Page 1


V ol. 8 5, N o . 5

ON TIME: Optimal learning, by the clock



ime is what we want most

As part of a long-term plan to

block schedule will benefit students

but what we use worst,”

“create optimal time for learning,”

and staff in their current and future

according to philosopher, colonial

Barrington CUSD 220 undertook

endeavors, starting on page 13.

entrepreneur, and Pennsylvania

an extensive study of student sleep

School boards work with their

founder William Penn. That, the most

and school start times. Read about

administrators to devise student

common version of Penn’s lament,

Barrington’s effort on page 6, and

schedules, and are additional-

is inferior to the original, from his

about the sleep science behind later

ly mindful of their own. A policy

notable defense of Quaker doctrine:

school start times on page 8. Then,

reviewing and monitoring calendar

if you still have time, you can read

will assist the board and superin-

“There is nothing of which

dozens of studies, articles, quotes,

tendent to ensure that this import-

we are apt to be so lavish as

and references on sleep science and

ant work becomes a regular and

of Time, and about which we

school start times.

ongoing part of the board’s plan.

ought to be more solicitous;

My ow n daughters are tr ue

IASB associate executive director

since without it we can do

believers in sleep science’s push

for field services and policy services

nothing in this World. Time is

for later school start times, as evi-

Cathy Talbert shares the impor-

what we want most, but what,

denced by the plaque hanging in

tance of policy monitoring starting

alas! we use worst.”

their hallway that reads “Let her

on page 18.

— William Penn, in the preface to The Fruits of Solitude

sleep, for when she wakes, she will move mountains.”

This issue of The Journal also explains how distr icts can use

Another time-related decision

IASB’s Annual School Calendar to

In this issue of The Illinois

facing educators is how to schedule

help prepare local district calendars,

School Board Journal, we exam-

the school day. In the last issue of

on page 23.

ine time, specifically planning and

The Journal, we heard from a school

I hope that the time you take to

organizing classroom time and

district switching from an existing

read this (and every) Journal helps

school board time, to not use it

modified block schedule to a stan-

you “be more solicitous” of your

“worst.” Everyone, it seems — stu-

dard eight-period schedule. In this

time. If, at any time, you have

dents, parents, media, the scientific

issue, we hear from Maine THSD

thoughts to share on what you read

community, the local community

207, which will adopt a hybrid block

on these pages, please take a moment

— has an opinion on the best uses

schedule for 2018-2019. Superin-

to let me know.

of time. And everyone is willing to

tendent Ken Wallace outlines the

share, as the districts we talked to

theories behind, and expectations


for, how the district hopes the hybrid

— Theresa Kelly Gegen, Editor


COVER STORIES: 6 Optimal time for learning By Theresa Kelly Gegen School districts are adjusting school day start times based on sleep science. With the purpose of creating “optimal time for learning,” the Barrington CUSD 220 community undertook a comprehensive process of assessing the costs and benefits of later starts for older students.

10 Sleep science sets the snooze By Theresa Kelly Gegen A 2014 policy statement by the American Academy of Pediatrics awakened a discussion in school districts. S E P T E M B E R / O C T O B E R

13 Re-imagining time improves teaching, learning, and service By Ken Wallace Maine THSD 207 is switching to a new bell schedule to enhance its commitments to personalized learning and better student service.

18 Policy monitoring allows districts to align, clarify By Cathy Talbert It is through policy that school boards establish and communicates priorities, expectations, and programs; these policies require monitoring and review.

23 IASB annual school calendar, explained By Gary Adkins IASB’s annual school calendar provides a listing of dates and legal requirements that Illinois school districts must observe during the school calendar year.

2 0 1 7

Vol. 85, No. 5

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18 per year. Foreign (including Canada and Mexico) $21 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director

25 Districts make way for KIDS By Melissa Figueira What does this fall’s statewide rollout of the Kindergarten Individual Development Survey (KIDS) mean for school districts?

Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Kara Kienzler, Design and Production Copyright © 2017 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.

Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover @ILschoolboards


Building value for school PR through statewide partnerships By Cathy Kedjidjian

Cathy Kedjidjian is coordinator of communications and community relations for Deerfield Public Schools District 109 and past president of the Illinois Chapter of the National School Public Relations Association.



he Illinois Chapter of the

well as adminis-

National School Public Rela-

trators and edu-

tions Association (INSPRA) and the

cators, in hosting

Illinois Association of School Boards

pre s ent at ion s

(IASB) have a long and strong part-

that explain key

nership that continues to grow. That

ideas in school

partnership recently earned INSPRA


an award as an exemplary chapter

and provide use-

from the National School Public

ful, can-do take-

Relations Association. The award

aways. Topics of

recognizes successful joint efforts

pre s ent at ion s

that build support for education.

led by INSPR A

You’re reading one of those joint

members in the

efforts right now. For many years,

la st t wo years

INSPR A has contributed articles

have included

for this, the “Practical PR” column


in The Illinois School Board Jour-

a 1 :1 r o l l o u t ;

nal. INSPRA’ s goal for this column

building a new

is to allow you and other board of

school commu-

education members statewide to

nications program; social media; and

format to encourage dialogue. The

learn key lessons in school commu-

building cross-district and commu-

Sunday morning panel was one of

nications from professionals, and

nity partnerships. Two of the three

nine offered and attracted a full table.

to understand that value to their

INSPRA-sponsored sessions at the

This response from attendees — affil-

districts — and to public education

2016 Conference were assigned to

iated with various facets of school

in general — of effective, strategic

rooms with seating for 80 and both

management across the state — solid-


sessions were scheduled opposite 30

ifies INSPR A as a leader in school

INSPRA set up a desk in IASB’s Homeroom at the Joint Annual Conference.

In addition, INSPRA members

other topics. Attendees voted with

communications and positions our

have been key presenters at the Joint

their feet; one session attracted

chapter as a vital resource to provide

Annual Conference, both as partners

approximately 60 attendees while

support to IASB and its members.

with IASB, and as presenters repre-

the other hit capacity with attendees

It wouldn’t be a partnership

senting their school districts. With

spilling out into the hallway in order

without a little quid pro quo. Mem-

our participation, INSPR A again

to hear the presentation. The third

bers of the IASB staff presented

provides value to IASB members, as

INSPRA session was a round-table

three Gold Mine Sessions at the 2016


NSPRA national seminar in Chicago,

The booth was located in the

covering topics relating to organiza-

IASB Homeroom, a center point of

tional publication style, recruiting,

activity at the conference. INSPRA

and community engagement.

recruited members to staff the booth

This year, INSPR A will host

in shifts throughout the Conference;

panels on using Facebook to engage

all shifts filled quickly, so the chap-

communities, and on best practices

ter added additional volunteer slots.

to recruit, retain, and engage staff

Board members, administrators,

through effective internal/human

administrative assistants, and other

resources communications.

school PR professionals made their

In 2016, INSPRA increased its

way to the booth for advice or conver-

role at the Joint Annual Conference

sation. One unexpected benefit was

in order to build a stronger partner-

that INSPRA members could direct

ship with IASB and provide great-

visitors to INSPRA panels and pre-

er learning opportunities for IASB

sentations at the Conference. Addi-

members. INSPRA’s proposal to IASB

tionally, INSPRA members shared

to host “PR Problems? InsPRa Solu-

their contact information with panel

tions!” was accepted. The promotion,

attendees and INSPRA booth visitors

shared via social media and through

in order to continue dialogue and

email, stated:

provide support after the weekend

Have a communications


c o n c e r n ? A PR p r obl e m ?

“PR Problems? InsPRa Solu-

Members of the Illinois Chap-

tions!” will be re-created at IASB’s

ter of the Nation al School

Homeroom at the upcoming 2017

Public Relations Association


(INSPR A) are available on

INSPRA members volunteer will-

a drop-in basis throughout

ingly to present at the Joint Confer-

t h e co nfe re n ce t o co n s ult

ence and man the InsPRa Solutions

with board members, super-

booth because we are eager to share

intendents and other school

our experiences and expertise. Our

officials on their specific PR

partnership with IASB, and support

issues, or to discuss general

of school board members and admin-

trends in school communi-

istrators across the state, makes a

cations. INSPR A profession-

direct impact on school effectiveness.

als will hold individual or

We are proud of the partnership that

small-group sessions on

earned the NSPRA Mark of Distinc-

topics such as website best

tion award, because the real winners

practices, social media, cri-

are students.

sis communications, com-

President Phil Pritzker

Treasurer Thomas Neeley

Vice President Joanne Osmond

Immediate Past President Karen Fisher

BOARD OF DIRECTORS Abe Lincoln Bill Alexander

Kishwaukee Mary Stith

Blackhawk David Rockwell

Lake Ann Dingman

Central Illinois Valley Thomas Neeley

Northwest Chris Buikema

Cook North Barbara Somogyi Cook South Denis Ryan

Shawnee Sheila Nelson Southwestern Mark Christ

Cook West Carla Joiner-Herrod

Starved Rock Simon Kampwerth Jr.

Corn Belt Mark Harms

Three Rivers Rob Rodewald

DuPage Thomas Ruggio

Two Rivers Tracie Sayre

Egyptian John Metzger

Wabash Valley Dennis Inboden

Illini Michelle Skinlo

Western Sue McCance

Kaskaskia Linda Eades

Service Associates Glen Eriksson

municating difficult topics, Board of directors members are current at press time.

school branding — or whatever communication or community relations challenge you’re facing. Drop in for a quick answer, or stay awhile to network and learn!

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

S E P T E M B E R - O C T O B E R 2 0 1 7 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L 

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



Strong language “Because in addition to schools

largest-in-the-nation gap between

the late 1990s. Here’s your chance,

opening, at stake is a rare chance

what poor and wealthy school dis-

lawmakers. Get something done.”

to revamp the for mu la used to

tricts can spend per child. This state

disburse tax dollars to districts.

and its leaders have been studying and

The legislation aims to bridge the

debating school funding reform since

— “Editorial: How to save school funding reform,” Editorial Board, Chicago Tribune, July 24, 2017.

“… President [Donald] Trump recently proposed his budget for ‘school choice,’ which would cut more than $9 billion in overall education spending … take a sledgehammer to what he has called ‘failing OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Kimberly Small, General Counsel Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Executive Searches Thomas Leahy, Director Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Catherine Finger, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer ADVOCACY/GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Director Shanell Bowden, Assistant Director

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


BOARD DEVELOPMENT Dean Langdon, Associate Executive Director Sandra Kwasa, Director Nesa Brauer, Trainer Angie Peifer, Consultant

ment schools.’ That is harsh language for the places most of us call public schools, and where nearly 90 percent of American children get their education. But in certain conservative circles, the phrase ‘government

COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Services Jennifer Nelson, Director/Information Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Assistant Director/Communications Kara Kienzler, Director/Production Services

schools’ has become as ubiquitous

FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director

of our nation’s youth… By advocating

Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Boyd Fergurson, Consultant Angie Powell, Consultant Brian Zumpf, Consultant One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

as it is contemptuous.” — “What the ‘Government Schools’ Critics Really Mean,” Katherine Stewart, op-ed contributor, The Opinion Pages, New York Times, July 31, 2017.

“The AAP is making a definitive and powerful statement about the importance of sleep to the health, safety, performance and well-being for later school start times for middle and high school students, the AAP is both promoting the compelling scientific evidence that supports school start time delay as an important public health measure, and providing support and encouragement to those school districts around the country contemplating that change.” — “Let Them Sleep: AAP Recommends Delaying Start Times of Middle and High Schools to Combat Teen Sleep Deprivation,” American Association of Pediatrics, August 25, 2014.


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Optimal time for learning By Theresa Kelly Gegen

Theresa Kelly Gegen is editor of The Illinois School Board Journal


enjamin Franklin’s oft-quot-

me where I am, I’m only sleeping,” in

Beginning in 2015, Barrington

ed “Early to bed, early to

the song, “I’m Only Sleeping,” which

CUSD 220 began an in-depth study

rise makes a man healthy, wealthy,

gratified teens but was an anathema

of the potential for optimizing stu-

and wise,” clashes mightily with

to parents dragging children from

dent performance through chang-

the average teenager’s perspective

bed to get ready for school.

ing school start times and examined

on sleep. Much more recently, John Len-

Then, sleep science sided with The Beatles.

the potential ramifications of such changes. Last fall, the determina-

non wrote and sang, “Please, don’t

And school districts across Illi-

tion was made to change school

wake me, no, don’t shake me. Leave

nois and the country followed suit.

start times based on this effort. This school year brings the results of that extensive work: Later school start times for the district’s high school students. Barrington CUSD 220, a K-12 district with 8,850 students, including approximately 3,000 high-schoolers, did its homework, covering factors including transportation and traffic; studies on adolescent sleep needs and school start times (see page 10); the impacts on sports, arts, and other extracurricular activities; benchmark school districts, and the possibilities for blended learning. In its 2009 Strategic Plan, the school district community identified changing start times as a priority to address before 2020. The start time change was one of several initiatives designed to achieve “optimal time for learning.” Changing school start times was the third, and most complex, decision relating to this goal.



The district altered its school-year

“I didn’t have a high school student

t hu s wa s able

calendar for 2014-2015, to align final

at that time and didn’t have any

to incorporate

exams with its winter break, and

feelings about when school should

the st ar t time

implemented a full-day kindergar-

start. What I learned as we all did

change in its bid

ten enrichment program that same

the research is that there is so much


year. Then, stemming from the work

medical, scientific, and real-world

of its 35-member Input 220 Advi-

evidence that sleeping later in the

consideration was the district’s

sory Committee, the challenge of

morning and starting school later is

agreement with its teachers. The

changing start times was underway.

beneficial to the physical and mental

Barrington Education Association


“ The I nput 22 0 Adv i s or y

health of teenagers. It is part of the

(BEA) agreed to work together with

Council researched many reputable

national movement acknowledging

the administration, and a memo-

school districts … that changed to a

that we have been pushing kids to

randum of agreement was reached

later start time for teenagers,” said

work against their biology, and that

between the board of education and

Barrington Superintendent Brian Harris. “Every school district … experienced significant benefits from beginning high school and

standardized test scores; a reduction

“What I learned as we all did the research is that there is so much medical, scientific, and realworld evidence that sleeping later in the morning and starting school later is beneficial to the physical and mental health of teenagers.”

in sports injuries; decreases in tar-

— Kristina Anderson, Input 220

middle school classes later.” Input 220 found that schools that had changed start times reported greater student achievement (especially in morning classes); higher

diness and absenteeism; declining teenage car accidents; and in some cases, improved performance by varsity and junior varsity sports teams at the high school level. Significantly,

hasn’t been working well for many

the BEA, prior to the vote to change

they could not find a single district

of them.”

start times.

that reverted to earlier starts after

Any discussion of start time

In addition to the work of the

changes, indeed any changes a

administration, the school board,

“In fact, every district with

school district considers at all, must

and the Input 220 committee, the

whom they spoke indicated the

include consideration of costs. One

district held town hall meetings.

initial resistance to change was

key cost factor for the district was

The conversation prompted active

the worst part of the process; all

adapting transportation to start

social media discussions. In Sep-

reported measurable benefits with

time changes. Barrington’s previous

tember 2016, Barrington SD 220

little to no impact on traffic, sports,

bus routes were tiered, so that bus

sent out a survey based on its ini-

etc.,” said Harris.

making a change.

drivers made consecutive routes,

tial research. And, although there

Kristina Anderson, a parent

first for high school and then ele-

were differences of opinion on the

and community leader, chaired

mentary and middle schools. Start

start time options, the respondents

the benchmarks subcommittee

times could not overlap without

overwhelmingly — 73 percent —

of Input 220.

requiring additional routes and

supported later start times.

“I came to this process with no

costs. Barrington was scheduled to

Input 220’s research was exten-

particular opinion,” Anderson said.

bid its transportation in March 2017,

sive, and extremely valuable to the



board, staff and

In “I’m Only Sleeping,” John

she continues. “The fact is, their

overa l l com-

Lennon lamented, “Everyone seems

brains and bodies are still growing,

m u n i t y. T h e

to think I’m lazy.” Although sleep

and that distinguishes them greatly

district’s work,

science establishes that it’s not

from all of us adults. We are better

meeting reports,

laziness, nonetheless the question

equipped mentally and physically

research, com-

of coddling, or the perception of it,

to handle the strains of difficult and

was raised in Barrington.

long hours.”

par ison scenar ios, impacts on transportation and extracurricu-

“I am aware that some parents

Hig h school student s, Bar-

lars, and recommendation videos,

feel that moving the start times lat-

rington’s included, have demand-

is available at www.barrington220.

er is ‘coddling’ our children,” said

ing schedules: three or four hours

org/input220. An opposition group,

Anderson. “To me, that is like say-

of sports practice, other significant

Barrington United for Education,

ing that providing children with a

activities, or jobs after school.

agreed with the impetus for change

healthy meal or clean water is cod-

“Many kids at Barrington high

but thought the proposals were

dling them. If we want kids to be

school ‘work’ 10 to 12-hour days,” says

“extreme” and the decision was

healthy and do their best, we try

Anderson, “If you consider school plus

being made too quickly. The group

to provide the best possible envi-

sports and other activities.”

also raised concerns about instruc-

ronment that we can for them to be

tional time, extracurriculars, and

physically and mentally healthy.

The change on extracurriculars was another much-discussed compo-

elementary schools moving to earli-

“There is plenty of time later in

nent of the start-time change conver-

er start times. The group’s concerns

life for kids to learn the brutal reality

sation. The district determined that

became part of the discussion.

of getting up at 5 a.m. for your job,”

not much would change, and in fact, some benchmark schools reported positive impact. “Changing the start time [will] have a nominal impact on before- and after-school activities, Harris said. “ If high school students were released

DIVISION MEETINGS Invest one evening, gain benefits throughout the year for yourself, your school board, and your district.

after 3 p.m., practices, games, and other extra-curricular activities may end later in the evening, but that could be balanced by other scheduling, without encroaching on the

Field Services

all-important goal of creating more time for much-needed sleep.”


Attend an IASB Division Dinner Meeting at a location near you! Division Dinner Meetings provide opportunities for networking, professional development, peer recognition, participation in Association governance, and learning about IASB resources.

The district also considered the adjustments that would be necessary for students with after school jobs, and for families who depend on older siblings for childcare. In the long term, Barrington SD 220 hopes to build flexibility into its scheduling,

Mark your calendars now! Visit the IASB website for a complete list of events and locations:


as well as exploring blended learning opportunities that will mitigate some of these challenges. continued on page 12


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Sleep science sets the snooze By Theresa Kelly Gegen

Theresa Kelly Gegen is editor of The Illinois School Board Journal


n 2014, the American Academy

balance (how long it has

of Pediatrics released a policy

been since you last slept)

statement based on studies of ado-

and your internal body

lescent sleep requirements, which

clock, which determines

alarmed parents, awakened a discus-

the circadian rhythm that

optimal alertness and are not a sub-

sion in school districts, and created

makes an individual feel wakeful or

stitute for regular, sufficient sleep.”

a rousing chorus of “I told-you-so”

sleepy at the same time each day.

from current and former teenagers.

Circadian rhythms are biological

mental impacts, the list of academic

Starting with studies that show

processes that naturally occur in a

impacts of chronic sleep loss on chil-

that the average adolescent is “chron-

24-hour cycle. They affect body tem-

dren and teens includes impairments

ically sleep-deprived,” and that 87

perature and daily hormonal chang-

in executive function, attention, and

percent of high school students did

es, but are best known for how they

memory; deficits in abstract thinking

not get the recommended 8-10 hours

impact an individual’s patterns of

and verbal creativity; and ultimately

of sleep at night, the AAP examined

sleep and wakefulness. Circadian

lower academic achievement, poor

factors that could relieve “patholog-

rhythms underlie human sleep hab-

school attendance, and increased

ical sleepiness.”

its, from an infant’s developing sleep

dropout rates.

In its policy, the AAP concluded

patterns to an adult’s jet lag.

After examining the impacts, the

that “adolescents who get enough

Most teens experience a “sleep

conversation drifted towards “identi-

sleep have a reduced risk of being

phase delay” as they go through

fying potentially modifiable factors,”

overweight or suffering depression,

puberty. This is a natural shift in

which led to the later school start

are less likely to be involved in auto-

circadian rhythms by two hours —

times. The AAP’s recommendation:

mobile accidents, and have better

it’s not that they won’t fall asleep at

“… A substantial body

grades, higher standardized test

8 or 9 p.m. — they can’t. These nat-

of research has now demon-

scores, and an overall better qual-

ural sleep cycles of teens, combined

strated that delaying school

ity of life.”

with homework, extracurricular

star t times is an ef fective

activities, after-school jobs, modern

countermeasure to chronic

So, they should just go to bed earlier, right? Wrong.


In addition to physical and

technology — not to mention their

sleep loss and has a wide

Sleep science has determined

social lives — make early bedtimes

range of potential benefits to

what almost any teen can tell you:

an impracticable solution. The AAP

students with regard to physi-

Early bedtimes are not practicable

also said, “Napping, extending sleep

cal and mental health, safety,

in the adolescent and teenage world.

on weekends, and caffeine consump-

and academic achievement.

Two factors determine when

tion can temporarily counteract

The American Academy of

people are likely to sleep: Sleep-wake

sleepiness, but they do not restore

Pediatrics strongly supports


the efforts of school districts

A 2002 Maryland-based study


to optimize sleep in students

recognized the problem of diminished

They often

and urges high schools and

sleep time but declared that because

have busy,

middle schools to aim for start

of “significant costs and impact other

h e c t i c

times that allow students the

activities of families and communi-


opportunity to achieve opti-

ties,” later school start times were

They need a

mal levels of sleep …”

not warranted without further study.

Sleep science and application to

A 2004 article entitled “Sleep Wars:

• To help them relax, teens should

school start times are not a recent

Research and Opinion” burrowed into

avoid activities that will excite

development, and most studies

the public policy discussion. More

their senses late in the evening.

acknowledge teen and adolescent

studies followed, covering circadian

They should find another time

habits are partially responsible

rhythms, perceptions of healthy sleep,

for computer games, action mov-

for performance-hindering lack of

and the causes and consequences of

ies, intense reading, or heavy

sleep. A 1998 study, “Sleep Sched-

sleepiness in teens. This led to 2014,


chance to unwind at night.

ules and Daytime Functioning in Adolescents” by Amy R. Wolfson and Mary A. Carskadon, noted that a child’s sleep needs do not change from childhood to adolescence, but

“Scientists hypothesize that … sleep-related

the timing of natural sleep rhythms

problems are due largely to conflicts between

do change. Adding “environmental constraints,” specifically early

physiologically-driven sleep needs and patterns,

school start times, the result is that

and behavioral and psychosocial factors that

“for most teens waking up to go to

influence sleep habits.”

school is neither spontaneous nor

— The National Sleep Foundation

negotiable.” In 1999, U.S. Representative Zoe Lofgren (D-Calif.), began an effort that continues today, to encourage school districts to consider sleep

when the AAP’s report reawakened

• They should not have anything

needs when determining morning

the discussion and brought sleep and

with caffeine (including soda

start times. Known as “ZZZs to As,”

school start times into mainstream

and chocolate) after 4 p.m.

the effort encourages school dis-


• They should also avoid smoking

tricts to move school start times to

Since then, school districts across

and drinking. Along with hurt-

no earlier than 8:30 a.m., to improve

the country have examined school

ing their health, nicotine and

academic outcomes. Lofgren worked

start times in light of sleep science.

alcohol will disturb their sleep.

with the National Sleep Foundation,

And sleep science — such as UCLA’s

• A regular exercise routine and a

which stated in a 2000 report on ado-

Sleep Disorders Center patient educa-

healthy diet will help them sleep

lescent sleep that “Scientists hypoth-

tion page — offers advice on creating

esize that … sleep-related problems

better sleep for kids, no matter what

are due largely to conflicts between

time the bell rings:

physiologically-driven sleep needs and patterns, and behavioral and psychosocial factors that influence sleep habits.”

• Parents should create a calm atmosphere in the home at bedtime. • Teens should have a regular, relaxing routine just before


better at night. • Keep the lights dim in the evening. Open the curtains or blinds to let in bright light in the morning. This helps keep their body clocks set at the right time. continued on next page


• If they must take a nap, they should keep it to under an hour.

Optimal time for learning continued from page 8

• It can be hard for teens to get enough sleep during the week.

“We understand these might be

student well-being (nurse visits,

They may need to wake up

challenges for some students and fam-

behavior incidents). Qualitative data

later on weekends. But they

ilies, although research and the expe-

to be examined as well, from student

should not wake up more than

rience of other school districts having

and staff surveys and parent feed-

two hours later than the time

gone through this indicate the benefits

back, covering sleep patterns and

when they normally rise on a

justify the change,” Harris said.

habits, before and after school activ-

weekday. Sleeping in longer

The district considered the

than that will severely disrupt

needs of its community, even when

a teen’s body clock. This will

deciding when to decide. The board

“The overarching goal,” said

make it even harder to wake up

of education made its determination

Anderson, “should be to provide

on time when Monday morning

to change the school start times in

kids with a healthy environment


November 2016.

as much as we possibly can, and

during and after the school day).

Finally, it should be noted that

“The start times of our schools

that means letting them sleep when

most of the research is assessing start

have an impact on many programs in

their bodies are demanding they

times as early as 7 a.m. (and/or trans-

our community, such as preschools,

do so.”

portation times making for still ear-

after school child care programs,

lier mornings). The A AP

youth sports and fine arts activi-

recommends changes for middle

ties, student employment and many

Thanks to Barrington CUSD

school and high school start times

others,” Harris said. “Based on con-

220 Board President Brian Battle

to “no earlier than 8:30 a.m.”

versations, a decision [in November

for his input, and to Barrington

would] allow these organizations an

High School parent Melissa McKee

opportunity to adjust their schedules

Buckley and Morgan Delack, for-

Policy Statement: School Start Times for Adolescents, Judith A. Owens, MD, MPH, FAAP, et al. The American Association of Pediatrics, Adolescent Sleep Working Group and Committee on Adolescence, and Council on School Health, August 2014.

and programming … and provide

mer Director of Communications

families with the proper notice to

for the district, for their contribu-

make the necessary adjustments.”

tions to this article.

Schedules and Daytime Functioning in Adolescents, Amy R. Wolfson and Mary A. Carskadon. Child Development, August 1998.

began at 7:20 a.m., with some bus


Association of Sleep and Academic Performance, by Arne Eliasson, Anders Eliasson, Joseph King, Ben Gould, and Arn Eliasson, Association of Sleep and Academic Performance, Thieme Medical Publishers, January 2002. Sleep wars: research and opinion. Susan Riter and Laurel Wills, Pediatric Clinics of North America, 2004. Adolescent Sleep Needs and Patterns, research report and resources guide, The National Sleep Foundation, Sleep and Teens Task Force, 2000. Sleep and Teens. UCLA Sleep Disorders Center, Health Patient Education.


ities, and student fatigue (before,

Editor’s Note

Last year, the school day for a Barrington High School student routes starting as early as 6 a.m. This year, the opening bell for high school students in this northwest suburban district will ring at 8:30 a.m. and the standard school day will end at 3:21 p.m. Barrington Middle Schools will run from 9 a.m. to 3:48 p.m. The elementary school schedule will be 8 a.m. to 2:40 p.m. Barrington CUSD 220 intends to measure the impact of the change through quantitative data, including attendance (overall and by class period), student achievement, and



Re-imagining time improves teaching, learning, service By Ken Wallace


ike many Illinois school dis-

that offers such across-the-board

with those of a block schedule. The

tricts, Maine THSD 207 has

teacher coaching plans. We have

eight-period hybrid schedule has

a strong focus on personalizing the

worked hard to provide a compel-

eight periods of 50-minute classes

learning experience for its students

ling world-class curriculum to each

(with five-minute passing periods)

and adults in order to provide the

student, and we have more students

on Monday, Thursday, and Friday.

most compelling instructional pro-

taking our most challenging courses

On Tuesday, periods one, three,

gram possible. We strive to improve

than ever, with a constant growth

five, and seven meet in 90-minute

student outcomes for our students


block periods with five-minute pass-

while they are in high school and

In addition to entering our

ing periods. On Wednesday, peri-

provide better guidance to increase

fourth year of instructional coach-

ods two, four, six, and eight meet

the odds of success as adults. These

i ng pla n s for teacher s, we a re

in 90-minute block periods. This

commitments to personalized learn-

entering the third year of develop-

will allow for a deeper inquiry and

ing and better student service are

ing individual career plans for stu-

instructional session in every class

the key drivers that led the Maine

dents in an effort to improve college,

each week.

THSD 207 Board of Education to

career, and life counseling for our

Approximately 90 percent of

adopt a new “District 207 Hybrid”

students. We help match their pas-

our courses will see increased class

bell schedule.

sions and talents with viable career

time because of this move, as we

Our work to personalize learn-

options informed by better informa-

transition from our current nine-pe-

ing — for our students and the adults

tion about jobs and the education,

riod schedule.

who serve them — has two robust

training, opportunities, and income

There are four main benefits for

elements, upon which we built the

potential informed by current job

District 207’s change to the hybrid

foundation for, and expect to sig-

market data.

schedule, and we believe that at

nificantly improve on, the hybrid

Those two personalized learn-

schedule. The first is that our class

ing elements set the stage for Maine

of seniors, graduating in 2018, will

THSD’s new hybrid bell schedule,

have attended a high school in which

which will go into effect in the 2018-

every teacher, every year, had an

2019 school year.

instructional coaching plan led by a peer teacher-coach in order

Ken Wallace, Ph.D., is the superintendent of Maine Township High School District 207, based in Park Ridge.

least three of those can apply to many other schools districts: Better student learning Because most of the current District 207 courses meet for only

What is a hybrid bell schedule?

45 minutes at a time, shorter daily

to improve teaching and learning.

A hybrid bell schedule combines

instructional minutes limit deeper

We know of no other school district

features of a traditional schedule

learning that can occur in the block



p er io d s . L on -

period of 90 minutes on Tuesday

• Practice in an individual or

ger class times

or Wednesday that we will use to

group setting (music, play, mock

w i l l b e a va i l -

provide a variety of enrichments

trial, etc.); and

able for peer

aimed to provide the student what

review, student

he or she needs in real time. The

inquiry, longer

range of options will include, but

Better service to students for

experimentation, discussion, and

will not be limited to, specific aca-

success after high school

learning opportunities. We have

demic supports as needed. This can

outstanding teachers with excep-


• Work programs.

We have a goal to “get it right” for every student in helping them

tional pedagogy, and we believe

• Advanced science lab time;

make the very best post-high school

they will take advantage of this

• College or career counseling

decisions, and the District 207

change in instructional time each

or experience (job shadowing,

Hybrid provides over 80 more min-

week to create opportunities for

internship, and apprenticeship);

utes per week for student services

students to lead their own learning

• Social and emotional supports;

compared to the current schedule.

in deeper ways than the current

• Conventional study time;

This commitment is informed by

schedule allows.

• Independent or group study;

the national data on college under-

• O n l i n e / h i g h e r e d u c a t i o n

employment and local, regional,

In addition, each student will have an individual enrichment


state, and national jobs data. We are looking much more discretely at the distribution of available jobs, the level of potential income, and the range of costs of education or train-

Community Engagement — essential to effective school board governance.

ing that would get our students to their ideal careers. The foundation of our work with students begins with their individual career plan as we are applying Project Lead the Way (PLTW) research to our thinking in career counseling. For

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

Learn more about why it’s important, what it looks like, and how school boards do this work. Consider an in-district workshop facilitated by IASB staff to bring this work to your board and district.

rience in engineering that helps them determine whether engineering is a good fit for them. As a result, students who go through the PLTW curriculum have lower

Contact your IASB field services director for more information.

dropout rates in schools of engi-

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

the profession fulfilling.

neering and are more likely to find We have tried to apply that same practical experience to every student in every possible job field by obtaining each student at least one, and hopefully more, relevant career

Field Services


example, PLTW students get expe-

experience before making a posthigh school college and/or career




7:30-8 Student Flex (Support Time)

7:30-8 Student Flex (Support Time)


8-8:50 Science


8:55-9:45 P.E.


9:50-10:40 Math


10:45-11:07 Lunch



11:12-11:35 i.e. 11:40-12:30 Elective


12:35-1:25 Foreign Language

7 8

1:30-2:20 Social Science

9:37-11:08 Math



2:25-3:15 English

11:38-11:58 i.e.


7:30-8 Student Flex (Support Time)

7:30-8 Student Flex (Support Time)


8:55-9:45 Duty


9:50-10:40 Class


10:45-11:35 Class


11:40-12:30 Lunch/Prep


12:35-1:25 Class


1:30-2:20 Prep


2:25-3:15 Class 3:15-3:30 Student Flex (Support Time)

11:13-11:33 Lunch 6

8-9:32 Class


1:43-3:15 English



9:37-11:08 Class

11:13-1:38 Lunch/Prep

1:43-3:15 Prep

3:15-3:30 Student Flex (Support Time)


8:45-9:29 Science


9:34-10:18 P.E.


10:23-11:07 Math


11:12-11:32 Lunch 11:37-11:57 i.e.




9:37-11:08 Class

11:13-1:38 Class

1:43-3:15 Class

3:15-3:30 Student Flex (Support Time)


8-8:50 Science


8:55-9:45 P.E.


9:50-10:40 Math


10:45-11:07 Lunch (Individual Enrichment)


12:02-12:47 Elective



12:52-1:37 Foreign Language

12:35-1:25 Foreign Language


1:42-2:28 Social Science


1:30-2:20 Social Science


2:31-3:15 English


2:25-3:15 English

3:15-3:30 Student Flex (Support Time)

3:15-3:30 Student Flex (Support Time)

Thursday 7:30-8:40 Collaboration (Student Supports Virtual Hour)

Friday 7:30-8 Student Flex (Support Time) 1

8-8:50 Class


8:45-9:30 Class



9:35-10:20 Duty

8:55-9:45 Duty



10:25-11:10 Class

9:50-10:40 Class


11:15-12 Class


10:45-11:35 Class


12:05-12:50 Lunch/Prep


11:40-12:30 Lunch/Prep


12:55-1:40 Class


12:35-1:25 Class


1:45-2:30 Prep


1:30-2:20 Prep


2:25-3:15 Class


2:25-3:15 Class

3:15-3:30 Student Flex (Support Time)


Sample District 207 Hybrid Student Schedule Model

11:12-11:35 i.e. 11:40-12:30 Elective

7:30-8 Student Flex (Support Time) 8-9:32 Duty

7:30-8 Student Flex (Support Time)





(Individual Enrichment)

3:15-3:30 Student Flex (Support Time)

8-9:32 Prep 3

7:30-8:40 Collaboration (Student Supports Virtual Hour)

11:38-11:58 i.e. 12:03-1:38 Foreign Language



9:37-11:08 i.e. (Individual Enrichment)

12:03-1:38 Elective

3:15-3:30 Student Flex (Support Time)

8-8:50 Class


8-9:32 P.E.

(Individual Enrichment)

3:15-3:30 Student Flex (Support Time)



(Individual Enrichment)

1:43-3:15 Social Science


7:30-8 Student Flex (Support Time)

11:13-11:33 Lunch

(Individual Enrichment)


8-9:32 Science


Sample District 207 Hybrid Teacher Schedule Model

3:15-3:30 Student Flex (Support Time)


d e c i s i o n . We

the shortest amount of time, at the

degree or they have incurred a

k now we can’t

lowest possible cost.

debt load that is not commensu-

get to per fect,

Why does this matter? Accord-

rate with the profession associated

but we can sure

ing to Raj Chetty of Stanford Univer-

with their degree. We will use the

get to better, and

sity, today’s young adults (between

District 207 hybrid schedule to

the District 207

the ages of 18 and 34) are the first

bring our counselors into the reg-

hybrid schedule will allow us to

generation of Americans predicted

ular day to connect with students

do much deeper counseling than

to earn less than their parents. In

without removing them from class.

before. Each student’s individual

addition, multiple sources (Brook-

This will help to provide more and

enrichment period of 90 minutes

ings, Federal Reserve) peg recent

better group and individual work

on Tuesday or Wednesday will pro-

college graduates’ mean debt load at

to help our students and families

vide the available time for deeper,

$37,000. The Federal Reserve Bank

make the right decisions for life

more precise college, career, and

of New York reports that roughly

after high school.

life counseling with the objective

50 percent of recent college grads

of helping students find a life path

are underemployed, which means

where their talents and passions

that they are either working in a

District 207 has one of the best

intersect with a viable career, in

field that did not require a college

teacher leadership and job-em-

Better adult learning

bedded professional development programs in the nation. The Distr ict 207 hybr id schedu le w i l l help us evolve our current model into one that will provide a better adult learning model by “chunking” our adult learning training

Policy Services


into smaller segments, particularly on the Tuesday and Wednesday block days. The District 207 hybrid schedule will allow teachers to get training in 90-minute segments on Tuesdays and Wednesdays, practice that new learning with a teacher coach, and then come

Your board works diligently to maintain a policy manual that effectively governs the district. Let the Illinois Association of School Boards publish your school board policy manual online, and share your good work with staff, students, parents, and the community.

back again for a shorter session to

Get the policy information you need when you need it. IASB’s upgraded and improved School Board Policies Online provides you with the search tools you need to quickly access important policy content.

improve teaching in the long term.

Contact Brian Zumpf, Policy Consultant, to discuss how School Board Policies Online can benefit your district., 630/629-3776, ext. 1214

ing our college and career counsel-

reflect on the new learning. This also allows for additional supports that may be needed to use the new learning in the classroom, and to

Save money and increase class time Though we have been improv-


ing for several years, particularly in large group settings, it has come


Sept/Oct 2016



7:30-8 Student Flex (Support Time)

7:30-8 Student Flex (Support Time)


8-8:50 Office Hours


8:55-9:45 Office Hours


9:50-10:40 Office Hours


10:45-11:35 Lunch/Prep


11:40-12:30 Office Hours



Wednesday 7:30-8 Student Flex (Support Time)

8-9:32 Senior College Applications Process


9:37-11:08 Juniors “Envision Your Future”


11:13-11:58 Lunch/Prep 5

12:03-1:38 Junior SAT Prep & College Planning



12:35-1:25 Office Hours


1:30-2:20 Office Hours


2:25-3:15 Office Hours

1:43-3:15 Study Skills/ Academic Workshop Group

3:15-3:30 Student Flex (Support Time)

3:15-3:30 Student Flex (Support Time)


8-9:32 Freshman Know Your Counselor, GPA, Pass/Fail 9:37-11:08 Sophomore Resume Writing 11:13-11:58 Lunch/Prep



12:03-1:38 Sophomore Career Cruising

1:43-3:15 School Anxiety Group 3:15-3:30 Student Flex (Support Time)


7:30-8:40 Collaboration (Student Supports Virtual Hour)

7:30-8 Student Flex (Support Time) 1

8-8:50 Office Hours


8:45-9:30 Office Hours



9:35-10:20 Office Hours

8:55-9:45 Office Hours


9:50-10:40 Office Hours


10:45-11:35 Lunch Period 4


11:40-12:30 Office Hours


12:35-1:25 Office Hours


10:25-11:10 Office Hours


11:15-12 Lunch/Prep


12:05-12:50 Office Hours


12:55-1:40 Office Hours


1:45-2:30 Office Hours


1:30-2:20 Office Hours


2:25-3:15 Office Hours


2:25-3:15 Office Hours 3:15-3:30 Student Flex (Support Time)

3:15-3:30 Student Flex (Support Time)

at an instructional cost. Across

District 207 has a long his-

o f a s ub s t it ut e. Te a cher s c a n

our three high schools, we pro-

t or y of t h i s c om m it ment , but

not on ly t a ke the professiona l

vide approximately 415 hours of

t h is c ome s w it h i n str uct iona l

development t hat t he d i st r ict

group college, career, high school

and financial costs. To provide

has always offered, but will also

success, a nd socia l / emotiona l

job-embedded staff development

be able to take more offerings, or

counseling each year. These 415

in our current model, teachers

lead adult learning themselves,

hours primarily come from stu-

get substitute teachers in order

without missing class.

dents being pulled out of classes

to attend trainings, which usu-

By combining the advantages

to have programming in an audi-

ally meet for full- day sessions.

of a regu lar schedu le w ith t wo

torium or cafeteria. The District

This means missing five classes

days of block scheduling in a true

207 hybrid schedule, because of

and those students have a substi-

hybrid schedule, we believe that

the block days, will allow us to do

tute teacher for that day. In the

we can ser ve students in much

all of this programming and more,

past five years, we have averaged

better ways than ever before. We

including much more time for indi-

1,921 substitute-teaching days

also believe that the model that

vidual counseling. This gives 415

per year for staff development at

we have developed w i l l be t he

hours back to students and teach-

an annual cost of $211,000. With

g r ow t h m o d e l i n h i g h s c h o o l

ers to continue in classes.

the hybrid schedule, we will be

scheduling, because of the unique

There is literally nothing more

able to virtually eliminate this

advantages it provides in student

important a school district can do

entire cost by eliminating 1,921

service on block days, while com-

to improve student learning than

days of substitute teaching. Stu-

b i n i n g f r e q u e nt we e k l y c l a s s

to have a teaching staff that con-

dents in over 9,000 classes a year

meetings in a more traditional

tinuously improves.

will have their teacher instead



Sample District 207 Hybrid Counselor Schedule Model



Policy monitoring allows districts to align, clarify By Cathy Talbert

Cathy Talbert is IASB associate executive director for field services and policy services.


he school board governs using

programs. The board policy manual

These stages form a cycle

written policies. The Illinois

can serve an important informational

of ongoing work for the school

state legislature has empowered

purpose. It provides direction (what

board. A ll of these stages are

school boards to adopt policies that

the board wants) and commitment

important (see sidebar, page 19)

have the force and effect of law.

(what the board promises) to staff,

but here, we focusing on reviewing and monitoring.

Written policies ensure legal

students, parents, and community

compliance, establish board pro-

members. The board also adopts pol-

IASB’s Foundational Principles

cesses, articulate district ends

icies to comply with state or federal

of Effective Governance provides that

(vision, mission, and goals), dele-


the school board sits in trust for the

gate authority, and define operating limits. Board policies provide the

The policy-making role of the school board includes five stages:

community and that arising out of that trustee role are certain funda-

basis for monitoring progress toward

• Development;

mental responsibilities. Principle 5

district ends.

• Updating;

provides that “The board monitors

• Reviewing;


It is through policy that the board establishes and communi-

• Monitoring; and

cates its priorities, expectations, and

• Communicating.

Here is how IASB defines that principle: The board constantly monitors progress toward district ends and compliance with written board policies using data as the basis for assessment.

• A school board that pursues its ends through the delegation of authority has a moral obligation to itself and the community to determine whether that authority is being used as intended. • Unless the board is clear about what it wants, there is no valid way to measure progress and compliance.



• A distinction should be made

an annual policy review and

questions specif-

between monitoring data (used

monitoring calendar.”

ic to the content

by the board for accountability)

You may want to check your

in each section

and management data (used by

board policy manual to see what your

of the policy

the staff for operations).

board has said about this work. Also,

manual. We have

consider how your board currently

provided sample questions based

puts your policy into practice.

upon the PRESS Policy Reference

• The constructive use of data is a skill that must be learned. The board should have some understanding of data, but will typically require guidance from the staff. The reviewing and monitoring work of the board is addressed in

Policy review generally asks these questions:

Illinois local school board policy manuals this way: “Board Policy Review and Monitoring The Board will periodically review its policies for relevancy, monitor its policies for

that your board may want to use or

• Is this policy still relevant?

adapt based upon your unique local

• Is this still the direction we

board policy.

want? • Is this still what we want to say?

PRESS sample policy 2:240, Board Policy Development and in many

Manual sections and sample policies

In order to answer these reviewing and monitoring questions, the board will need to receive moni-

Policy monitoring generally asks these questions, • Is this policy having the effect we intended? • Are we getting the results we want? • Is our direction being put into district practice?

toring data and information from the superintendent. Some of this information may be in the form of reports the board already receives at various times throughout the year; some may be found in the district’s written administrative procedures; and some may need to be developed for this new work.

effectiveness, and consider whether any modifications are

For a deeper conversation,

Administrative procedures,

required. The Board may use

the board may develop additional

unlike board policies, are developed

The other stages: development, updating, communicating In addition to the monitoring and reviewing stages outlines above, IASB offers significant resources to support the board in the development, updating, and communicating stages of the policy-making role. Through policy manual customization services, an IASB policy consultant works with the board and superintendent governance team to develop a new policy manual based upon the IASB Policy Reference Manual and incorporating the district’s current policy and practices. PRESS, IASB’s policy and procedure information and updating service, and PRESS Plus, the Association’s full-maintenance policy updating service, support the board as it develops and updates its board policy. School Board Policies Online, a web-service available from IASB, assists school boards to communicate board policy by publishing local school board policy manuals using all the same features used for publishing PRESS online.



by the superin-

ensure that this work becomes

Policy reviewing and monitor-

tendent, admin-

a re g u l a r a nd on g oi n g p a r t of

ing work is best done at a special

istrators, and /

the board’s work. The board can

board meeting or a committee of

or other district

consider an annual or multi-year

the whole meeting, rather than

staff members to

calendar. Whatever the timeline,

a regular board meeting. This

guide implemen-

the calendar can allow the board

ensures the board will have ade-

tation of board policies. Adminis-

to integrate its review and mon-

quate time for a full conversation.

trative procedures are not adopted

itoring work with all of its other

However, if your board only meets

by the school board. This allows the

work by considering certain policy

once a month and chooses to add

superintendent and staff the flexibil-

topics at certain times of the year,

the review ing and monitor ing

ity they need to keep the procedures

for example: planning and bud-

work to the agenda for the regular

current. Administrative procedures

geting processes, superintendent

monthly business meeting, to be

do not require formal board adoption

evaluation, board self-evaluation,

successful you will need to block

and are not included in a board policy

and student handbook approval.

sufficient time to do the scheduled


Sample calendars are available on


A policy reviewing and mon-

IASB’s Members Only website (go

Policy work is best done by

itoring calendar will assist the

to and click My Account

t he ent i re b oa rd a nd sup er i n-

b o a r d a n d s u p e r i nt e n d e nt t o

to log in).

tendent governance team, rather than by a board policy committee comprised of less than full board participation. Policy making is a critical function of the full board.

Set off in the

right direction! Choosing a new superintendent is an exciting time, for both the board and the administration. It can also be a time of uncertainty as individuals gather as a new governance team, especially when the arrival of a new superintendent coincides with board turnover. Fortunately, IASB can help with a complimentary Team Building Workshop included in each Executive Search superintendent contract.

However, if your board prefers to assign some pre-work to a committee, this is a local board decision. To be successful in this work and avoid duplication of efforts, the board will need to be clear about the charge to the committee and the role of the full board. During the first cycle of this work, the board and superintendent should begin by discussing expectations for the ongoing process and for each section of the manual, such as: • What questions will we ask for each section of the manual? • What information do we need

Take advantage of this unique opportunity to start both your new superintendent and new board members on the road to governance excellence. Contact your IASB executive searches consultant or field services director for more information: Lombard – 630/629-3776 Springfield – 217/528-9688

from the superintendent to be able to answer the monitoring and review questions? What i n for mation do we a l ready r e c e i ve ? W h a t a d d it i o n a l continued on page 22




Joint Annual Conference November 17-19, 2017  Chicago #ILjac17

85th Joint Annual Conference

 November 17-19, 2017  Chicago

Illinois Association of School Boards  Illinois Association of School Administrators  Illinois Association of School Business Officials

LEARN from over 100 panel sessions DISCOVER 250+ exhibits BE INSPIRED by three general sessions NETWORK with over 9,000 attendees Details and registration information at

The Joint Annual Conference is a fantastic opportunity to learn about “important school leadership issues facing educators in our state. ” — 2016 attendee

district procedures and practices, and to provide the opportunity for course correction where needed. 85th IASB  IASA  IASBO Joint Annual Conference  November 17-19, 2017  Chicago


Sometimes board and superintendent conversations may be all that are needed to clarify the board’s intent and provide for future align-

Learn more at the 2017 Joint Annual Conference: Pre-Conference Workshop • Monitoring District Performance: Saying What We Mean and Doing What We Say Friday, November 17, 9 a.m.-3 p.m.

ment. At other times, the board may want to revise and update its written policy to reflect a new direction, or to more clearly state its current policy.

Panel Session • Does Your Board Have a Monitoring Plan? Saturday, November 18, 12:30-1:30 p.m.

In addition, policy review and monitoring should be an integral part of the superintendent evalu-

i n for mation do we need?

The answers to these questions

ation process. These conversations

Are we balancing the need for

will determine the next cycles of

can provide ongoing feedback to

information with the resourc-

the work.

the superintendent about how he

es it will take to provide that information?

Policy review and monitoring are an integral part of seeking con-

• How far in advance of our meet-

tinuous improvement for the board

ing do we need this information?

and district. These conversations are

• Do we have an expectation that

not intended to point fingers or to

board members do pre-work

find fault or wrongdoing; rather they

and come prepared to begin

are intended to ensure that board


policy direction is aligned with

or she is meeting the board’s expectations.

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IASB annual school calendar, explained By Gary Adkins


ASB’s annual school calendar,

The annual school calendar,

duty of the board of education,

containing significant dates

which is compiled by IASB Direc-

and the annual school calendar

and deadlines related to Illinois

tor of Governmental Relations

offered by IASB is intended to help

school law and school elections,

Deanna Sullivan, is not distributed

with this task. In setting its own

is published by the Association to

in a printed version; but is posted

local school calendar, the school

help school districts follow the law

online, so that it will be available

board establishes the number of

in preparing their local school cal-

more quickly, and to allow for revi-

days in the district’s school year

endars. It provides a listing of dates

sions to reflect any new legisla-

and complies with the key laws and

and legal requirements that Illinois

tion enacted, and the correction of

regulations listed in IASB’s annual

school districts must observe and

any errors. Subscribers to IASB’s

school calendar.

obey during the school calendar

Online Update will be notified of

The latest school calendar, in


any revisions. If calendar users

a downloadable a PDF format, is

Dates contained in the calen-

find any errors in the calendar that

ava i lable at

dar comply with all statutory dead-

need to be corrected, or notice a


lines contained in the Election

significant date for school

Code, School Code, and selected

districts that possibly

act s of t he G enera l A s sembly.

should be considered as

Most of the dates appearing on

an addition, they should

the ca lend ar have been draw n

email the information to

from the I l l inois st atutes, and

citations to the law are included.

The dates and

Not all school-related deadlines,

deadlines contained in

requirements, etc. are ref lected

this planning tool are

on it. The calendar does not, for

provided as a resource

example, contain dates imposed

to I A SB memb er s,

by the Illinois State Board of Edu-

and neither the cal-

cation (ISBE) or its regulations.

endar nor its con-

ISBE is developing an interactive

tents should be

calendar reflecting its own purpos-

construed or used

es, available at

as legal advice.

es/ISBE-Meetings.aspx. Additional

By law, adoption

significant dates can be found in

of a school calendar

state and federal law.

i s t h e e xc l u s i ve


Gary Adkins is director of editorial services for IASB and editor of the Illinois School Board News Blog.



Benjamin Franklin


EARLY REGISTRATION OPENS OCTOBER 18, 2017* Interested in Registering Early? Join National Connection! Receive Early Registration, Housing and 20% Discount! *National Connection, TLN and CUBE Districts Only. General registration opens October 25, 2017


Districts make way for KIDS By Melissa Figueira


n the fall of 2017, following

designed to provide exactly that

to take stock of each individual

successful pilots in districts


child’s strengths and to identi-

across the state, the Kindergarten

In 2010, a planning committee

f y cha l lenges. Throug hout the

Individual Development Survey,

of early childhood advocates, edu-

school day, teachers will observe

or KIDS, will be implemented in

cators, elementary teachers and

child interactions and collect work

Illinois. So what exactly is KIDS

administrators, child development

samples during routine classroom

and what does the statewide rollout

specialists, and Illinois State Board

activities. Teachers will then place

mean for your school district?

of Education (ISBE) staff members

each child’s abilities on the KIDS

Improving the quality of early

partnered with WestEd Center for

developmental continuum based on

learning is an especially critical issue

Child and Family Studies to develop

these observations, and enter that

facing school board members today.

KIDS. The tool is developmentally

information into a secure online

Evidence supporting the foundation-

appropriate, firmly grounded in

system called KIDStech.

al importance of child development

research, validated, and aligned with

Designed with input from prac-

in the early years is insurmountable.

both the Illinois Early Learning and

titioners, KIDS addresses a num-

Study after study has consistently

Development Standards (IELDS) and

ber of key concerns that have been

demonstrated that a child’s growth in

Illinois Early Learning Standards–

expressed by teachers and admin-

key domains — including social and

Kindergarten (IELS-K).

istrators alike. Because the tool is

emotional learning, language and literacy, mathematics, and approaches

Melissa Figueira is a policy associate for Advance Illinois.

observational, it allows students to KIDS in the classroom

continue to engage in rich play-

to learning — correlates to long-term

A s k indergar teners lear n

based learning without being inter-

education outcomes. An estimated

and play, the tool allows teachers

rupted by intrusive evaluations. By

90 percent of brain development happens in the first five years of life. While we know that early childhood and early elementary education set the stage for future learning, until now, educators in Illinois have not had consistent tools and data to gain a thorough and comprehensive picture of students’ capabilities when they enter the classroom. KIDS is



the same token, it allows teachers

KIDS data can be used to easi-

schools and school districts will

to collect information more seam-

ly generate report cards and prog-

finally gain a common language

lessly as they go about their daily

ress reports that reflect a child’s

around kindergarten readiness.

business of teaching rather than

development. With the insights

This will help in designing relevant

detracting from it.

provided by the KIDS tool, teachers

professional development oppor-

can gain a deeper understanding

tunities for school staff, commu-

of their students’ development and

nicating clearly with parents and

tailor their instruction to better

families about their child’s growth,

meet specific needs. In addition,

and aligning early childhood and

Key to continuous improvement Once information is gathered by teachers, what comes next?

K-12 systems. On a broader scale, aggregate KIDS data can inform advocates and community stakeholders about areas

With the insights provided by the KIDS tool, teachers can gain a deeper understanding of their

of greatest student need. Armed with that knowledge, policymakers can work to align resources to most effi-

students’ development and tailor their instruction

ciently serve families and children in

to better meet specific needs.

the years prior to kindergarten and formal schooling. The fuller statewide picture of kindergarten readiness provided by KIDS will also help inform the policies Illinois develops around providing supports to schools under the Every Student Succeeds Act (ESSA). Ultimately, the statewide snapshot provided by KIDS presents an opportunity to inform policies that can help close achievement gaps and help Illinois reach its goal of ensuring that 60 percent of Illinoisans earn a postsecondary degree or credential by the year 2025. Resources for schools and districts Such a large rollout of a new tool requires trainings so that school districts are equipped with the knowledge and skills to comfortably and confidently use the tool to its fullest potential. With that in mind, ISBE offers a variety of resources for administrators, teachers, and families, which are available at



trainings are taking place through

districts to share tips and strategies.

monitors, and feel more engaged in each child’s development.

September, for which teachers and

• KIDS allows teachers to reduce

• Using KIDS data to generate

administrators can register on the

the variety of assessments on

report cards allows districts to

KIDS website. Additionally, ISBE

isolated standards and instead

eliminate other assessments and

has regional coaches available to

have more time to observe kin-

leave more time for teaching.

support districts and schools with

dergarteners in their natural

KIDS implementation by answer-


ing questions or making onsite

• Report cards are easily generated from KIDS data and provide the opportunity for teachers to

visits. On an ongoing basis, ISBE

Lessons from Giant City CCSD

have more meaningful conver-

will also be offering webinars and

130 in Carbondale:

sations with families around

online tutorials throughout KIDS

• Observational assessment is just

implementation to support admin-

as important in kindergarten as

istrators, teachers, and families.

it is in Pre-K, and can jump start

KIDS in action KIDS has been piloted across the

how to best support each child’s development.

learning in a way that makes it

To read more about Morrison,

easier to reach 3rd grade profi-

Giant City, and other pilot programs,


and discover more about the KIDS

state since 2012, engaging more than

• Other school staff can help

observational tool and its implemen-

50,000 children to date. The pilot has

collect K IDS obser vations,

tation, visit the Illinois State Board

informed updates and adjustments

including art, music, physical

of Education website at

to improve the tool in advance of

education teachers, aides and


the statewide implementation this year. The stories that have emerged from teachers, administrators, and families in those early adopting districts speak more powerfully than anything else does to the usefulness of the KIDS tool. Here’s a snapshot of lessons learned from two districts that are using K IDS to improve instruction. Lessons from Morrison CUSD 6: • W hen teachers shifted from a compl ia nce ment a l it y to embracing KIDS, it helped them improve their instruction. • K IDS can be a lever to help move districts toward a more

EXECUTIVE DIRECTOR Illinois Association of School Boards Springfield, Illinois IASB seeks CEO to lead an association with 68-member staff and a $10+ million budget. Candidates should have appropriate education and experience in organizational leadership and working with a volunteer board, knowledge of major issues facing public education, strong communication skills, strong financial acumen, and ability to work with diverse cultures of rural, suburban, and urban constituents. Salary will be commensurate with experience and qualifications, but will not be less than $200,000. Brochure and application may be downloaded from the IASB website at:

developmentally appropriate kindergarten curriculum. It’s helpful — even easy — for more isolated, small communities to create professional KIDS learning networks with surrounding



h nt w t! e v o in se n n pr w io in Ne dit ble e la ai v a

An effective reference for school business managers, budget makers, and anyone who needs to understand school finance.

Essentials of Illinois School Finance

A Guide to Techniques, Issues, and Resources By James B. Fritts From the peculiarities of property taxes and state funding to the formulas for projecting enrollments and staffing budgets, Essentials of Illinois School Finance covers just about everything. That’s why this book is considered the “primer” for newly-elected school board members, as well as students of educational administration. The first part deals with revenue — where schools get it, how they maximize it, protect it, and plan for it. The second half address expenditures — how schools budget and minimize expenses. A special chapter at the end examines the many standards for school finance and business management that need to be established by action of the local governing board. Members: $25

Non-Members: $35

More 2017 bookstore additions! Find a complete listing of IASB publications and order online at, or call IASB Publications, 217/528-9688, ext.1108. Online Bookstore

The Effective School Board Member

Members: $2

Non-Members $2

An introduction to the work of boards of education in Illinois, including powers and duties, dos and don’ts, the structure of school governance, finance, board/administrator/staff relations, board meeting procedures, a code of ethics, and other information.

2016-2017 Illinois School Code Service

Members: $45 Non-Members $55

All new sales of the 2016 School Code will include both the Code and the 2017 Supplement with updates to the complete Code that is current through all of the 2016 legislative session. The service also comes with access to a digital version that includes annotations with case law and other references, all State Board of Education rules, and the text of court cases cited in the annotations. It also carries a large number of additional statutes pertinent to Illinois public schools.


continued from page 32

Richard Frank Lee, 89, died July 6, 2017. He served on the Channahon school board for several years in the 1960s.

in the Illinois Basketball Hall of

Joan Dorothy Pohlman, 82, died

Fame, Monticello High School Hall

May 27, 2017. She was previously a

of Fame, and Monticello Athletic

member of the Carrollton school

Hall of Fame.

board member.

Ralph M. “Merv” Monts, 90,

James Thomas Ryan, 85, died

died July 26, 2017. He served 10

July 11, 2017. He served as a member

John Abel McCullough, 95, died

years on the Decatur School Board

and president of the school board for

June 6, 2017. He served six years on

from 1971 to 1981, and as president

Brimfield CUSD 309.

the New Berlin CUSD 16 Board of

from 1973 to 1975.

Kenneth D. Sangston, 75, died

Education during the formative years

Ro b e r t “ B o b” Mo s b a c h,

June 1, 2017. He was a member of the

of the district, five years of those

87, d ied Ju ly 16, 2017. He wa s

boards of education at Streator High

years as secretary.

a member of the Oglesby Grade

School for eight years and Streator Grade School for four.

Mary Kay McNeill, 63, died July

S cho ol B oa rd of E duc at ion i n

2, 2017. She was a member of the

the 1960s and the LaSalle Peru

Leland L. Seatman, 89, died July

Antioch CCSD 34 Board of Education

High School Board of Education

26, 2017. He was a former member of

for four years.

in the 1990s.

the Virginia school board.

Robert “Bob” Charles Miller,

John Raymond Olbrich, 84,

Mary “Mary Lou” Louise Lieb-

101, died July 21, 2017. He served

died July 20, 2017. He was previously

ich Yankaitis, 89, died June 16, 2017.

on the Monticello Board of Educa-

a member of the Harvard CUSD 50

She was elected to the Rockford Dis-

tion for 28 years. He is enshrined

Board of Education.

trict 205 school board in 1975.

Policy Services Custom, in-district services and workshops to assist your board with all aspects of its policymaking role Development – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends. Updating – Policies that are current with legal requirements and provide for effective board governance.

Review – A process that assures board policy continues to accurately support the board’s mission, vision, and goals. Monitoring – A process that assures board policy is being followed and is having the intended effect. Communicating – A process that allows easy access to current board policy by the board, staff, students, parents, and the community.

If your board needs assistance in any of these areas, contact IASB policy services today! Phone: 630/629-3776 or 217/528-9688, ext. 1214 or 1154 Email: or

Jan/Feb 2017 May/June 2017



FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436 FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website: GREENASSOCIATES, INC. — Architecture/construction services. Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates. com; email:

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

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: JH2B ARCHITECTS — Architects. Kankakee – 815/933-5529; website: JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website:; email:

Appraisal Services

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

THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/922-1376; website:


KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning and design, architectural and interior design, and construction administration with a specialization in K-12 facilities. Springfield – 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website:; email: BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: 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: CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago – 312/332-9600; website: ; email: CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO – 573/874-9455; website: CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840 DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website:; email: DLR GROUP — Educational facility design and master planning. Chicago – 312/382-9980; website:; email: ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website:; email: FANNING HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook – 847/292-1039 30

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

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website:; email: snelson@ 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: 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 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: SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield – 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444 TRIA ARCHITECTURE — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; website:; email: WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine – 847/241-6100


Building Construction

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/4441525-3535; website: FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website:

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

Financial Services

AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago - 312/281-2014; email: EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website:; email:

ROSS CONSTRUCTION, INC. — A full-service construction management firm specializing in educational institutions. Marion – 618/993-5904

FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email:

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

GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website:; email:

TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook – 630/734-6033

Computer Software, Supplies, Services

SONITROL GREAT LAKES — Verified electronic security. Northbrook – 847/205-0670; website:


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

The Concord Consulting Group of Illinois, Inc — A team of highly skilled professionals specializing in the fields of Project Management, Cost Management, Development Services, Cost Segregation, Real Estate Advisory Services, and Insurance services; Chicago – 312/424-0250

SIKICH, LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953

Environmental Services

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:

ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01; website:; email: 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:; email: rbennett@ ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@ GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044 GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, MO – 314/548-4136; Des Plaines – 847/770-5496; Maryland Heights, MO – 314/548-4501; email:; IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington – 309/828-4259 ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website:; email:

SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website: www.speerfinancial. com; email:

WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago – 312/364-8955; email: WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120

Human Resource Consulting

BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/3423042; website:; email:


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

Office Equipment

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

Superintendent Searches

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




Achievements E vely n A lex-

as a volunteer in 1958. She taught

has been an icon in this community

ander, a long-time

emergency preparedness, as well as

for public education for all schools

member of North

environmental health in a school caf-

across the board for over 50 years,”

Chicago CUSD

eteria, and read to students as well.

said Dora King, chair of the indepen-

187, was recently

Alexander was elected to the school

dent authority board, who suggested

distinguished with

board, eventually retiring from the

the school be renamed for Alexan-

a school renamed in her honor. To

board. Then in recent years, after the

der. “She just loves these children.”

honor her, North Elementary was

State Board of Education assumed

Officials say Alexander was a model

renamed Evelyn Alexander Ele-

oversight, she was appointed to

board member, always prepared, with

mentary School on June 30, district

serve on the district’s independent

a “great understanding of what the

officials said. Alexander, 80, began

authority board. “Miss Alexander

community needs.”

In memoriam Russell Louis Baltz, 93, died

Board of Education unanimously vot-

after retirement, served on that dis-

Ju ly 10, 2017. He was a for mer

ed to name the district’s third middle

trict’s school board.

school board member for Millstadt

school in his honor, H.W. Cowherd

Community Consolidated Schools.

Middle School.

24, 2017. He served on the Wood Riv-

Allen Carter Clendenin, 77,

William Cross, 73, died July

er-Hartford ESD 15 Board of Educa-

died July 11, 2017. He taught Indus-

22, 2017. He was past president of

tion and the East Alton-Wood River

trial Arts at Jerseyville High School

the West Lincoln-Broadwell school

CHSD 14 board, and was elected pres-

in Jerseyville and Chester High


ident of both.

School and farmed for 43 years.

William ‘Bill’ Frank Dehority,

Gordon George Frey, 93, died

A llen ser ved the Chester CUSD

82, died July 20, 2017. He former-

July 22, 2017. He was among the

Board of Education for 20 years,

ly ser ved on the El Paso school

founders of the Lisle school districts,

eight as president.


and was a member of the elementary

Richard Ray Comer, 84, died

Joan B. Dechert, 86, died July

and high school boards in the 1950s.

July 28, 2017. He served two terms

18, 2017. She served as a member

Homer B. Harris, Jr., 91, died

on the Casey School Board.

of the boards of education for Niles

June 8, 2017. He previously served

Township High School District 219

on the Lincoln Elem SD 27 Board of

and Golf School District 67.


Lillian H. Covitt, 90, died July 18, 2017. She was former member and president of the board of education of Skokie School District 73.5. Henry W. Cowherd Jr., 93, died July 12, 2017. He was the first Afri-


Phillip LeRoy Ford, 79, died July

Richard “Dick” Herbert Ervin,

Sharon Eugene Houmes, 84,

85, died June 20, 2017. He previously

died June 29 2017. He served on the

served on the Illiopolis school board

Hoopeston school board.

as president for many years.

can-American elected to the East

Laura B. (Hamilton) Fleming,

Aurora school board, which he served

74, died May 22, 2017. She taught

for 13 years. In 1991, the East Aurora

31 years in Harrisburg CUSD 3 and,

Iris Bates Ioder, 93, died June 18, 2017. She served on the board of education of Bradford CUSD 1. Continued on page 29



Fairness, funding, and forecasting


uestion: Will a new funding

than that with the Illinois General

demonstrates political compromise

formula be fair to my school


is possible.


However, fairness and funding

Although we don’t yet know

Answer: The only answer I can

reform see a flicker of good news: An

the details, Illinois school districts

feel confident giving is “I don’t know.”

“evidenced-based” funding model is

are going to have to deal with a new

To simplify it further, I would answer

now the law in Illinois.

funding model from Springfield. The

this question with a classic shrug

Adopting an evidence-based

determination of whether or not that

funding model was at the core of

funding formula is fair is going to be

As this issue of The Illinois

the “equitable and adequate fund-

an individual school district deci-

School Board Journal goes to press,

ing” pillar of Vision 20/20, a part-

sion. School district finances are

the fate of school funding reform in

nership IASB shares with IASA,

not one-size-fits-all, and never will

Illinois was still uncertain. In case

IPA, Illinois ASBO, the Superinten-

be, given the economic diversity in

you missed it, in July a full state-

dents’ Commission for the Study of

Illinois. The evidenced-based model

wide budget was put in place for the

Demographics and Diversity, and

is designed to get us closer to equa-

first time in over two years. But an

the Illinois Association of Regional

bility, i.e. fairness.

appropriations provision states that

Superintendents of Schools.


One of the best things to come

funding for general education spend-

The real accomplishment behind

from the debate over a new funding

ing must be distributed through an

getting an evidence-based model in

model has been the advocacy of

evidence-based funding model. Until

statute is that both Democrats and

school leaders. Whatever determi-

such a model is in place, schools will

Republicans agreed that such a mod-

nate you come to at the local level

be, essentially, without general fund-

el is the best way forward. Democrats

about the fairness of the new funding

ing. Senate Bill 1, an evidence-based

and Republicans in Illinois have not

model, one thing can be certain, the

funding model that passed both hous-

agreed about much since January

Illinois Association of School Boards

es, was given an amendatory veto

2015. So, whatever the outcome, the

needs you to continue to advocate

by Governor Bruce Rauner in early

fact that the new funding formula

for your local school district on this

August. And that’s where the situa-

has to be an evidenced-based model

and all issues.

tion stands as of this writing. I am going to avoid speculation about what will happen, and likely has happened, by the time this hits your mailbox. Answering the question “What is fair?” could be accomplished through a series of objective measurements, but things are always more complicated

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.

IASB Director of Governmental Relations Zach Messersmith tackles the question for this issue of The Illinois School Board Journal.


2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested

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The Illinois School Board Journal, September/October 2017  

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

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