IASB Journal November December 2018

NOVEMBER/DECEMBER 2018

V ol. 8 6, N o . 6

T R A U M A INFORMED PRACTICES

P L U S :

C A L C U L A T I N G

E B F

•

E Q U I T Y

N E W S

H

ave you encountered people

state, including Sparta CUSD 140,

work — shared in part beginning on

with passion?

Decatur SD 61, and Calumet Public

page 11 — is an excellent resource

Consider what author Michael

SD 132, are recognizing the impacts

for those first considering trauma-in-

Lewis, known for his books-turned-

of trauma on their students, devel-

formed work in their school districts.

movies Moneyball and The Big Short,

oping programs and practices to

Changing course, we take the

said in his appearance on National Pub-

alleviate trauma-related problems,

opportunity to update members on

lic Radio’s “All Things Considered” in

and changing their responses to chil-

the Evidence-Based Funding Formu-

early October. Referring initially to

dren in distress. Trauma crosses the

la, which itself has drawn passionate

long-time federal government employ-

regions and demographics of Illinois.

conversation over the years. Starting on

ees, he said, “I expected to be briefed

Such distress among children is not a

page 16, read an excerpt on EBF from

and be ... informed by these people. I

new phenomenon, but addressing it

the upcoming Eighth Edition of Essen-

did not expect to be inspired by them.

is, for some school districts.

tials of Illinois School Finance. Author

… And there’s something really moving

To be inspired by the voices of

James B. Fritts has been the expert on

about groups of people who are doing

the Reverend Courtney Carson, whom

school finance — and the changes it has

what they’re doing not for money but for

readers will have read about in the

undergone — for a generation.

mission. They have a purpose in life.”

March/April Journal, and by Dalyn

On a different topic, and in your

This issue of The Illinois School

Drown, who shares both the care and

Association’s corner of the inspiration

Board Journal introduces readers to

the results of Burr Oak Schools’ trau-

conversation, there is purpose and mis-

several individuals and groups who

ma-informed supports, read “No lost

sion in the work of the newly-formed

are passionate about their missions.

causes” by Dan Naumovich starting

Equity Committee. IASB Field Services

We do a lot of listening in our work,

on page 6.

Director Patrick Rice, who has recent-

and have come to realize that pas-

Southern Illinois districts are

ly also been named Equity Director,

sionate intensity comes from many

picking up the mantle as well, in a

shares the committee’s first steps in

voices, in all volumes, and from many

consortium that includes Superin-

this issue’s “Ask the Staff” on the inside

different corners.

tendent Gabe Schwemmer’s Sparta

back cover. This committee, which I am

Nowhere is this more evident

district. To learn more, read “Trau-

pleased to be a member of, launched

than in those who are bringing trau-

ma resilience in every classroom,”

into the work with an enthusiasm and

ma-informed practices to improve

on page 14.

focus that, in the near- and long-term,

student welfare, which, in turn,

For another look at the science

will define and, we hope, will inform

improves academic progress. As much

and practical application behind

and inspire districts in their work

as this is a passion, it’s also researched

trauma-informed work, I talked to

towards Educational Equity.

based, evidence supported, and can

the ardent, expert, and motivating

What’s your passion? I encour-

be crucially important for the chil-

Courtney and Christopher Daikos,

age you to consider what drives your

dren and communities our schools

whose research and efforts to building

enthusiasm, and what inspires you to

serve. Across Illinois, organizations

systemic, locally-appropriate trau-

act, as you serve your communities

like the Consortium for Educational

ma-informed systems of support is

on your local boards of education.

Change and the Partnership for Resil-

in progress in several states. Their

ience, and school districts across the

enthusiasm is contagious, and their

— Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

O

n the Cover: Kintsugi, “golden joinery,” and Kintsukuroi, “golden repair,” are names for the centuries-old Japanese art of fixing broken pottery with gold lacquer. This gives

each piece a unique appearance and often creates an even more beautiful work of art.

Plate image: Hemera Technologies/thinkstock.com

COVER STORIES 6

No lost causes: Trauma-informed philosophy seeks to serve the whole child

By Dan Naumovich School districts are looking beyond behaviors and classroom performance to identify root causes of detrimental outcomes, and responding with compassion and connection with students.

11 Restorative and relationship-based practices for trauma-informed schools

By Theresa Kelly Gegen Adverse childhood experiences impact a child’s lifelong health, education, and social well-being. Continua Consulting Group works with all school staff to create systems for change in support of children with trauma.

14 Trauma resilience in every classroom

By Gabrielle Schwemmer Sparta CUSD 140 begins its journey towards trauma for better learning outcomes.

FEATURE ARTICLES 16 Essentials of School Finance: Calculating a district’s EBF

By James B. Fritts An excerpt from the new Eighth Edition of Essentials of Illinois School Finance outlines and defines calculations for EvidenceBased Funding and includes a glossary of EBF terms.

20 COMMENTARY: Settlement offers options for zero-emission electric school buses

By Susan Mudd

23 Considerations when developing alternative school programming

By Steven M. Baule

REGULAR FEATURES

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

2 0 1 8

Vol. 86, 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. Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production Copyright © 2018 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Front Cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover

www.iasb.com @ILschoolboards

PRACTICAL PR

4 beginning steps to share your district’s story on Twitter

By Alex Mayster

Alex Mayster is Communications Coordinator for Evergreen Park ESD 124, also known as @PSD124, and he is happy to answer your Twitter questions at amayster@ d124.org.

T

he world of Twitter — or the

So how does a school district get

element of social media that allows

“Twitterverse” as some like

up-and-running on Twitter? There

people or organizations to group

to call it — can be a scary place to

is no right or wrong way to do it, but

together a series of messages or

those who are unfamiliar; especially

following these steps could go a long

Tweets. For example, if you do a

for the people responsible for running

way toward improving communica-

search for #pets on Twitter, you’ll be

school districts.

tion with your community.

treated to a wide variety of animal pictures from people across the globe.

Many people had just gotten their heads around the fact the Facebook

Step 1: Create a district Twitter

If you establish a hashtag for your

has value outside of keeping track of

account

school district — such as #D124In-

family members or staying in touch

We will learn later on that getting

spire or #engage109 — then audi-

with friends from high school, when

as many people as possible involved

ences will be able to search for those

this little blue bird came along, and

with your district’s Twitter campaign

hashtags to see the variety of great

it was time to learn something new.

is key, but before you can create an

things happening in schools through-

No one is suggesting you shut

army you have to start with one per-

out your district. These hashtags will

down your Facebook account, as

son. If you do not have an account

group messages together in a way

that platform still has many useful

already, log on to Twitter.com or

that makes them accessible to your

characteristics. But if you’re not on

download the app to create one for

audiences, who are likely already on

Twitter yet, it is time to expand your

your district. The handle should be

Twitter every day.

horizons.

something simple and easy-to-recall, Step 3: Build your Twitter team

Twitter gives school districts the

something that people can quickly

ability to improve their communica-

find when searching for your school

Yes, you could use Twitter sim-

tions both internally and externally,

district. Be sure to upload a profile

ply as a one-way method to deliver

while continuing to control their own

and header photo that people will

communication to your constitu-

messages. If done correctly, school

identify with, and get ready to send

ents — in the same way many of you

districts can communicate on Twit-

your first Tweet. This district Twitter

probably are already using Facebook.

ter quickly and efficiently — to a

account is where you will release all

There’s nothing wrong with that.

wide variety of audiences — with the

of your information, from fun photos

To take your use of Twitter to the

click of a button. As Twitter becomes

of classroom activities to news about

ingrained within a school commu-

PARCC scores and details on emer-

nity, a team of regular Tweeters will

gency school closings.

begin to tell your district’s story on a daily basis, making it easier for dis-

2

Step 2: Create a #hashtag

tricts without a defined “communi-

Do you know what a hashtag is?

cations person” to get their messages

No, it’s not the same as a “pound” but-

out there.

ton on your phone, it’s an important

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

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

next level, however, you will want to

Step 4: Use it!

involve as many people as possible.

The idea of sharing stories and

Once you get teachers, administra-

photos from your school district

tors, school board members, etc.,

sounds great, but you have to make

Tweeting regularly using the school

the time to do it. The best timesaving

district’s hashtag, then community

tip is to download the Twitter app on

members following along will begin

a phone or tablet that you are using

to get a real inside look at the out-

throughout the day. That way, you can

standing things happening in the

snap a quick photo and pen a message

district. This means parents can

in a matter of seconds, and it will not

see what their children are doing in

delay your day enough to discourage

school, rather than prodding them

your use of Twitter in the future. The

at the dinner table, and taxpayers

second hurdle that often arises is an

will see that their dollars are being

abrupt absence from using Twitter at

put to good use.

the most critical times. Remember,

Having more people on board

Twitter is not just for those fun photos,

also expands the potential reach of

it is a platform that allows you to spread

each message being delivered. Users

the news. So when your district is in

have the ability to re-Tweet content

crisis mode, it’s not time to shut down.

to their own group of “followers,”

This is perhaps the most important

giving school districts the ability to

time to use Twitter. When your con-

reach hundreds of people who may

stituents are searching for information,

never have been accessible through

your Tweets should be there to provide

their own district accounts.

them with answers.

President Joanne Osmond

Treasurer Linda Eades

Vice President Thomas Neeley

Immediate Past President Phil Pritzker

BOARD OF DIRECTORS Abe Lincoln Bill Alexander

Northwest Chris Buikema

Blackhawk David Rockwell

Shawnee Sheila Nelson

Central Illinois Valley Tim Custis

South Cook Denis Ryan

Corn Belt Mark Harms DuPage Thomas Ruggio Egyptian John Metzger

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

Illini Michelle Skinlo

Two Rivers Tracie Sayre

Kaskaskia Linda Eades

Wabash Valley Dennis Inboden

Kishwaukee Mary Stith

West Cook Carla Joiner-Herrod

Lake Ann Dingman

Western Sue McCance

North Cook Barbara Somogyi

Service Associates Glen Eriksson

Board of directors members are current at press time.

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

N O V E M B E R / D E C E M B E R 2 0 1 8 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

3

INSIGHTS

Leading for community “‘A school is the hear t of a

Early Childhood Center and River-

thrive.’ Young children who exhibit

community,’ said Shinora Mont-

dale School. ‘Without a strong educa-

disruptive behavior in classrooms

gomery, principal of the district’s

tional center the community cannot

may be experiencing traumatic events and troubling relationships in their lives, educators said. ‘Nobody comes to school to be bad,’ said Cynthia Marks, assistant principal of Roosevelt Elementary School in Dolton.

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

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

4

“Every student deserves an education that prepares him or her for lifelong learning, success in the world of work, and participation in representative government. Unfortunately, far too many students are not receiving the high quality educational experiences needed to help them reach these goals. ... Part of leading for equity means state leaders must rebuild trust that has been lost between the public and civic institutions, including public education ... there is a pervasive lack of awareness about the deeply disparate opportunities and outcomes that persist for low-income students, students of color, English learners, and students with disabilities. To regain trust and bridge this divide, state chiefs must publicly articulate specific, measurable commitments to advance equity, ... By making equity a priority, chiefs

Policy Services Angie Powell, Director Brian Zumpf, Director Ken Carter, Consultant Boyd Fergurson, Consultant IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

— “‘Nobody comes to school to be bad’: Teacher training addresses new law aimed at lowering suspension, expulsion rates,” by Ted Slowik, Daily Southtown, October 5, 2018 .

can contribute to improving our country and realizing the promise of public education. “ One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

— Leading for Equity: Opportunities for State Education Chiefs The Aspen Education & Society Program and The Council of Chief State School Officers, February 2017.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

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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

F EOAVTEURR ES TAORRTYI C L E C

No lost causes

Trauma-informed philosophy seeks to serve the whole child

By Dan Naumovich

Dan Naumovich is a freelance journalist based in Springfield.

6

U

nfor tunately, it’s not an

“Instead of simply having a

Childhood Experiences (ACEs).

uncommon story. A young

discipline code that just sees the

According to research cited in the

man in Decatur gets introduced to

infraction and not the child, a

Illinois Education Association’s

drugs, and before long, he’s selling

trauma-informed school tries to

report, “Early Lessons in Building

them as well. He stops listening to his

understand what’s going on and to

Trauma-Sensitive Schools,” almost

parents. And then he stops showing

build relationships with children.

one-third of youths in the U.S. have

up to school. For many, if not most,

The really positive thing about all

experienced at least two types of

the story ends there in terms of edu-

of this is that all of these negative

ACEs. Often exhibited as toxic stress,

cation. But the schools in Decatur

things brought about by trauma

it affects students on both an emo-

have adopted a philosophy in which

can be undone. Children can learn

tional and biological level.

no student is seen as a lost cause.

how to more effectively self-regu-

“It’s been very well researched

“To get him to return, we had

late, interact with others and make

and documented that things like

to make him believe that teachers

good choices, the basics of social/

physical, emotional abuse and sexu-

weren’t prejudging him and that they

emotional learning,” said Jo Ander-

al abuse, divorce, alcoholism in the

believed in him,” said Rev. Courtney

son, co-executive director for the

family, a parent in jail — when you

Carson, who counsels teens attend-

Consortium for Educational Change

have multiple of these ACEs present

ing Decatur Eisenhower High School

(CEC).

in one child, it really impacts brain

and sits on the Decatur SD 61 Board

A not-for-profit organization,

development,” Anderson said. “So

of Education. “So that got him back

CEC works with hundreds of school

they lack the mental capacity because

in the door, but then we had to show

districts throughout the country

they’re in a constant state of fight or

him that they really cared. And those

in developing relationships to pro-

flight, or they become uninvolved

teachers have been trained on how to

mote improvements in teaching

or unconnected. All of which make

do that properly by creating a trau-

and learning. In conjunction with

learning, and teaching, very difficult.”

ma-informed environment.”

the Partnership for Resilience — a

To better understand the thought

What these teachers have been

group that promotes trauma-informed

processes of the young people he

trained to do is to look beyond behav-

approaches in education, healthcare,

counsels, Carson has studied how

iors and classroom performance to

and community settings — CEC has

the brain functions. What he has

identify their root causes. And then,

been working in school districts

learned coincides with findings in

rather than immediately addressing

throughout Illinois to introduce these

neuroscience and molecular biolo-

all offenses with disciplinary action,

principles and put them into action.

gy research that show that damage

respond with compassion and attempt

The trauma-informed approach

caused by ACEs can be reversed. It

to connect with students on a per-

in a school setting is focused on iden-

also reaffirms his belief in the trau-

sonal level.

tifying and responding to Adverse

ma-informed approach.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

initial response from a teacher isn’t

“In the brain there is a reward

the issuance of a detention slip.

system that involves feeling pleasure, and that affects learning and motiva-

“You must encourage first, and

tion. That system can be activated by

then correct the behavior. Because if

a hug or praise or scoring the winning

you punish first, then that’s just going

basket in a game. They all result in a

to shut them down. And then when

spike in dopamine. But if you never

the child does respond correctly with

get that dopamine, the brain becomes

the proper action, you reward them

numb and unresponsive. So we must

again,” Carson said.

For the past three years, CEC and

be rewarding and encouraging these children constantly to combat the

It’s important to note that a trau-

the Partnership for Resilience have

trauma they’re experiencing,” he said.

ma-informed approach doesn’t call

been working with nine school dis-

Carson added that without the

for the elimination of disciplinary

tricts in the south suburbs of Chicago.

positive interactions that boost dopa-

actions, nor does it mean that stu-

The Southland Initiative is focused

mine, students will often turn to drugs

dents shouldn’t be held responsible

on schools in inner-city communities

or alcohol, which also produce a spike

for their behavior or performance.

where students are more likely to be

in the organic brain chemical, but

It simply recognizes that a student

experiencing multiple ACEs. One of

with possibly dire side effects and

experiencing trauma or stress will

those is Burr Oak School, in Calumet

consequences.

likely be easier to reach when the

School District 132.

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NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

12/13/2017 3:15:01 PM

7

One of the first steps Burr Oak

incident involving a student whose

behavior, it allows the teachers to

took in implementing trauma-sensitive

father had been the victim in a shoot-

pinpoint the underlying cause.

procedures is a rather simple one. Every

ing incident. Drown gathered those

“Most importantly, we build

morning, a teacher or staff member

staff members who come in contact

strong relationships with our students

stands at each entrance and greets stu-

with the student on a daily basis and

so that they feel as if they can trust

dents as they arrive at school. Not only

together they discussed an approach

us,” Drown said. “They know we are

does it makes students feel welcome,

for her return to school. Among the

there to help and that we want the

softening the institutional feel that a

conclusions, they decided not to hold

best for each and every student both

school may convey, but it also provides

the student accountable for home-

academically and social/emotionally.”

an opportunity to observe students and

work for a few days until the situation

W hile the social /emotional

identify changes in mood or behavior

at home had stabilized.

that might indicate a problem.

well-being of students is a big piece

“We wanted to make the school

of the trauma-informed approach, it

“A lot of it comes down to just

day seem as normal as possible,”

also calls for tending to their physical

being good people and interacting

Drown said. “Without being too

needs as well. Studies have shown

with each student so they know

intrusive, we created a safety net

that students suffering from poor

they can always come talk to us,”

around her so that if the stress got

health or unaddressed physical

said Dalyn Drown, Burr Oak School

too high, someone was ready to step

ailments have a higher probability

principal. “We want to create a sense

in to help.”

for grade retention, dropping out of

of belonging in our student body. We

Teachers at Burr Oak are given

school, and participation in high-risk

stress the importance of building

ACEs surveys to familiarize them

activities that may adversely affect

relationships with students so they

with situations or conditions that

them throughout their lives.

feel trust in an environment where

the students may be experiencing at

The “whole child” approach to

they’re spending most of their time

home. They are taught how to interact

education advocates for connecting

on a daily basis.”

with students in crisis, and how to

schools to community support ser-

In explaining how the trau-

identify and avoid “triggers” that may

vices. Early on in the Partnership for

ma-informed approach plays out in

increase the stress they are feeling. By

Resilience’s work in the Southland

a real-life scenario, Drown related an

de-escalating a student’s inappropriate

districts, access to healthcare and

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THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

addressing students’ primary needs

becomes a barrier. Here at Burr Oak,

cavities to extractions. Of the 240 stu-

were identified as key components

the providers come to the school site

dents who received vision screenings,

to improving both their health and

and screen the students and then return

it was determined that 130 needed

academic performance.

a couple of weeks later to perform the

glasses.

At Burr Oak, the team identified

care procedures,” Drown said.

“So a quarter of our students

dental, vision, asthma, and immu-

In the program’s first year, 300

were sitting in class and couldn’t see

nization as areas where students

students received dental screening.

their books or the board,” he said. “If

were in the most need of services.

Around half required further restor-

kids can’t see what’s going on or their

Partnerships were formed with area

ative care, everything from filling

teeth are hurting, they’re going to act

healthcare providers and now parents need only sign a consent form for their children to receive on-site treatment.

Studies have shown that students suffering from

“At a lot of schools, health provid-

poor health or unaddressed physical ailments

ers will do the initial screenings on site, but then require the students who need

have a higher probability for grade retention,

follow-up care to get to the office for

dropping out of school, and participation in

treatment. Most of our families can’t do

high-risk activities that may adversely affect

that due to travel limitations — lack of a car — or financial hardship — inability

them throughout their lives.

to pay for public transportation. So that

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

out. In extreme situations, they may

academic press approach might find

communities, but we need to be paying

not even come to school for a period of

it difficult to justify taking a student

more attention to the whole child, rather

time. We work past that initial behav-

away from the classroom to attend to

than just the academics. Because the

ior and get to the root of the problem.”

other needs.

truth is you can’t improve the academics if you aren’t tending to their physical,

Since implementing trauma-in-

“The principals and other admin-

formed practices, Burr Oak has seen

istrators must be willing to sacrifice

marked improvement in disciplinary

some time for a dental exam. Or a few

Resources associated with this

incidents. Suspensions have dropped

minutes in the morning to deal with

article can be accessed at blog.iasb.

from 71 multiple-day suspensions in

social-emotional needs. If you give

com/p/journal-resources.html.

the 2011-2012 school year, to just six

up 20 minutes of instructional time

days of total suspensions last school

today to deal with a student in crisis

year. During that same period, expul-

or pain, you’re going to gain hours of

sions went from five to zero.

instructional time on the other end.

The Partnership for Resilience

Probably more,” he said.

has expanded its reach to other school

Drown also advocates for intro-

districts around the state. Anderson

ducing trauma-informed principles

said that the response from teachers

and ACEs instruction at the university

and administrators is overwhelmingly

level. No school is immune to child-

positive because they can instantly see

hood trauma so it’s critical that teach-

improvement in students, which allows

ers in all the state’s schools are familiar

the teachers to be more effective.

with the concepts before entering the

There are barriers preventing

emotional, and mental health.”

classroom for the first time.

For those wishing to learn more about this topic, the Joint Annual Con-

more widespread acceptance of

“This is not limited to some kids

ference of IASB/IASA/Illinois ASBO

trauma-informed practices. A lack

in some places,” Anderson said. “Even

will feature a session entitled: Build-

of resources is a common concern, as

among middle- and upper-class stu-

ing Trauma-Sensitive Community

are philosophical differences. Drown

dents, there’s stress and trauma. Maybe

Schools. The session will be held on

said that administrators who prefer an

not to the extent that we see in poorer

Saturday, November 17, at 3:30 p.m.

Don’t miss out on important information to assist you with your school board responsibilities: workshops and board training, governmental relations, school law updates, Conference information, policy services, information resources, and much more!

St ay Conn e c te d!

To make sure our messages are making it to your inbox, please check with your district secretary to make sure your preferred email address is listed within your IASB member profile and add iasb.com to your list of approved safe senders.

www.iasb.com Twitter: @ILschoolboards Facebook: Illinois Association of School Boards Blog: blog.iasb.com YouTube: ILSchoolBoards

10

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

COVER STORY

Trauma-informed care through relationships, restoration

By Theresa Kelly Gegen

C

hris and Courtney Daikos are

is T-MTSS, the Trauma-Informed

want to take the approach across

the co-founders of Continua

Multi-Tiered Systems of Support (see

the whole system. The goal is to first

graphic, page 12).

draft what their trauma-informed

Consulting Group, which helps school communities implement trauma-in-

As Courtney and Chris Daikos

framework will look like, and then we

formed support systems. Their focus

team up to explain, “RTI is getting to

spend the time in the district doing

is on working with school staff — and

the point where intervention is what

deeper implementation.”

they stress all staff: teachers, adminis-

we do all the time, as a school, as a sys-

The work deems that all staff —

trators, support staff, bus drivers — to

tem, as a community, at a foundation-

everyone who interacts with children

create systems for change in support

al level. When we take the approach,

— understands that toxic stress has a

of children with trauma. The work

Tier 1, the primary outcome of is the

significant impact on their behavior.

advances a step from the existing

practice of Common Language and

Trauma that children experience can

models of Response to Intervention

Expectations, which ideally meets the

include experiencing and/or witness-

(RTI) and the school-wide support

needs of 80 percent of the student pop-

ing physical or sexual abuse, injuries

systems known as Positive Behavioral

ulation. Tier 2 is the next level, getting

or illness, abandonment and neglect,

Interventions and Supports (PBIS).

to ready-made, off the shelf, special-

violence in the home, community

Trauma-informed care has been

ized, evidence based interventions,

violence, bullying, serious accidents,

studied since at least the Vietnam

which are specialized for a specific

natural disasters, terrorism, and

War. In education, much of the work

behavior; Tier 3 is an individualized

chronic poverty. Trauma, at any age

revolves around the Adverse Child-

intervention. Educators often perceive

but certainly in the very young, has

hood Experiences Study, which was

Tier 2 and 3, as established, mostly in

severe neurological impacts. Most

started in the mid-1990s by Kaiser

the areas of special education, which

foundational neurological develop-

Permanente health systems and the

is a misconception, students can have

ment happens before age 5.

Centers for Disease Control and

T-2 and T-3 interventions in place

The Daikos’s work starts with

Prevention. It demonstrated, and

while engaging in general education

the neurology of development and

the assessments continue to show,

classrooms. Students do not need

of behavior. Educators are taught to

that adverse childhood experiences

an Individualized Education Plan to

identify the functions of the behav-

impact a child’s lifelong health, edu-

access T-3 interventions.”

iors — what is the child trying to

“When we work with school dis-

gain? When a child enters school

In this area of expertise, Conti-

tricts, we are looking mostly at devel-

with maladaptive behaviors, these

nua’s work is with schools or school

oping Tier 1 leadership teams,” says

might be disruptive in a school set-

systems, not individual students; but

Courtney Daikos. “We have worked

ting, but serve a purpose for that

it is clear that children are at the

with individual schools, and now

child in other settings. With the right

heart of what they do. At the founda-

were are being tasked to take this

understanding, schools can help stu-

tion of Continua Consulting’s work

approach across full districts, who

dents manage those behaviors.

cation, and social well-being.

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

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

11

“It’s more situational than not,”

There are some commonalities

The processes includes initial

Chris says, regarding developing

to developing a framework. This is

interviews with administration and

frameworks, “And because of that, it’s

both Chris and Courtney speaking,

time spent in the building, looking for

always unique per district or even per

exchanging and affirming their

evidence of “a lot of things,” Courtney

school. In most cases, the framework

statements.

says. “What do relationships between

begins with the needs-based assess-

“A lot of it is built around the fun-

kids and kids look like, what do rela-

ment and being aware of sustained

damental beliefs and understandings

tionships between kids and adults

toxic distress and how it impacts

of development and neurology and

look like? What’s being taught — is

neurological development, and with

behavior. And then also getting into

it rigorous and relevant?”

teachers being aware of how much

what does it mean to be culturally

The needs assessment also bor-

neurological development happens

responsive? Who are the kids in

rows from several educational prac-

before kids get to school.”

front of you, and do you, as a teacher,

tices and theories, including the PBIS-based Tiered Fidelity Inventory and the “Five Dimensions of Teaching

Trauma, at any age but certainly in the very

and Learning” from the Center for Educational Leadership. To this, they

young, has severe neurological impacts. Most

add their own experience as admin-

foundational neurological development happens

istrators to develop a framework

before age 5.

through a constructivist perspective. Chris explains, “The children in front of you are not empty vessels; they have their own experiences that contribute to the learning environ-

A nd then, Chris continues,

relate to them? Kid culture: We are

ment. Do students have that avenue,

“Teachers become aware that there

not just talking about ethnicity — we

to contribute to the class, to contrib-

are systems and intervention practic-

are talking about relatability, which

ute to the culture of the classroom?”

es to use to help kids with maladaptive

includes culture, heritage, and what’s

“We can’t build tiers of interven-

behaviors.”

going on in their world.”

tion if we don’t have a fundamental understanding of neurology, culture, behavior,” says Courtney. “The constructs of discipline and culture: Across the nation, we are trying to reverse the punitive culture and be a more restorative culture.”

The work relies on restorative practices and relationship-based practices. This involves investing in relationships and setting up structures for kids to build relationships with each other. They help classroom communities co-construct their norms, by telling kids “this is your classroom, this is our classroom, and we are going to negotiate how we are going to get along as human beings

12

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

in this room.” This establishes trust

Although most of their work is

and means to solve problems in that

educating educators on T-MTSS,

classroom community.

Courtney says “What we see is, if we

“The more we do this work,”

don’t have the support of the super-

Courtney says, to Chris’s agreement,

intendent and school board, we can’t

“the more we see that it doesn’t take

go into a school trying to take on a

traction without trust.”

systemic framework.”

Chris notes that some existing

They caution about the current buzz around the term “restorative

balance. That’s what makes a lead-

and widely-used programs for behav-

justice,” as it applies to schools. Those

ership team important — to answer,

ioral intervention are not only not

practices are also evidence-based,

‘why are we doing this’ and ‘what does

evidence-based, but they are “horri-

but in the criminal justice system.

it matter if we keep doing this?’”

fying and damaging” relying on public humiliation and isolation.

It’s not the same as a school environ-

The goal is to give it time to work,

ment. Applying restorative justice in

and to empower teachers with evi-

“It’s a big part of the challenge,”

this framework would be in a Tier 3

dence — their own evidence, even-

Courtney says. “Those programs can

situation. Through Tier 1 and Tier

tually, and to hear it from someone

be very teacher-friendly. And it’s a

2, schools build restorative practices

they trust.

huge shift to recognize they are doing damage.”

and processes for kids to solve prob-

Such practices include the “Posi-

lems and repair harm. Then when

tive Greetings at the Door” approach,

“We need to move away from

a serious issue arises; they rely on

with an emphasis on setting a task for

that,” Chris says, “And convince

the processes they’ve built, on the

the first few minutes a student is in

educators that there’s a better

relationship practices that are at the

the classroom.

way.”

core of the work.

That the work is meant to be undertaken and embedded system-wide is fundamental. But they

“ ... what does it mean to be culturally responsive?

note it also goes “against the grain”

Who are the kids in front of you, and do you, as

of how most of us were raised and

a teacher, relate to them? Kid culture... we are

how society still functions. A lot of the

talking about relatability, which includes culture,

work is helping teachers — those on the front line — recognize that there

heritage, and what’s going on in their world.”

is science behind a positive relational approach that is going to help children learn more than excluding them from

“We explain to them,” Chris

Editor’s Note

says, digging into the science, “that

This article was originated through

“It’s an interesting dance,” Court-

there are neurological pathways

a presentation by the Christopher Dai-

ney adds, “because teachers don’t

being developed in that child. Ide-

kos at the 2018 NSBA Conference in San

want another thing to plan, but when

ally, there is a myelin sheath being

Antonio; an editorial clarification was

they are given a strict curriculum,

developed around that pathway on

added on January 1, 2019. Visit continu-

sometimes they feel restrained by

that good behavior. That’s going to

aconsulting.com to learn more about

that. We were teachers, we know! On

take time, but that’s going to become

Continua Consulting Group. That link

the other hand, you need that fidelity,

second nature to that child. The

and other resources associated with

to implement the way it was designed,

intrinsic motivation leads to extrin-

this article can be accessed at blog.iasb.

and to give it a chance to work. It’s a

sic motivation.”

com/p/journal-resources.html.

instruction when they misbehave.

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

FEATURE ARTICLE

Trauma resilience in every classroom

By Gabrielle Schwemmer

Gabe Schwemmer, Ed.D., is superintendent of Sparta CUSD 140 and a member of the board of education at Smithton CCSD 130.

​O

ne afternoon in June, a little

will experience at least one adverse

to support social-emotional learning

white Sparta Community Unit

childhood experience before the age

and self-regulation throughout the

District 140 bus with a blue bulldog on

of 18, according to a groundbreaking

school day.​

the side pulls into the parking lot, and

Centers for Disease Control and Pre-

an entire team of teachers and admin-

vention-Kaiser Permanente ACE study

istrators files out, followed by Super-

(1997) and subsequent work. Students

It was then that professional

intendent Gabrielle Schwemmer. This

experiencing one ACE have an 87 per-

development became the core of Spar-

leadership team has just finished the

cent higher chance of having two or

ta’s strategy to develop a trauma-re-

first day of a two-day intensive trau-

more. In addition, students living in

silient environment. Price recalled,

ma-resilience training, and the team

economically depressed areas have

“I thought, ‘OK, how can we all step

members are excitedly talking about

increased likelihood for ACEs, which

out of this together as a community?’”

the restorative plan they’ll be drafting

are linked to the stresses of poverty.

New accountability and de-esca-

for Sparta the next day.

In Sparta, student ACE scores range

lation tools were incorporated into the

from 0-9, with an average of two ACEs.

trauma-informed classroom, includ-

Schwemmer and other district leaders

ing a restorative practices incident

Assessing student needs

room,” said French.

Sparta teachers and administra-

found Sparta students were suffering to

report; restorative circles; and “2x10,”

tors began researching trauma and

a degree that affected their attendance,

a trust-building effort in which teach-

trauma resilience after witnessing

participation, and performance.

ers take intentional time to get to know a student better for two min-

student behavior and learning decline due to trauma experienced at home

14

“Kids need to be in the class-

Trauma-informed classrooms

utes a day over 10 days. The district is

and in the community. In Sparta, it

Taking this data and being inti-

also training teachers to integrate “5

was clear that toxic stress caused

mately familiar with the challenges of

Climate Changers,” which help sup-

by trauma was negatively impacting

trauma on student learning, a group

port teachers and students through

major learning outcomes.

of teachers, including kindergarten

a five-step daily restorative practice.

First, Schwemmer wanted to

teacher and district union president

“We needed to get past this com-

understand the scope of the problem

Laura French, attended a local trau-

munity-wide sense that failure is just

and to assess the extent to which the

ma-resilience workshop. After the

the norm,” Schwemmer summed up.

student population was affected by

workshop, the teachers met with

“It is up to leaders and educators to

trauma. This was done by undertaking

Sparta Lincoln School Principal Amy

change the tone. We can’t change past

an Adverse Childhood Experiences

Price and proposed a goal of gener-

trauma, but we can make Sparta a bet-

(ACEs) study, which measures 10 types

alizing restorative practices. At that

ter place for kids while we have them.”

of experiences that lead to trauma —

time, there were few resources for

The ACE data, coupled with

even one ACE could indicate that a

on-campus mental health support, so

trauma resiliency training and a

child needs trauma services. Studies

the team was driven to create a restor-

new strategic plan, put Sparta on the

indicate that 72 percent of students

ative structure that is fully integrated

path to becoming a trauma-resilient

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

community. The team was excited

sees this professional development in

supports and improved his academic

that learning outcomes were improv-

restorative practices as the base layer

achievement to such a degree that he

ing, as exhibited when Measures of

to restoring the community.

was offered a place in Sparta’s new

Academic Progress (MAP) test scores

“I’m from Sparta and I’ve worked

Teaching Assistant Internship Program

began to rise above the national

in this district for 38 years,” says media

for students of color, which was devel-

average. It had also become clear

specialist and service workers presi-

oped to help support equity and diver-

that teaching and learning could be

dent Laurie Penford. “Before the eco-

sity in the Sparta teaching team. The

enhanced by the use of restorative

nomic decline, the educational culture

student is now enrolled in a teaching

practices.

was different. Our kids deserve better.”

program at a local college with the hope

The Sparta team has already

of returning to teach in Sparta, and the

Utilizing evidence-based funding

experienced the transformative effect

outcome is proof that the program can

The state’s new Evidence-Based

trauma sensitivity has had on stu-

serve as a long-term restorative practice

Funding formula gives teachers and

dent outcomes. The dropout rate has

to the community.​​

administrators the resources to focus

decreased, and students who were

Repr inted w ith per mission

on professional development in sus-

not college-bound are now showing

from the author, and from “Shar-

tainable mental health practices. In

interest in postsecondary education.

ing Our Stories” from the Illinois

Sparta, to become a trauma-informed

In April the Belleville News-Demo-

State Board of Education. Resources

campus, the focus will be on profes-

crat ran a story by Lexi Cortes about a

associated with this article can be

sional learning on the traumatized

student who was not on track to gradu-

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

brain and community health practices.

ate. He received some trauma-informed

nal-resources.html.

The district plans to gradually bring these trainings in-house through a professional learning program called Sparta University, which will give the entire staff access to the expertise of teacher-leaders. They can thereby bring the district together with new restorative standards and a culture of open communication. For example, teachers and administrators

IASB Field Services offers board development opportunities for board and superintendent teams in YOUR district.

Field Services

get together on early-release Wednesdays and have a share circle wherein they discuss instances of trauma and interventions.

Restoring the community With this new focus, Sparta applied for and will receive a grant from the Consortium for Educational Change and the Partnership for Resilience to become a pilot trauma-informed school. This program is modeled after the success of the work of the Partnership for Resilience

Model continuous learning Commit to continuous improvement Call your IASB field services director today!

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

in the Chicago area. The Sparta team

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

15

FEATURE ARTICLE

Essentials of School Finance:

Calculating a district’s EBF

By James B. Fritts

James B. Fritts, Ph.D., has 35 years’ experience in the public schools as a teacher and administrator and teaches graduate courses in educational administration.

He is a senior associate of Hazard, Young, Attea and Associates, where he specializes in administrative selection, organizational studies and financial planning.

16

T

he Evidence-Based Funding

Stage 2: Measure the district’s

process involves three gen-

Adequacy Level

The LCT identifies the amount a school district should be contributing from property taxes towards

eral stages of calculations to deter-

The district’s resources are

mine the state and district’s funding

defined in EBF as the sum of its

shares. Refer to the Glossary and

Local Capacity Target (LCT) plus

Table of EBF Elements on the facing

its Corporate Personal Property

of fairness in an inequitable prop-

page as you follow these steps.

Replacement Taxes (CPPRT) plus

erty tax system. Low property tax

its Base Funding Minimum (BFM)

wealth districts with high tax rates

from the prior year distributions.

are not expected to contribute as

Stage 1: Determine the district’s Adequacy Target

covering its Adequacy Target.

The LCT provides a measure

much towards covering their AT’s

Determine the cost of educat-

as are higher-wealth districts. A

ing all students, according to the 27

district that taxes below its LCT

defined cost factors in the table of

is responsible for a portion of how

EBF elements. The sum of all edu-

“inequitably funded” it is, since the

cation cost factors is the district’s

formula uses its calculated LCT. If it

initial Adequacy Target (AT).

were to raise more revenue to reach

Adjust the initial AT to reflect the needs of the district’s actual stu-

its LCT, it would not lose any state funding.

dent population, considering total

A district that taxes above its

enrollment and the proportion com-

LCT has its real receipts adjusted

prising low-income, special needs,

towards its LCT. It gets more state

and English language learners.

funding even though it is more ade-

Adjust the AT by a regional cost

quately funded. It can also lower

factor. These factors are based on

its taxes and be eligible for more

average salaries using either the

state funding from the Property Tax

ISBE Employment Information

Relief Fund.

System or the Employment Cost

Add the LCT, CPPRT, and the

Index (clerical and instructional

BFM to determine Local Resources.

assistants.) They have been nar-

Completing Stages 1 and 2 pro-

rowed from their actual range to

duces a ratio that determines how

a low of .90 to a high of 1.06. The

far away a district is from adequate

result is the district’s Final Ade-

funding in Stage 3. That “Target

quacy Target.

Ratio” will determine which, of four

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

tiers, will determine the district’s EBF

Example

distribution for the next year.

District’s Adequacy Target (Stage 1) Receipts from local funding (Stage 2) Receipts from state BFM (Stage 2)

Divide Local Resources by the Adequacy Target to determine the

$12,000 per student 4,000 5,000

Adequacy Level, the percentage of adequacy that measures how far the district is from its Adequacy Target.

Total Receipts per student $9,000 per student Percent of Adequacy (Target Ratio-Stage 3) 75 percent

Glossary of State Aid and EBF Terminology This glossary is intended as a roadmap to assist the reader in navigating the specialized vocabulary used in the discussion of the reforms that culminated in Illinois’ EBF system, and the calculations and communications under EBF.

Beginning in FY 2018, many, but not all, MCAT grants were integrated into districts’ BFMs. Equity — A fair and just means of distributing resources.

There are three dimensions: • Taxpayer equity exists when taxpayers with equal

Adequacy — A dollar level of support that, if distrib-

ability bear the same tax burden. Tax rates should

uted to districts on an equitable basis, and spent to its

be equal across the state and districts should receive

greatest effect, will fund a program sufficient to enable

substantially equal resources from local and state

most students to achieve at or above the state’s specified

funds for equal local effort.

competency levels. Adequacy also implies that additional

• Student equity is achieved two ways. Horizontal

support will be provided to educate students with learning

equity requires that equals are treated equally, with

and/or language impediments and to compensate for the

no variation in resources. Vertical equity recognizes

effects of low family income.

that special needs and poverty require additional

District Adequacy Target (DAT) — Calculated by ISBE each year and communicated to the district, it is based on the per-pupil costs of research-supported elements.

resources. Vertical equity has underlain Illinois’ school aid programs since 1970.

• Equal opportunity requires that students have access to

Base Funding Minimum (BFM) — assures that no

equal resources despite differences in district type and

district will receive less state funding than it received the

wealth. It is a key issue in deciding equity-based legal

prior year. The BFM is calculated each fiscal year to include

challenges to school funding systems that are based on

the additional EBF Tier Money for the previous year.

the education clauses of various states’ constitutions.

Block Grant — Since 1995, Chicago Public Schools

General State Aid (GSA) — Prior to FY 2018, a per-pupil

(CPS) alone received grants that encompassed mandat-

state grant paid to all school districts in inverse proportion

ed categorical reimbursed to other districts by special

to the district’s ability to fund its program from property

formulas and certain other categorical programs. Most

taxes and under several “breakout” provisions from the

of the block grant goes away under EBF, except for pro-

GSA appropriation.

grams not incorporated into EBF such as early childhood

Local Capacity Target — The sum of a district’s local

and transportation. The prior Block Grant became part of

resources, or the amount of its Adequacy Target that it

CPS’s BFM and moved it closer to, but still well below its

should contribute from its local resources. Under EBF, the

adequacy target.

LCT is the district’s Base Funding Minimum (BFM) plus

Categorical Aid — A system of grants to support a portion of the costs of certain mandated programs (MCATS)

its receipts of Corporate Personal Property Replacement Taxes (CPPRT). LCT = BFM + CPPRT.

including special education and transportation and other programs including bilingual and early childhood education.

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

Continued on next page.

17

Stage 3: Distribute state EBF

from the prior year, so that no district

million, or $175 million. Amounts for

funds to assist the district in

loses money.

subsequent years will depend on the

There are four tiers: Tier 1 dis-

increases in the annual state budget

A district’s EBF funding consists

tricts are the least well-funded, having

EBF appropriation. The top of Tier 1

of two elements: the Base Funding

the biggest gap, or the lowest “Target

is determined by how far 50 percent

Minimum (BFM) or Hold Harmless,

Ratio” (64 percent or less) between

of that appropriation will go to fill 30

based on the previous fiscal year’s

their resources and their adequacy

percent of the Tier 1 gap.

distribution and Tier Funding, the

targets. These districts receive 50

Tier 2 districts have resources

new money for the current Fis-

percent of the annual appropria-

sufficient to cover between 64 per-

cal Year. Each year’s EBF funding

tion of new EBF dollars. In FY2018,

cent and 90 percent of their Adequacy

includes the BFM and Tier Funding

that amount was 50 percent of $350

Targets. They will share 49 percent of

meeting its Adequacy Target

Glossary, continued Private School Tax Credits — Authorized under the School Reform Act as the “Invest in Kids” tax credit. Dona-

used in the CWI ranges from .9 to 1.06.

tions for funding scholarships to private schools are eligible

Salary Factor — ISBE will calculate and communicate

for a 75 percent credit against their state income taxes,

annually the district’s cost of the 27 essential elements,

up to a $75 million annual state-wide maximum. With no

using data from its Employment Information system for

identified revenue appropriation, these credits will draw

all positions except clerical and instructional assistance.

from the same General Fund that supports public schools

It will use weighted average salaries based on the district’s

and many state services.

enrollment. Baseline salary information for clerical and

Property Tax Reduction Referendum — Required to be held at the next non-partisan (November) election if

instructional assistants will be multiplied by the Employment Cost Index.

10 percent of a district’s registered voters petition for it. It

State Budget — The annual appropriation for discre-

applies to districts whose resources exceed 110 percent

tionary expenditures enacted by the General Assembly and

of the Adequacy Target. If successful, the extension for

approved by the governor for the fiscal year beginning July

the levy year when the vote took place is reduced by the

1. Many expenditures, including those for state pension

specified percentage, up to 10 percent.

contributions, are required by law and the required amounts

Property Tax Relief Fund — A pool, the size of which

do not fall within the discretionary budget.

is determined by an annual legislative appropriation, from

Tier Funding — A district falls into one of four tiers,

which districts with high tax rates and low property tax

based on the percentages of its Adequacy Targets that is

values may apply annually for a limited amount of relief

covered by the sum of its Base Funding Minimum, and its

funds.

Local Capacity Target divided by its Adequacy Target (see

Proration — The practice of reducing state aid claims

accompanying article).

when appropriated funds in the state budget are insufficient

Wealth Neutrality — A situation where the total resources

to pay districts’ claims in full. Prorations have been applied

available to a school district in a state do not correlate pos-

during several periods of state budget distress.

itively with that district’s ability to raise its share of its costs

Regionalization Factor — A regionalization factor or

from property taxes, and therefore the quality of the district’s

Comparable Wage Index (CWI) is applied to the Initial

education is independent of the community’s wealth. A low

Adequacy Target to produce the Final Adequacy Target. The

or negative correlation indicates the state’s school funding

CWI compares the salaries of non-education employees

system provides an equitable amount of state funds to enable

with a bachelor’s degree across all counties, compares

all districts to spend at the specified adequate amount.

those differences and computes an index for each region.

18

The actual ranges are narrowed so that the regional ranges

— James B. Fritts, Essentials of School Finance

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

the new state funding with the Tier

years will be available each year from

1 schools. In FY2018, that amount

the ISBE website.

of shared money was $171.5 million.

This sharing with Tier 1 schools

Editor’s Note

means that 99 percent of new funding

This is an excerpt from the new

for education went to those districts

Eighth Edition of Essentials of Illinois

least adequately funded — a powerful

School Finance. This edition retains

step towards equity.

and updates information on the basic

Tier 3 districts are those with

principles and operations of Illinois

resources that cover between 90 per-

school financial management and the

cent and 100 percent of their Adequacy

rationale for and the workings of the

Targets. They received just 0.9 percent

state’s new Evidence-Based Funding

or $2.15 million of the new money.

formula and the prospects it brings

Tier 4 districts have resources that

for improvement in the equity and

cover at least 100 percent of their Ade-

adequacy of Illinois school funding.

quacy Targets. They shared 0.1 percent,

Essentials of Illinois School Finance

or $350,000, of the new state funds.

is available to purchase at the Joint

Tier distribution thresholds and amounts for FY2019 and subsequent

Annual Conference Bookstore and the IASB Online Bookstore.

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

Policy Services

PRESS, the IASB sample policy and procedure service — Use the newly upgraded interface and navigation tools to receive 24/7 internet access to PRESS, IASB’s sample board policy and administrative procedure service.

Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time-saving links embedded in the policies and procedures.

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.

BoardBook® — Learn about the advantages of electronic board packet preparation made possible through use of IASB’s BoardBook® service by scheduling a demonstration for yourself, your administrators, or your entire board.

Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688, ext. 1214 or 1154; bzumpf@iasb.com or apowell@iasb.com NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

Is your district ready to manage the mountain of updates from the Illinois

General Assembly and regulatory agencies for the 2018-2019 school year?

Here’s a glimpse of the topics that PRESS addressed in the 2018 legislative issue: Board Member Oath of Office (PA 100-1055) • PERA Committee Provisions (PA 100-768) • Severance Agreements (PAs 100895 (misconduct) and 100-1040 (sexual harassment)) • 3% Salary Cap (PA 100-587) • Safety (PAs 100-718 (federal rap back service), 100-984 (school resource officers), and 100-996 (law enforcement drills)) • Employee Benefits (PAs 100-1003 (nursing mothers break time) and 100-1094 (Wage Payment Act)) • Licensure Qualifications and Teacher Recruitment (PAs 100-596 (substitute teachers physically fit), 100-743 (teacher shortage provisions), and 100813 (substitute teacher recruitment)) • Instruction and Curriculum (PAs 100-634 (Black history courses), 100-684 (sex education), 100-792 (dual credit limits), 100-1035 (suspension programs), 100-1043 (parenting education), 100-1049 (dual credit college partnership), and 100-1056 (walking and biking education)) • Student Attendance and Truancy (PAs 100-810 (professional development), 100-825 (reenrollment denial), and 100-918 (truancy definition)) • Student Health (PAs 100-741 (HPV vaccine), 100-747 (concussion brochures), 100-829 (dental examination), 100-903 (mental illness training), 100-977 (influenza vaccine), 100-1092 (Hunger-Free Students’ Bill of Rights Act), and 100-1112 (mental health notification)) • Medication Administration (PAs 100-660 (medical cannabis), 100-726 (asthma medication), and 100-799 (pre-filled epinephrine syringes)) • Federal Developments (ESEA requirements)

And many more new Illinois Public Acts affecting your district…

20

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

For more information please contact 630/629-3776 or 217/528-9688, ext. 1232.

Policy Services

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

COMMENTARY

Settlement offers options for zero-emission electric school buses

By Susan Mudd

E

taking advantage of unique resources

veryone who has ever stood

And transporting students on

on the corner waiting for the

diesel buses is a significant cost for

school bus — your own as a child,

our school districts. Perhaps these

In 2016 and 2017, the Volkswagen

or with your children as an adult —

funds could be spent in a way that

corporation and the United States

remembers waiting in a crowd as the

would improve rather than harm stu-

Environmental Protection Agency

yellow bus pulled up, a puff of pungent

dents’ health?

settled a series of complaints against

to advance their affordability.

smoke trailing behind it. Some days it

More than 1 in 8 Illinois children

Volkswagen, after the auto manu-

was the noise of the loud, idling engine

have asthma; it is the number one

facturer was accused of cheating on

that we first noticed, while the bus

chronic condition with which Illinois’

federal emissions tests. Illinois will

was still blocks away.

children suffer. Illinois schools are

receive $109 million from that settle-

School buses haven’t changed

required to have emergency response

ment. During the past two years, the

much in the past 25 years. They

protocols in place to address emergen-

Environmental Law & Policy Center

are still yellow, still loud, and still

cy asthma attacks, but our students

(ELPC) researched the options for

smelly.

are still transported by asthma-exac-

using those funds. This money is

erbating buses. Something is wrong

earmarked for improving air qual-

with this picture.

ity, specifically by replacing heav-

School buses are the largest category of mass transportation in our country. They transport more

The good news is, technological

ily polluting diesel equipment and

people each day than public transit

advances in recent years have made

vehicles. The ELPC analysis found,

and rail combined, and they trans-

zero-emission electric school buses

and public health experts agree, that

port our most vulnerable people,

available. Now is the time to consider

clean, zero-emission electric school

Susan Mudd is a senior policy advocate with the Environmental Law & Policy Center in Chicago.

children whose lungs are still developing. Diesel school bus pollution is bad for the environment and bad for public health, especially for children’s health. Yet traditional school buses are still used to transport 1 million Illinois kids to and from school every day, exposing them to dangerous pollution that hovers in the air and seeps into the cabins. This can lead to other adverse health effects, including triggering asthma attacks.

Photo courtesy of the Environmental Law & Policy Center.

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

buses are one of the best uses for the

dedicate over $10 million to get

Investing in zero-emission electric

settlement funds. To build awareness

electric school buses on the road.

school buses now will help drive down

of this opportunity, ELPC:

Ohio’s plan sets aside $3 million

the cost of vehicles so they become

• Kicked off a Midwest electric

for electric school buses, Indiana’s

more affordable for all school districts.

school bus road tour at an Illi-

draft plan has a similar amount,

Transitioning to zero-emission

nois public elementary school,

and dedicated funds are expected

electric school buses is a great fit

reaching six communities in four

in Michigan.

with forward-thinking STEM educa-

states, in partnership with sev-

At this moment, electric school

tion philosophies, while resulting in

en Midwest electric utilities and

buses are more expensive than oth-

cleaner air, healthier communities,

regional public health experts.

er fossil-fuel types. That is because

and kids breathing easier. Given the

• Conducted a webinar, entitled

fewer have been produced, so the

large scale of the national school bus

“Electric School Buses: A VW

benefits of large-scale production are

fleet, this would have tremendous air

Settlement Opportunity,” with

not yet realized. But battery prices

quality and public health benefits.

e-school bus pilots in Massachu-

(the largest portion of the cost of the

If you are considering zero-emis-

setts and Minnesota; and

zero-emission buses) are coming

sion electric school buses for your

• Crafted a model school board

down. As the purchase price of elec-

school district and protecting the

resolution that enables school

tric school buses reaches cost-parity,

health of your students and commu-

boards to commit to fleet elec-

the operational savings attributable

nity members, there are a few steps

trification as costs decline.

to the technology can result in more

you can take now. First, keep an eye

Illinois recently joined oth-

resources being allocated towards

out for the Illinois Environmental Pro-

essential classroom activities.

tection Agency accepting Volkswagen

er Midwest states in deciding to

Settlement project applications and encourage your district to apply. You can sign up to be notified of funding opportunity timing at EPA.VWSettlement@illinois.gov.

Second, share this information with your colleagues on the school board, superintendents, and principals, and encourage them to adopt a resolution committing your district/

A nationwide search

with Illinois experience

school to transition your fleet to zero-emission electric school buses.

A sample school board resolution can be found on ELPC’s website. Let ELPC

• IASB works with the National Affiliation of Superintendent Searchers (NASS), with over 100 consultants located in 40 states

know of your interest so we can help connect you with potential partners and up-to-date information.

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

obtaining electric school buses,

• IASB Executive Searches has had applicants from 41 states from 2009-2017

beyond will benefit from quiet rides

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

Through your leadership in children in your school district and to school and breathing more easily.

Resources associated with this article can be accessed at blog.iasb. com/p/journal-resources.html.

22

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

FEATURE STORY

COVER STORY

Considerations when developing alternative school programming

By Steven M. Baule

A

s the differentiation of educa-

learn how to address specific student

know that parents will support the

tion is becoming a more main-

needs.

school’s discipline and behavior plans

stream concept since being proposed

Following that student discipline

for struggling students will be more

in the 1930s by progressive educators

example, many students with dis-

successful. Parent/student/school

of the time, it is important for edu-

cipline issues need more structure

contracts addressing expectations for

cators to consider several factors in

within their school day in order to

each are often important to ensure

order to ensure the success of the

be successful. Creating a simple

the success of alternative programs.

alternative programs established to

and easy-to-follow routine with few

Utilize additional recourses

assist students by providing a broader

opportunities for students to make

beyond those used in traditional

continuum of educational options.

poor choices can go a long way to

instruction. Partnering with social

creating a successful situation for

service and mental health providers

these students.

may allow an alternative program

The most important consideration is to determine the specific goals of the anticipated program.

Enlisting parental assistance to

to provide a longer school-day or

A strong alternative program should

support the goals of an alternative

school-year experience. Addition-

address a specific need within a

program is essential. Students who

ally, such partners can often provide

Steven M. Baule, Ed.D., Ph.D., is an assistant professor in the Educational Leadership Department at the University of WisconsinSuperior.

school and not try to be a safety net to address all of the school’s problems at once. For instance, if discipline issues and their impact on school climate is the issue to address, focus on a program that concentrates on the needs of students who have significant discipline issues. A single alternative program can rarely be successful in addressing more than one, possibly two, specific needs.

That being said, in the best cases, modifications of an original alternative program can often be used to allow for further transitions. An onsite, self-contained program may eventually become a blended or virtual program as members of the staff

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

who are successful, but don’t wish

Shifting alternative program start

ating student success. For example,

to return to the traditional class-

times back or limiting the length

local law enforcement officers with

room environment are allowed to

of day may increase the program’s

experience working with school-age

remain as long as is reasonable and

appeal to some students and their

children can be excellent resources

they continue to advance. Some-

families.

in helping develop student discipline

times, students act out in order to

Ensure that teachers and other

programming.

additional resources to assist in cre-

avoid returning to an environment

staff who are assigned to alterna-

Determine how instruction

in which they were not success-

tive programs are the right fit for

will be provided. Will students

ful. Allow students the option to

the program. Putting teachers into

receive face-to-face instruction,

remain.

alternative programs who are not

online instruction, or some blend

Consider modifying not only

invested in the program or willing

of the two? How w ill credit be

the structure of the student day, but

to go the extra mile to build solid

earned in such a way to ensure

potentially making the day longer,

relationships with the students in

students are able to move back

shorter, or otherwise shifted in

alternative programs can set such a

into a traditional environment, if

order to best meet the needs of the

program up for failure.

they wish?

student population targeted for the

Consider developing alterna-

Set clear goals for students who

program. Some students struggle to

tives at all levels of the PreK-12

wish to exit the alternative program

arrive at school on time, especially

continuum. Historically, alterna-

and return to traditional options.

given the early secondary school

tive programs have been developed

At the same time, ensure students

start times many schools have.

at the secondary level. However, primary-level programming that addresses behavior and the soft

A new in-district workshop is available

Monitoring District Performance: Saying What We Mean & Doing What We Say Where do we say it?

Our written board policy manual!

How do we know if we are doing it? By effectively monitoring our board policy!

sk ills necessar y for success in school may prove beneficial across the continuum. This would allow educators to address issues before children have experienced significant struggles or failure, and allow schools to intervene before students decide that school isn’t for them.

The last piece is to ensure that both the board of education and the program leadership have a clear understanding of the program’s goals and how success will be determined. If student discipline rates will be used, determine how

Contact your IASB field services director or a policy consultant today for more information!

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

that information will be documented and compared to students in traditional environments. Make sure that alternative programs are regularly reviewed and revised to try to improve the success of the students in those programs.

24

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

In memoriam continued from page 28

Clifford Julius “Bud” Neal, 92,

serving District 100 as a teacher, coach,

LaSalle ESD 122 school board from

dean of students, and athletic director.

1989 to 1991.

He finished his career with the district as director of transportation.

Fred L. (Doc) Uhland, DVM, 83, died August 25, 2018. He previously

died July 31, 2018. He had served

Susan J. Rohrer, 73, died Sep-

served on the Ashland school board.

on the Hamilton Primary Board of

tember 25, 2018. She had served as

He also served on the Ashland Vol-

Education, and formerly served as

a secretary and vice president on the

unteer Fire Department and was its

an Otter Creek Township Trustee.

Virden Board of Education.

fourth chief. In 2001, he was selected

Michael Jerome O’Neill, 83, died

Paul Sanner Rothe, 83, died Sep-

August 18, 2018. He was very involved

tember 7, 2018. He was a former mem-

Stephanie Paulsen Wright, 43,

in the Mayville community, serving as

ber of the Girard Board of Education.

died September 21, 2018. She served

president of the Mayville High School

Eugene “Gene” Frank Sikor-

on the Ridgeview CUSD 19 school

Board of Education.

Anthony “Tony” Pintozzi, Sr., 87, died August 6, 2018. He was a former member of the McHenry County Regional Board of Education.

ovsky, 90, died September 30, 2018.

He served on the Lake Forest Board

Ashland First Citizen.

board.

David A. Yaeger, 80, died August 19, 2018. He previously served as a

of Education.

Charles “Chuck” W. Smith, 80, died August 31, 2018. He was a mem-

member of the DeKalb school board, serving as president for two years.

Paul E. Rogers, 89, died August 20,

ber of the Schaumburg District 54

Derry York, 85, died September

2018. Rogers previously served eight

Board of Education from 1979 to 1988.

30, 2018. He served on the Stew-

years as a school board member for Jer-

Susan Vogel Taylor, 71, died Sep-

ardson-Strasburg CUSD 5A school

sey CUSD 100. He also spent 39 years

tember 19, 2018. She a member of the

Ask the Staff continued from inside back cover

board.

E duc at iona l opp or t u n it ie s

Dee Molinare, Director, Field Ser-

regardless of gender: Illinois cases

vices; Theresa Kelly Gegen, Director,

were at the forefront of the debate

Editorial Services/Communications;

IASB’s equity committee will

over facility options for transgender

Maryam Brotine, Assistant General

develop approaches to sharing equity

students, and IASB policies reflect

Counsel; and Ronald Madlock, Assis-

work with member districts, includ-

policies for Equal Education Oppor-

tant Director, Advocacy/Governmen-

ing symposiums, in-district and

tunities.

tal Relations. Resources for this work can be accessed at iasb.com/equity.

regional workshops, Division Meeting

In addition to Bertrand and Rice,

presentations, resources hosted on

members of the committee include

IASB’s equity committee will

IASB’s website, webinars, and infor-

Dean Langdon, Associate Executive

“light the way,” as well as help school

mation regarding “hot topic” equity

Director, Member Services; Sandra

boards “lead with equity” in order

issues. Examples of these hot topics

Kwasa, Director, Board Development;

for all students to be successful.

include the following: Teacher shortage: 90 percent of the 1,400 unfilled teaching vacancies in Illinois are located in districts funded below adequacy; this means the poorest districts face the greatest shortages.

Disciplinary reforms: After a 2012 study showed Illinois had the largest racial gap in the nation (21.3

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.

percent) in disciplinary referrals.

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

www.greenassociates.com; email: greig@greenassociates.com 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

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

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

Architects/Engineers ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/4951900; website: www.arconassoc.com; email: rpcozzi@arconassoc. com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/3569606; 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 CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840

KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: www.legat.com PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 website: www.PCMPLUSD.com PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 847/466-7220 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: www.rljarch. com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants.

Springfield – 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444 TRIA ARCHITECTURE — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500

DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website: www.dla-ltd.com; email: info@dla-ltd.com

WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment.

As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; website: www.wightco.com; email: bpaulsen@ wightco.com

DLR GROUP — Educational facility design and master planning.

Chicago – 312/382-9980; website: dlrgroup.com; email: mengelhardt@dlrgoup.com

WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/6242080

ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website: www.eea-ltd.com; email: geriksson@eea-ltd.com

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

FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436

Building Construction

FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website: www.fgmarchitects.com THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/9221376; website: www.garlandco.com GREENASSOCIATES, INC. — Architecture/construction services.

Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website:

26

JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website: www.jmaarchitects.com; email: allison@jmaarchitects.com

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: COREconstruction.com F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/444-1525-3535; website: www.fhpaschen.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: www.fquinncorp.com

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 NICHOLAS & ASSOCIATES, INC. — Construction management, general contracting, design and build. Mt. Prospect – 847/394-6200 email: info@nicholasquality.com PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 website: www.pepperconstruction email: jripsky@pepperconstruction.com POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: www.poettkerconstruction.com RUSSELL CONSTRUCTION COMPANY, INC. — Russell provides successful, knowledgeable construction management and contracting services in the PREK-12 market from concept to completion and continuing care for your facility needs. Davenport, IA – 563/459-4600 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, Mo – 314/645-9595; website: www.smwilson.com; email: judd.presley@smwilson.com TRANE — HVAC company specializing in design, build, and retrofit.

Willowbrook – 630/734-6033

Computer Software, Supplies, Services COMPUTER INFORMATION CONCEPTS, INC. — Infinite Campus Student Information System and Finance Suite, and Tableau Data Visualization / Analytics. Greeley, CO – 312/995-3342 SONITROL GREAT LAKES — Verified electronic security.

Northbrook – 847/205-0670; website: www.sonitrolverified.com

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

Environmental Services ALPHA CONTROLS & SERVICES, LLC — We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient. Rockford, Springfield, Champaign; website: www.alpaacs.com email: jasonv@alphaacs.com – 815/227-4000 CTS GROUP — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/633-0691; website: www.ctsgroup.com; email: rbennett@ctsgroup.com

RADON DETECTION SPECIALISTS — Radon measurements in elementary, middle and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont. 630-3254443/800-244-4242. www.radondetection.net; email: KirstenS@ radondetection.net

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago – 312/281-2014; email: rvail@bernardisecurities.com BMO HARRIS BANK — BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources.

Chicago 312/461-7895 EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website: www.ehlers-inc.com; email: abooker@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services.

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

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

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

Grounds and Maintenance

GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044

Human Resource Consulting

GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050

NELS JOHNSON TREE EXPERTS — full service tree maintenance and plant health company. Evanston — 847/475-1877 BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/342-3042; website: www.bushuehr.com; email: steve@ bushuehr.com

Insurance

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

MEEMIC INSURANCE — For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community. Auburn Hills, MI – 856/495-9041

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

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

ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website: www.ILLec.org; email: hwallace@iasbo.org ENGIE SERVICES U.S. — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Chicago – 312/4987792; email: sharon@opterraenergy.com

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

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

NOVEMBER/DECEMBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

MILESTONES

Achievements G. Howard “Bud” Thompson, a past president of the Illinois Association of Schools Boards (1976-77), and a former Prophetstown school board member, was recently called upon to help out in the neighboring town of Tampico. The request came after police said vandals severely damaged a mural of Ronald Reagan across the street from the birthplace of the former President of the United States.

Local volunteers from Reagan’s birthplace museum called on Thompson, a talented artist, to help restore the large wall painting

The Tampico mural, after restoration.

Photo courtesy of AroundPtown.com.

alongside the building where Rea-

restore the mural, which had been

officer, as well as in his subsequent

gan’s father used to work. Thompson

damaged by spray paint.

work on the National Consortium

was one of the original artists on

A former vice chairman of the

for State Leadership in the Educa-

the mural, working with fellow art-

Illinois State Board of Education,

tion of Gifted and Talented Chil-

ist Don Kirst to create the artwork

Thompson championed art educa-

dren. He later served as mayor of

nearly 30 years ago. He was able to

tion during his tenure as an IASB

Prophetstown.

Henry “Hank” R. Bohnemeier,

Litchfield school board, including a

previously had taught economics at

94, died September 6, 2018. He previ-

time as president during the late 1970s.

Latin School of Chicago and served

ously served on the High Mount school

Claudia “Joyce” Harness, 83,

on the executive committee and board

board for eight years, and was a past

died September 22, 2018. She was

of governors for the North Suburban

president for High Mount PTA.

a 13-year member of the Tremont

Special Education District.

In memoriam

Alicia LaDonna Zipprich But-

Harry William Law, 93, died Sep-

ler, 55, died September 7, 2018. She

Reuben Edward Huber, 96, died

tember 10, 2018. He served several

formerly served on the Peoria SD 150

September 13, 2018. He served on

terms on the Pleasant Hill CUSD 3

Board of Education.

the Fairbury-Cropsey school board,

school board.

Otis “Jack” Barnett Daugherty,

and was the Fairbury Association of

Laurance J. Meyer, 88, died Sep-

86, died September 8, 2018. He was a

Commerce’s Man of the Year in 1978.

tember 25, 2018. He was a past pres-

two-term member of the Martinsville

Joseph K. Jones, 93, died August

ident of the Downers Grove school

CUSD 3C school board.

Edgar (Ted) Gifford, 100, died

28

school board.

11, 2018. He previously served on the Broadwell school board.

board.

Alice Moody, 89, died September

July 29, 2018. Gifford, a dentist, previ-

James Berger Koch, 66, died

3, 2018. She helped develop the Ver-

ously served nine years as a LaGrange

August 4, 2018. An attorney who

non Area Public Library and served

SD 102 school board member.

argued twice before the U.S. Supreme

on the Adlai E. Stevenson HSD 125

Marvin Leon Green, 84, died Sep-

Court, Koch was a past president of

Board of Education.

tember 9, 2018. He had served on the

New Trier Board of Education. He

continued on page 25

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER/DECEMBER 2018

ASK THE STAFF

Leading with equity

By Patrick Rice

Q A

: What’s next in IASB’s equity

board that leads also studies the sys-

you might imagine what happens

work?

tems behind which district practices

when district stakeholders voices

and procedures may impede students

are not heard: the result is they may

from being successful.

not demonstrate ownership in dis-

: In alignment with our mission and vision, the Illinois

Why should equity be monitored

trict goals. The process of setting

Association of School Boards contin-

utilizing a “system” frame? Effective

district goals and direction are not

ues to “light the way” for members

school boards understand that it is

equitable if key stakeholders voices

by working with boards of educa-

best to be proactive regarding how

are not heard.

tion to ensure that school districts

situations will be addressed. Sadly,

W hat systems can be put in

in Illinois are future-ready. To reach

districts that are reactive work inef-

place utilizing an equity lens to

this goal, boards must monitor two

ficiently, and far too often handle

ensure stakeholder collaboration in

key concerns: student learning and

problems by relying on a “popcorn”

district goal-setting and/or a strategic

organizational effectiveness. IASB

approach (problem-reaction-solu-

planning process? IASB has assisted

is continuing to examine how our

tion) and only dealing with problems

boards with setting district goals and

Association can best empower school

as they arise.

direction to incorporate stakehold-

boards to monitor key systems

I ASB’s goal is to work with

er voices, and is now adding equity

school boards to ensure boards

work to that process. For instance,

Many Illinois school boards are

provide the leadership necessary for

prior to setting district goals, IASB

“leading with equity” because they

future-ready schools. This requires

can work with the board to conduct

realize that the board must create a

districts to be proactive by ensur-

surveys and/or focus groups with

culture that empowers stakeholders

ing the right systems are in place

district stakeholders with the aim

to examine practices and procedures

to ensure student achievement and

of providing input regarding district

— indeed entire systems — through

organizational effectiveness. To

goals. IASB is seeking additional

an equity lens. Moreover, the school

illustrate the need for this work,

ways in which we can assist boards

through an equity lens.

to examine their systems for equity.

Under the direction of Executive Director Thomas Bertrand, an IASB equity committee was formed in Summer 2018, including Equity Director Patrick Rice. Bertrand has challenged the committee to explore additional ways in which IASB can assist school boards in understanding and monitoring district systems for equity. continued on page 25

Patrick Rice, IASB director of equity and field services director for Egyptian, Illini, Shawnee, and Wabash Valley divisions, answers this issue’s question.

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