was a member of

four months before his death.

board of education for the Melvin Grade School District prior to its consolidation with Sibley.

Mel H i ldebr a n, 8 3, died August 13, 2015. He previously served on the Peoria District 50 Board of Education.

Charles William “Bill” Jones, 78, died August 1, 2015. He formerly served as president of the Kinmundy-Alma school board. He had also

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.

served as president of the Farina

NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

37

A Directory of your IASB Service Associates ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook - 847/292-1039 FARNSWORTH GROUP — Architectural and engineering professional services. Peoria - 309/689-9888 FGM ARCHITECTS, INC. — Architects. Chicago - 312/942-8461; Oak Brook - 630/574-8300; O’Fallon - 618/624-3364; St. Louis, MO - 314/439-1601 website: www.fgmarchitects.com GREENASSOCIATES, INC. — Architecture/construction services.

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

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

HEALY, BENDER & ASSOCIATES, INC. — Archi­tects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro - 217/532-3959; East St. Louis - 618/3980890; Marion - 618/998-0075; Springfield - 217/787-1199; email: dpool@hurst-rosche.com JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford - 815/484-0739, St. Charles 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. —Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; email: smchassee@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/429-5105; Champaign - 217/3569606; Bloomington - 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting.

Chicago - 312/332-9600; website: www.cannondesign.com ; email: sbrodsky@cannondesign.com; gkacan@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geoexchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO - 573/874-9455; website: www.cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and Engineers; Aurora - 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria - 309/282-8000; Chicago 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning.

Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.com 38

LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Chicago - 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545; website: www.legat.com ; email: rrandall@legat.com PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford - 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants.

Springfield - 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago 312/464-1444 TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation, and interior design.

Burr Ridge - 630/455-4500 WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien - 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100

Building Construction CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton - 309/2669768; website: www.COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison - 630/628-8500; website: www.fquinncorp.com

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — An agent construction management service with general contractor capabilities. Peoria - 309/688-6845 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington - 847/381-2760 POETTKER CONSTRUCTION — Construction management, designbuild, and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, MO - 314/645-9595 TRANE — HVAC company specializing in design, build, and retrofit.

Willowbrook - 630/734-6033

Computer Software CHALKABLE — Education Data Management. Mobile, AL - 800/8440884; website: www.chalkable.com; email: jporter@chalkable.com

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

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01 (866/252-4201); website: www.alphaACS.com; email: info@alphaacs.com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO - 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; email: rbennett@thectsgroup.com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, Mo 314/548-4136; Des Plaines - 847/770-5496; Maryland Heights, MO - 314/548-4501; email: Doc.Kotecki@Honeywell.com; Kevin.

Bollman@Honeywell.com

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights - 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/2064180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services.

Chicago - 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections.

Monticello - 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616 SIKICH LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial. com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville - 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/364-8955 WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont - 630/560-2120

Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham - 217/342-3042; website: www.bushuehr.com; email: steve@ bushuehr.com

Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for workers’ comp and insurance claims.

Chicago - 800/654-9504

Office Equipment

IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259

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

ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Buffalo Grove 847/567-3051

Superintendent Searches

OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oakbrook 312/498-7792; email: sharon@opterraenergy.com

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

RADON DETECTION SPECIALISTS — Commercial radon surveys.

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NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

39

Milestones Achievements Lisa Harrod,

before becoming an administrator.

Leadership from the International

superintendent of

In 2008, she received the Phi Del-

Society for Technology in Education

Manteno CUSD 5,

ta Kappa International Emergent

(ISTE). This honor, which goes to a

was recently was

Leader award. While serving as an

leader outside of the classroom, rec-

named a finalist

assistant superintendent, she was

ognizes outstanding achievement

by the Nation-

recognized with the Steger School

and leadership in implementing

al Association of

District Educator Award. At Manteno,

technology to improve education. A

School Superintendents for its 2015

she has focused on enhancing edu-

district-wide 1:1 iPad initiative was

Superintendent of the Year award.

cation amid state financial concerns.

implemented under his leadership

She finished among the top five of

That included improving response to

at the Gurnee district. He was named

the association’s member superin-

intervention and adding advanced

to the Apple Distinguished Program

tendents. The recognition surprised

placement courses at the high school.

for innovation, leadership, and edu-

the third-year superintendent. “I’m

cational excellence for 2013-2015. A

very honored and really proud of what

Ph i l Hintz,

frequent presenter at state, national,

we have done as a school district,”

director of technolo-

and international conferences, Hintz

Harrod said. Harrod is a third-gen-

gy of Gurnee School

is also the 2015 Technology Director

eration educator who began her

District 56, recently

of the Year in the State of Illinois, an

career as a speech pathologist, then

received an Award

award from an ISTE Affiliate, the Illi-

transitioned into special education

for O ut st a nd i n g

nois Computing Educators (ICE-IL).

In memoriam R ay mond W.

A former teacher, Zimmerman

the more time and effort that you

“Ray” Zimmerman

was elected in 1988 to the school

put in being a board member and

of Flanagan, a for-

board of Flanagan Unit District 4

use the training offered by IASB to

mer president of

in Livingston County, which later

help reach your goals, the better

the Illinois Asso-

became Flanagan-Cornell Unit Dis-

you will serve your local school and

ciation of School

trict 74. He served that board for 24

your community. It [school board

Boards, died September 20, 2015.

years. He was a director of the Corn

service] is one of the best things

Zimmerman was IASB president in

Belt Division starting in 1995. He

you can do for your community and

2004-2005. Reflecting on his pres-

served on the IASB Executive Com-

yourself.”

idency, in 2013 Zimmerman said

mittee from 1999 through his terms

In 2012, Zimmerman noted

IASB addressed the major issues of

as president and past president,

that the many challenges of school

the day by “lobbying at the state and

including two years as vice president

board service remain the same, but

national levels for adequate funds for

and resolutions committee chair.

that board members can take com-

mandated programs,” and “educating

He offered this advice to board

fort knowing “kids have done well,

board members, elected officials, and

members in IASB’s 2014 Centenni-

and we should be proud of what we

the general public about school mat-

al publication: “Understand that

have done.”

ters and how they affect everyone.”

40

Continued on page 37 THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015

ASK THE STAFF

What’s new at this year’s Joint Annual Conference?

W

hether you are an experi-

demonstrations of school products

Your Schools), Universal Technical

enced board member or are

and services.

Institute (How Do We Help Students

attending the Conference for the very

With seating limited to 36 partic-

Find Their Future “Fit”?), ECR A

first time, you will always find new

ipants, each Lab will have complete

Group (Governance and Return on

people, new activities, and new pro-

AV and Internet setups for feature

Investment Programs to Keep and

fessional development opportunities.

presentations by vendor representa-

Programs to Cut), Rival5 (Beyond

With more than 1,300 newly

tives. These labs will be held at specific

the Phone System – Affordable VoIP

elected school board members, this

1-hour time slots during regular exhib-

Service with an Emphasis on Safety),

year’s Conference will welcome many

it hall hours, 8:30 a.m. to 5 p.m. Friday,

and Chalkable (Transforming Edu-

new faces. Some will come with their

and 8:30 a.m. to 2 p.m. Saturday.

cation with Technology).

Conference Planner and an agenda packed full of events from morning

Here is a list of the featured organizations and their presentations:

A complete schedule and list of presenters will be available in the

to night. Others will arrive with an

NextEra Energy (Electric Mar-

Conference Program. Announce-

open calendar, ready to explore and

kets — Are You Ready For What Hap-

ments will be made during Con-

discover wherever their interests

pens Next?), The Sandner Group/

ference and a schedule posted at

take them.

ISDA/WCSIT (Safe Board/Vendor

various locations throughout the

Details about the 83rd Joint

Relations — Truth vs. Fiction),

Hyatt Regency.

Annual Conference can be found

Learning Partners (Lead With 3-D:

“We are excited to give these

online in the 2015 Conference Pre-

Bringing Virtual Reality to the Class-

sponsors an opportunity to meet

view, iasb.mys1cloud.com/JACpre-

room), NaviGate Prepared/Lauren

attendees and to have more time

view2015.pdf. Additional details will

Innovations (School Safety: NaviGate

to show and tell their stories,” said

also be available in the official Confer-

Prepared), Stifel (Tax Caps — What

IASB Executive Director Roger Eddy.

ence Program, which can be picked

You Need to Know to Prepare), Care

“Other conferences offer a similar

up at the main registration desk.

Here (Onsite/Near-site Health and

exhibit option and we wanted to try

But there are two new activities

Wellness Centers: Reducing Health-

it here. There is always plenty to see

that should attract newcomers and

care Costs and Improving Produc-

and do on the exhibit floor and this

veterans alike.

tivity), Humana (Get Moving – How

should be a great showcase for these

IASB is excited to announce a

Wearable Technology Impacts the

products and services.”

brand new feature in the Exhibit Hall.

Overall Wellness and Culture at

Select vendors have partnered with IASB to sponsor the first-ever IASB Learning Labs. Located in Aisle 100 of the Hyatt Regency Chicago Riverside Center, these vendors will be offering 1-hour presentations and

Continued on page 4

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

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