IASB Journal September October 2018

SEPTEMBER/OCTOBER 2018

V ol. 8 6, N o . 5

21ST -CENTURY LEARNING SPACES

MAKERSPACES•ZONING•STUDENT INPUT•LIBRARIES

“N

ow, more than ever before,

to and adapting remarkable innova-

Consultant and educator Chris-

because of the school report

tions in the makerspace movement,

topher L. Daikos’ presentation at the

card and everyone’s attempt to define

but also sharing this work with other

National School Boards Association’s

what school boards are accountable

school districts looking to capture

2018 conference in San Antonio

for, schools have to take the respon-

best 21st-century learning practices.

sparked interest. Combining several

sibility to inform their communities

“Constructing innovative makerspaces

areas of expertise, Daikos considers

what great things they are doing for

for hands-on, minds-on learning,” by

best practices and future needs in

kids, and how great their kids are,

the McHenry team of Alan Hoffman,

“Designing classrooms for students

and their communities are, outside

Fred Laudadio, and Josh Reitz, begins

with emotional and behavior chal-

of the definitions others are trying

on page 15 with plenty of photos for

lenges,” starting on page 22.

to impose … Reject any notion that

further inspiration. In conversation,

In other facility-planning news,

others can define your own commu-

Laudadio noted that the makerspace

a team from Eriksson Engineering

nity and school district. Take on that

movement is inclusive, and that “You

Associates, Ltd., another IASB Ser-

responsibility yourself. Report to your

don’t need to spend a million dollars

vice Associate, informs and clarifies

own communities.”

to start a makerspace project.”

on the 2015 ruling that school dis-

We open this month’s issue of The

Tied into the concept of maker-

tricts are subject to municipal zon-

Illinois School Board Journal with a

space is the future of the library space

ing regulations for facility and land

quote from Roger Eddy, who retired

in school districts. Starting on page

use projects. “Navigating uncharted

in June as IASB’s executive director.

24, design expert and educator David

waters: School district facilities and

Eddy’s “Closing remarks,” covering his

Jakes discusses libraries as portals

local zoning,” by Spencer Craig begins

experiences as an educator, legislator,

for the learning opportunities in the

on page 11.

and IASB leader, begins on page 6.

“connected, always-on, media-rich

As Eddy indicates, sharing the

world” of 21st-century learning.

Tell your stories because it’s good for your district. Share your knowl-

stories of local public education is

Carrie Matlock, an architect with

edge because it’s good for public edu-

paramount. Within communities,

IASB Service Associate DLA, offers

cation. As Eddy also said in his closing

among districts, and nationally, the

“Form follows learning: Educational

remarks, “The rewards — seeing the

sharing of stories – the “great things”

institution solutions to 21st-century

results of what the community is able

we are doing for our kids – is critical

learning,” on page 26. Matlock tells of

to do for its kids — are second to none.

to the continued success of our public

two Illinois public school projects in

There are great challenges, but we can

schools.

which “the functionality of the learn-

meet them.”

McHenry School District 15 is

ing environment leads to inspiration

— Theresa Kelly Gegen, Editor

doing just that, not only committing

for students actively using the space.”

tgegen@iasb.com

TABLE OF CONTENTS

FEATURE ARTICLES 6

Closing remarks: Roger Eddy retires as IASB’s executive director Interview by Theresa Kelly Gegen Upon retirement as executive director of the Illinois Association of School Boards, Roger Eddy shared thoughts on his time in the service of education and the future of public schools in Illinois.

11 Navigating uncharted waters: School district facilities and local zoning

By Spencer Craig Recent court and legislative actions define the regulatory framework connecting school districts and local governments “Acting as a neighbor in good faith,” districts may need to reconsider their relationships with their local municipalities.

15 Constructing innovative makerspaces for hands-on, minds-on learning

By Alan Hoffman, Fred Laudadio, and Josh Reitz Process, collaboration, and goal setting: Explore the makerspace concept with McHenry SD 15 students as they experience STEM, STEAM, and Innovative Learning.

22 Designing classrooms for students with emotional and behavior challenges

By Christopher L. Daikos Designing and outfitting educational spaces can help school districts better serve children with Emotional Behavioral Disabilities.

24 Pushing beyond future-ready: Creating a bold context for K-12 libraries

By David Jakes Creating a 21st-century library means thinking beyond previous notions to consider how people learn in today’s “connected, always-on, media-rich world.”

26 Form follows learning: Educational institution solutions to 21st-century learning

By Carrie Matlock “Form Follows Learning,” serves as an architectural method for educational institutions and leverages each part of a school’s building structure to transform it into an interactive learning experience for students.

S E P T E M B E R / O C T O B E R

2 0 1 8

Vol. 86, 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. Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Front Cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Copyright © 2018 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover

www.iasb.com @ILschoolboards

PRACTICAL PR

Incorporate student voice in facility planning, communication

By Kate Hughes

Kate Hughes is communications and community relations coordinator for Winnetka SD 36.

S

tudents are the center of all

a more authentic way. While edu-

Encourage student leadership by

we do in education. Incorpo-

cators may understand the need to

asking them to identify the com-

rating student voices into communi-

incorporate new practices and inno-

ponents necessary to create more

cations and decision-making is key

vation in facilities, it may be more

versatile and inviting common areas

to telling our districts’ stories and

difficult for community members

in their school.

inspiring change. There are many

to understand the “why” behind

If major change is being consid-

opportunities to bring students into

something that might not mirror

ered, allow students to participate in

the conversation during facilities

their own experience in a traditional

data collection and communication.

innovation and improvements. We

classroom.

For instance, an architect may teach

live in a rapidly changing era, and

Consider the following sugges-

students how to conduct air quality

research indicates that the tradi-

tions on bringing students to the

testing. This hands-on ownership of

tional learning spaces of the past

forefront of a facilities planning and

their environment is empowering to

are no longer suited for the needs

communication process.

students and can be tied into their

of 21st-century learners. As sug-

2

daily learning. Once a new space or

gested in the influential book The

Schedule student focus groups

feature is in use, enlist students to

Third Teacher: 79 Ways You Can

and brainstorming sessions.

share feedback on how it is working

Use Design to Transform Teaching

Before implementing changes

and can be further improved.

& Learning, “Look at your space

to learning environments, consid-

with 21st century eyes: Does it work

er the student experience. District

Set up informal listening

for what we know about learning

leaders and school board members

tours for board members and

today, or just for what we knew

benefit from hearing directly from

administrators to interact with

about learning in the past?”

learners, especially because lis-

students in the current learning

Many educators strive to align

tening to students fosters empath-

environment.

learning environments with the

ic decision-making. For instance,

Students are eager to share

unique needs and diverse interests

if a STEM environment is being a

honest feedback on what works,

of students. Whether unveiling a

considered, what interests students

and what might be improved in

new STEM space, piloting a proto-

most? How would a Lego wall, sew-

their schools. Listen to this insight.

type classroom, or examining how

ing station, robotics area, TV studio,

to best modernize school facilities,

or other elements enhance student

student input is essential. Students

learning and engagement? If there is

can communicate why change to a

a need for more multipurpose space

learning environment is necessary

in a school, bring students into the

and beneficial. Their input can help

discussion: Could a traditional caf-

define facilities challenges and sup-

eteria turn into a space for collab-

port research on best practices in

oration outside of the classroom?

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

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

Think about the modern world for

area such as a garden. Plan an oppor-

which these young learners are pre-

tunity for students to share how

paring. What do work workspaces

this has enhanced their studies.

and cutting-edge higher education

If a library has been modernized,

environments look like today?

invite community members to vis-

We have discovered that thermal

it and hear directly from students

comfort, natural light, and flexible

about the impact of the new space.

furniture have a positive impact on

Consider filming a video of student

student learning. Hearing directly

reflections to support why innova-

from students on what else might

tion in design influences the school

enhance their daily experience —

experience. This video can be post-

for instance, additional space to

ed to social media, on your website,

collaborate on group work or an out-

or in your board meeting materials.

door area to allow for inquiry-based study — helps support and commu-

Include student voices in social

nicate the need for change.

media outreach and storytelling efforts.

Create opportunities for student

Both traditional and social

involvement at board meetings

media initiatives stand out when

and community engagement

they tell a story. Include student

sessions.

quotes in press releases. Enlist

Students may ser ve as pre-

students to tweet on behalf of their

senters and ambassadors for their

school for the day. Bring students

district. Invite students to address

into the conversation when sharing

the school board at a meeting or wel-

challenges and celebrating progress.

come neighbors into their school.

Share images of students in action

This offers a valuable opportuni-

to support communication efforts.

ty for children to speak in front of

W hen actions and intent

adults and advocate for their own

align, there is integrity in the deci-

learning. For instance, a PTO group

sion-making processes. Therefore,

at a school may help support the

it is important to build authentic

development of an outdoor learning

avenues for student involvement in designing, refining, or reflecting upon the use of space as a learning resource. And, working to make communications as student-cen-

President Joanne Osmond

Treasurer Linda Eades

Vice President Thomas Neeley

Immediate Past President Phil Pritzker

BOARD OF DIRECTORS Abe Lincoln Bill Alexander

Northwest Chris Buikema

Blackhawk David Rockwell

Shawnee Sheila Nelson

Central Illinois Valley Tim Custis

South Cook Denis Ryan

Corn Belt Mark Harms DuPage Thomas Ruggio Egyptian John Metzger

for facilities to align with future-focused teaching and learning.

Space matters in education.

Starved Rock Simon Kampwerth Jr. Three Rivers Rob Rodewald

Illini Michelle Skinlo

Two Rivers Tracie Sayre

Kaskaskia Linda Eades

Wabash Valley Dennis Inboden

Kishwaukee Mary Stith

West Cook Carla Joiner-Herrod

Lake Ann Dingman

Western Sue McCance

North Cook Barbara Somogyi

Service Associates Glen Eriksson

tered as possible helps school districts take bold steps in advocating

Southwestern Mark Christ

Board of directors members are current at press time.

Students can be highly effective in communicating the “why” behind facilities decision-making and help districts provide the most effective

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

learning environments.

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

3

INSIGHTS

Fundamentals “But let’s get real. As a city, state

be born poor. And if we don’t entirely

natural right, not just a legal obligation

and nation, we continue to fail millions

rethink the importance of a basic edu-

— we will never do more than work

of children whose only mistake was to

cation in a free society — that it is a

along the edges of improving our public schools. … Study after study confirms the obvious, that education is the best ladder up from poverty. The more we deny poor children that education, the less social mobility we see, and the wid-

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

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

4

in America grow.”

— “Editorial: Literacy for all children is a fundamental right in a democracy,” Chicago Sun-Times, July 6, 2018

“Many people who use the internet are familiar with cookies and aware that their movements are tracked …

But the unseen, commercial tracking of visitors to school websites — including students — raises issues that go beyond tracking on other kinds of sites, other experts agree.”

— “The Information on School Websites Is Not as Safe as You Think,” E.K. Moore, The New York Times, August 2, 2018

“The Register-Mail … identified several common soft skill sets missing among employees ages 36 and younger … the ability to empathize with others and relate to others in a professional or social environment; communication skills, defined as the expression of ideas in writing and when speaking; patience; a ‘growth mindset,’ or

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

er the class, wealth and income gaps

seeing challenges and failures as an opportunity to grow; and the combined ‘persistence and perseverance.’”

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

— “Young workers lacking ‘soft skills,’ local employers say,” Rebecca Susmarski, The RegisterMail, Galesburg, August 5, 2018

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

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P R O U D L Y

S E R V I N G

T H E

P U B L I C

S E C T O R

FEATURE ARTICLE

Closing remarks

Roger Eddy retires as IASB’s executive director Interview by Theresa Kelly Gegen

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

B

efore he was named executive

that mission, the importance of pub-

focus recent-

director of the Illinois Associ-

lic education, and the Association’s

ly on e qu it y

ation of School Boards in July 2012,

work in “lighting the way” for public

is a return to

Roger Eddy was a coach, teacher,

school leaders in Illinois.

that or iginal

principal, and ultimately superintendent at Hutsonville CUSD 1, as

purpose. The Issues in public education

foundational

well as a five-term member of the Illi-

“For the six years that I’ve been

purpose of pub-

nois House of Representatives. This

fortunate enough to be in this posi-

lic education in

unique combination of educational

tion, it’s cemented in my mind how

a democracy is

administration work, coupled with

valuable the work of this Association

to provide opportunity to every single

legislative experience, made Eddy

is to the mission of public education.

person, every child. After a couple

the IASB Board of Directors’ choice to

This institution of public education

hundred years, the foundational prin-

be the sixth IASB executive director.

in our society was created, in the

ciple of public education — the under-

Roger Eddy

During his first year with IASB,

early days of our democracy, to feed

pinning, of the very foundations of

Eddy said, in an interview for the

and support the democracy itself.

our democracy — is being reaffirmed.

Association’s centennial celebra-

Public education exists so every

“It got chipped away at, and there are those that continue to chip away at it by attempting to provide

“For the six years that I’ve been fortunate enough to be in this position, it’s cemented in my mind

some individuals greater opportunity — vouchers and the myth of this experiment of charters. It wasn’t

how valuable the work of this Association is to

about trying to identify and repli-

the mission of public education.”

cate best practices. In the early 90s the theory was that these would be experimental opportunities to find out what really works well to educate

tion, “I think … the future for this

person could have the opportunity

children. That was the promise, but

Association will resemble the past in

to receive a quality education, so

it just hasn’t turned out that way.”

many ways. We are going to remem-

that every person could fulfill their

“Instead, it is an attempt to pro-

ber our mission.”

dreams and their desires. It enables

vide some, and not all, what many

the pursuit of happiness.”

believed were exceptional practic-

Upon his retirement in Summer

6

2018, the Journal spoke with Eddy

“It’s all foundational,” Eddy

es and better quality educational

about the continuing emphasis on

continued, “and I think that the

opportunities. Why provide these

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

supposed higher quality opportunities for some, and not all? This is oppositional to the purpose of public education.”

Eddy adds that, even with picking “some, and not all,” the experiment hasn’t worked.

“Interestingly, results show that goals were never met. The students who were delivered the ‘exceptional practices’ these experiments were supposed to provide, really didn’t perform better. Now, when I see Illinois adopt a voucher program, it’s disheartening, choosing to support additional efforts at privatization.

Roger Eddy was named the Association’s executive director in 2012.

policies that freeze local participation

20/20 established itself as a brand.

“On the other hand, we are

through property tax levies, in the

People ask at the Statehouse, ‘Is that a

returning to the principle of equity —

name of somehow better public policy.

Vision 20/20 plan?’ When the answer

I’m pleased that equity is a focus and I

Imposing a property tax freeze — it

is yes, the proposal has almost instant

hope it continues to be a focus for this

can be couched politically that this

credibility. So, I’m excited about the

Association and for all of the people

is protecting the property taxpay-

refocus. We need to continue coming

who care about public education. It’s

er, but it’s really taking away their

up with education ideas that meet the

impossible to really support quality

right. I hope they really think through

new round of challenges.”

public education without supporting

attempts to deprive folks the opportu-

One such challenge is the teach-

equity.”

nity to support their schools. Because

ing shortage, impacting Illinois and

Eddy joined IASB just prior to the

communities with what we consider

the nation. Upon his retirement,

founding of the Illinois Vision 20/20

the best opportunities, provide the

Eddy said, “We need high-quality

effort for “fulfilling the promise of pub-

most support. To take that away just

teachers in the classrooms. I have

lic education.” One of the original pil-

doesn’t make any sense.

an affinity for young teachers. If I

lars of Vision 20/20 was equitable and

“The mandates are and continue

do anything at all in education, in

adequate funding, and the state adopt-

to be, very, very, concerning. Every-

my retirement, it may not be in the

ed the Evidence-Based Funding Model

body has good ideas. The problem

public policy or government arena.

in 2017, reforming the state’s funding

isn’t the ideas, the problem is funding

It will be supporting the work of ear-

formula for K-12 public education. The

them. We’re not against mandates,

ly-career teachers.

work to fulfill the promise of equitable

we’re against not funding these priori-

“The teacher shortage is multi-fac-

and adequate funding continues.

ties. If it’s a priority, you sort that out

eted, and one of the reasons is we’ve

by providing resources to enact it.”

taken away the dedicated support for

“So far, we’ve seen a commitment,” Eddy said. “I’m hoping at the

Upon the passage of the Evi-

induction and mentoring programs,”

same time we have created a more

dence-Based Funding Formula,

Eddy continued. “The line item for

equitable funding system, policymak-

Vision 20/20 is regrouping as well.

that was eliminated. It would be wise

ers don’t pass other public policies that

“Vision 20/20 is an educator-led

to re-establish dedicated funding for

eliminate the option for communities

effort that provided a blueprint,” Eddy

teacher and principal induction and

to support their schools beyond what

said. “When you accomplish goals

mentoring programs.”

the new formula says is adequate.

you can re-center and refocus. Many

Ref lecting on other changes

“There’s a tr ue irony when

of the original goals of Vision 20/20

to public education since he began

you want to impose, from the state,

have met with great success. Vision

his career in education, Eddy said,

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

“Most of the curriculum is essentially

“If we can make airports safe, if

Other things in education have

the same. They haven’t changed the

we can make major sporting events

changed and advanced, perhaps not

laws of physics and factoring is still

safe, there has to be some way to make

always for the better.

factoring. Math is still pretty much

sure that schools are safe. Together

“Dual credit opportunities, tech-

math, even when it’s repackaged and

we can accomplish that. We can’t wait

nology, and career-to-work opportu-

looks shiny. Of course, technology

for the next incident, or the next one.

nities have all been improvements. I

has made a huge impact.

These things are cyclical, they reach

remember when I started we had an

“For me, t he d i f ferenc e i n

a fever pitch, but the passion to make

answering machine with a tape in it.

almost 40 years I’ve been in the

necessary commitments goes away.

When you went home on Friday, you

field is the anxiety of whether kids

Then there is another incident. But we

were done. Communication has obvi-

are safe at school, when kids have

can never be comfortable. We have to

ously changed tremendously. Now it’s

to worry about going to school.

increase mental health services and

24/7. As far as that goes — including

It concerns me that we haven’t

supports for kids in need, we have to

for kids — I’m not sure round-the-

prov ided the resources neces-

be able to identify and not ignore. ‘See

clock access is an improvement.”

sary — not the mandates, but the

something, say something’ has to be

resources. If you ask 10 people, all

followed by ‘Do something.’ I’m not

Working for, and with,

10 would say the safety of children

suggesting a whole string of mandates.

boards of education

is a priority — you have to be will-

Communities will keep their kids safe.

Regarding the bigger picture in

ing to fund it.

They just need the resources for it.”

education, Eddy’s long-term advice

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8

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

“Focus on your own school and community and what is best for your kids and your community,” Eddy said. “Time goes fast, enjoy it, too.

Enjoy the opportunity to serve on a board. It’s a lot of responsibility when taken as seriously as it should be. There are disappointments. People will disappoint you.

Systems will disappoint you. But the rewards — seeing the results of what the community is able to do for its kids — are second to none.

There are great challenges, but we Eddy encouraged school board members to consider local challenges first.

for members of local school boards is to remind them of their local pictures, and includes “Hang in there.”

can meet them and the rewards are greater than the challenges.”

Given that, Eddy’s take on ESSA will not surprise:

The Association

“ESSA is a little better than NCLB

Eddy’s successor at IASB is

but that’s like saying a tropical storm is

Thomas E. Bertrand, a 33-year edu-

“Now, more than ever before,

better than a Cat. 1 hurricane,” Eddy

cator who joined the Association

because of the school report card and

remarked. “It is still not what we need,

this past summer after 16 years as

everyone’s attempt to define what

and it continues to wrongly attempt

superintendent of Rochester CUSD

school boards are accountable for,

to define what a quality public educa-

3A. Bertrand’s arrival has mirrored

schools have to take the responsi-

tion is with way too much reliance on

Eddy’s, as both met with every mem-

bility to inform their communities

assessment scores. Even after a 15-year

ber of the staff during the leadership

what great things they are doing for

lesson of NCLB on how bad it is to put

transition.

kids, and how great their kids are,

your eggs in that basket — we’ve put

“I had a great opportunity to

and their communities are, outside

way too many eggs in that basket. We

interview everybody who worked

of the definitions others are trying

devalue our children when we assign

here before I started. The defining

to impose,” Eddy said.

them a label based on how they do

moments of those conversations were

“It ’s i mperative. We’re the

on a set of standardized assessments

collective — and led to the conclu-

advocates. We have to fight back

that cover only English, language arts,

sion that everyone understood the

against those who would grade us,

and math. That has to change. And we

mission,” Eddy said. “Everyone felt

but who don’t have any clue about

should never see students with special

ownership, everybody is important

what’s important to our children,

needs, or English Language Learning

to succeeding at our mission. It was

to our local communities. Outside

children, feel like they have let anyone

a great reveal of the understanding

advocacy groups who think that

down because of what they score on a

of the Association.”

they have the authority ― given by

test. But it happens — and that should

whom I have no idea — to give pub-

be enough to tell us it’s a bad policy.

Eddy’s voice of experience for Bertrand includes enjoying the

lic education a grade C or D? Reject

“Over the years, ESSA is going

that. Reject any notion that others

to become as non-credible as NCLB,

experience.

“You don’t have to tell a guy like

can define your own community

because people still love their school

Tom about leadership, or about how

and school district. Take on that

districts.”

valuable the staff is,” Eddy said. “It’s

responsibility yourself. Report what

Eddy encouraged school board

hard to give a guy like Tom a whole lot

is important about your programs

members to consider their local chal-

of advice. We may have different areas

to your own communities.”

lenges and successes first.

of focus, but we are similar. Working

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

and development, field services,

“No matter who leaves, the

advocacy services, communicating

mission remains, and everyone

to our members on a regular basis

understands and supports it,” Eddy

— everything we provide is intend-

concluded. “We have really, really,

ed to be supportive of their work.”

really good people.”

Eddy kept a chart that showed, in the just over six years of his ten-

Roger and Becca Eddy

ure as executive director, I ASB

Eddy and his wife Becca have

retirements and other staff turnover

raised five children. Eddy predicts

resulted in “750 years retiring out

much of his newfound free time will

the door since 2012 ― many years

be spent with a few of his favorite

of experience, and the wisdom that

things: his grandchildren, baseball,

goes with it. Those roles have been

and watching his grandchildren

filled by really good people, and we

play baseball. He and Becca plan

have not lost any of the premier

to winter in Naples, Florida. “Next

services of the Association despite

time you hear ‘wind-chill factor’ or

with him during the transition was

the turnover. The state of the Asso-

‘polar vortex,’ think of me,” Eddy

sometimes like hearing myself talk

ciation is great. We are poised to

said with a smile.

to myself.”

continue to be the leader in public

“I will tell him to enjoy his time

education advocacy.

here. Six years later, I can tell you

“And that includes the Joint

that it gets hectic, but I encourage

Annual Conference, the largest edu-

Tom to really enjoy it. It will go

cation conference in the country, with

quickly.”

the quality we present.”

“Our association has to be in a

Eddy was reluctant to name

position where we continually look

names. “I don’t want to leave anyone

at issues that are going to be at the

out,” he said. But he noted in particular

forefront,” Eddy said. “The analogy

the leadership of Deputy Executive

that I use is Wayne Gretzky’s suc-

Director Ben Schwarm; Cathy Talbert,

cess was skating not to where the

who retired in 2018 as Associate Exec-

puck was, but where it was going.

utive Director for Field Services and

That’s one of the strengths of the

Policy Services, and previous retirees

Association — we’ve always had

and long-time contributors Melinda

individuals who research and study

Selbee, Angie Peifer, and Pat Culler.

work to try to stay ahead.

10

Editor’s Note

“We may not have their 700-

“One of the most important

some years of experience,” Eddy

things I can convey the fact that

said, “But they created so much

the services and supports that this

and to have them involved in the

Association provides to its mem-

transition, to support the new folks

bers are premier,” Eddy contin-

that have come in. I think we have

ued. “Not just compared to other

provided the supports necessary

states, but compared to a standard

for smooth transitions. I have every

of quality that delivers results to

confidence that Dr. Bertrand will

our members. For our members,

continue to provide the Association

whether it’s policy services, general

with the leadership to meet the chal-

counsel services, board training

lenges of the future.

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

The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including •

Premier training experiences;

•

Networking opportunities for mutual support;

•

Valuable benefits, pooled services, information, and expertise;

•

Advocacy on behalf of public education; and

•

A platform for a strong collective voice on common interests and concerns.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

COVER STORY

Navigating uncharted waters School district facilities and local zoning

By Spencer Craig

I

t has been three years since the

local governmental zoning and storm

Connection to water supplies and

Illinois Supreme Court ruled that

water restrictions.” Subsequent to

sanitar y sewerage systems are

school districts are subject to munic-

this ruling, Governor Bruce Rauner

reviewed and permitted by the

ipal zoning regulations for facility

signed Public Act 99-0890, which

municipality and sanitary district,

and land use projects. While some

amends the Illinois Counties, Town-

private water supply, county, and

districts already navigate municipal

ship, and Municipal Codes, as well

state agencies. Development with-

processes and will not experience

as the Illinois School Code, consis-

in a roadway right-of-way, such as

significant operational changes,

tent with the Illinois Supreme Court

for utility connections or access

course corrections may still be

ruling relative to land use. The Act

improvements, is reviewed and per-

necessary. Others districts will be

also states the local zoning authority

mitted by local, county, and state

navigating uncharted waters. There-

“shall act in a reasonable manner

agencies. Storm water management,

fore, it is important for school district

that neither regulates educational

wetland protection, historic preser-

board members and administrators

activities, such as school curricu-

vation, and threatened/endangered

to understand the implications of

la, administration, and staffing, nor

species protection are regulated and

the court ruling and requirement

frustrates a school district’s statutory

permitted by local, state, and federal

to comply with municipal zoning

duties.”

authorities. School districts must

regulations.

Why did this happen?

Together, these leg islative

now include local governmental zon-

actions further define the regulatory

ing compliance in the already com-

framework connecting school dis-

plex process of planning, designing,

School board members often ask

tricts and local governments. How-

permitting, and constructing their

why the court acted. It is not possi-

ever, in the absence of more rigorous

facility improvement project.

ble for a state to create blanket rules

legal definitions and direction from

applicable to all public schools and

the courts, some municipalities may

municipalities in relation to land use.

interpret their authority more broad-

Zoning is a planning tool used

The resulting lack of well-defined

ly than others. School districts, while

to shape the layout of a communi-

expectations has been the root cause

acting as a neighbor in good faith,

ty. Local governments create zon-

of contentious situations between

may need to seek further clarity from

ing districts or “zones” to organize

school districts and their commu-

the courts relative to a municipality’s

compatible and non-compatible uses.

nities for many years.

limitations of authority.

Through the enactment of zoning

project manager for Eriksson Engineering Associates, Ltd.

What are zoning regulations?

The r u l i n g by t he I l l i noi s

School districts historically have

ordinances, local governments reg-

Supreme Court in Gurba v. Com-

navigated a number of regulatory

ulate land development to preserve

munity High School District No. 155

oversight and permitting process-

the character of a community and

(396 Ill.Dec. 348 (2015)) states that

es beyond the Illinois School Code

to promote the health, safety, com-

“a school district is subject to, and

and Regional Offices of Education

fort, morals, and welfare of the pub-

its school board must comply with,

for facility improvement projects.

lic residing within that community.

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

Spencer Craig is a

11

Zoning ordinances set requirements for issues such as building height and size, setbacks to property lines, density of site usage, lighting impacts, parking and traffic management, and landscape screening. The ordinances apply only to properties within their municipal boundaries. Therefore, it is important for school districts spanning multiple municipalities to recognize they will need to comply with the requirements of the zoning ordinances applicable to each facility.

Zoning ordinances should not be confused with building codes.

They serve different functions. In general terms, zoning ordinances regulate how a property is used and who can use it. Building codes, on

12

What is the zoning process?

of special uses or variances to the

the other hand, regulate the details

Zoning compliance is deter-

zoning ordinance. These special

of the buildings on the property.

mined through an administrative

processes generally include formal

The Illinois Supreme Court ruling

process that may expand to include

notification of the public, as well as

clarified local government author-

public involvement in the form of

public hearings before zoning boards

ity is limited to zoning compliance

planning commission hearings and

and planning commissions.

whereas the state has authority over

zoning board review. If a proposed

Public hearings for school proj-

building code compliance through

school district project complies with

ects may generate no community

the Health/Life Safety Code for Pub-

all applicable zoning rules and does

interest, and the hearings may be

lic Schools. In other words, public

not deviate in any way, it is approved

attended by school district and

school buildings are exempt from

“by right.� School districts submit

municipal officials only. Approv-

local building codes. However, some

project documents for municipal

al for non-controversial projects

local governments have interpreted

staff to conduct a compliance review,

may be achieved in a single public

the exemption to apply to buildings

after which the municipality issues

meeting and in a streamlined and

only, and not ancillary facilities or

an obligatory approval. This is the

efficient manner. But public hear-

functions on a school district’s prop-

simplest, fastest, and most effective

ings for controversial projects may

erty. Additionally, many local zoning

way to achieve municipal zoning

generate community opposition,

ordinances also include the review

approval.

especially from local neighbors.

and approval of building envelopes

However, not every project will

These can lead to contentious, hos-

(the walls, windows, roof, and foun-

comply with all zoning ordinance

tile, and emotionally charged meet-

dation that form the shell or the bar-

requirements. In these cases, munic-

ings that extend far into the night

rier between the interior and exterior

ipalities require developers, includ-

or result in additional hearings.

environments) through an architec-

ing school districts, to engage the

In these instances, a school dis-

tural or appearance review process.

municipal processes to seek approval

trict may find itself in a vulnerable

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

position in which the outcome can-

governing zoning ordinances, which

communicate with their municipali-

not be easily controlled.

may reflect a different set of opinions,

ties to ensure all parties understand

values, and priorities.

the regulatory status of each school

How does this affect facility

Achieving your goal for a school

site and how they it will be managed

district facility project is possible

in the future. District facilities span-

School board members often ask

despite the challenges presented by

ning more than one municipality will

how the court ruling will affect their

the Illinois Supreme Court ruling

need to comply with requirements of

plans. The Illinois Supreme Court

and associated local government

the governing municipality specific

ruling did not technically establish

interpretations. Incorporating the

to each site.

a new regulatory authority, it merely

following navigational tools can

Hire consultants who are expe-

stated that the authority previously

enable a more efficient process and

rienced in zoning and land develop-

existed, and is now affirmed. This

empower school district leaders when

ment: Seek qualified legal counsel

means that many existing school

obstacles arise.

and design consultants familiar with

upgrades?

sites do not presently comply with

Plan Ahead: The new zoning

the existing zoning and may be in

process may impact project approv-

some state of delinquency. Therefore,

als and extend the duration of the

• Review and identification of

it is important to understand the reg-

planning and development cycle.

issues that may constrain and

ulatory status of each school site,

The once typical timeline of project

define the project;

and how to manage it in the future.

planning and design development

• Developing a project framework

zoning processes to guide and assist your school district with

Zoning provisions may impact

may no longer allow the time neces-

with the municipality early in

the development of new facilities and

sary to collect and review zoning-re-

the process;

sites, the redevelopment of existing

lated data. School districts should

• Creating a master plan.

sites, building expansions, or changes to the site such as parking lots or athletic facilities. School district officials and board members should anticipate that zoning compliance may result in increases in project timelines, design and permitting costs, and constraints on how they can utilize their school sites. Unanticipated variance and public hearing processes, or delays from redesigning plans, can shift timelines. Additional costs may be incurred due to the need to involve legal counsel and design professionals in the public

STARTING RIGHT: Board-building for the new governance team An in-district workshop designed for a board welcoming new board members or a new superintendent.

Benefits include: Building quality communication and relationships Creating agreement about board practices and procedures Developing effective district leadership

hearing processes or to prepare and revise multiple design iterations to obtain municipal board approval.

How to help your district As community leaders and advocates of public education, school districts must take action by developing functional and impactful school facil-

Contact your field services director today!

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

Field Services

ities, while remaining sensitive to the

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

Stay informed of proposed zoning changes: Municipalities can make zoning ordinance changes at any time. Some municipalities are adopting special zoning classifications for school districts with easily achievable standards. Other municipalities may be willing to grant blanket variances to bring existing non-compliant sites into legal standing.

Communicate: School districts need to strengthen communications with municipalities, adjoining

someone cared. Sometimes, neigh-

process where they stand relative to

property owners, and communities.

bors or municipalities have positive

zoning compliance have the oppor-

Community outreach, open dia-

ideas that can improve a school dis-

tunity to save time and money by

logue, and collaborative planning

trict’s facilities.

avoiding the development of unten-

with the municipality and public

Bridge Relationships: Reach out

will help a district identify resident

to the municipality. Some municipal-

Mu n icip a l it ie s a nd s cho ol

concerns. Sometimes neighbors

ities have longstanding grievances

districts have common ground to

simply want to be heard and to

with school districts and collabora-

draw from and can benefit from

gain a sense that the school dis-

tion may not come easily. School dis-

work i ng together. F rom large -

trict thought of them, too — that

tricts that learn early in the planning

scale collaborative visions such

able project concepts.

as expansive community parks integrated with school facilities, to coordination on small building additions or parking lot expansions with safety implications, both par-

DIVISION MEETINGS

ties need each other.

School districts need munici-

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

R

palities with reliable infrastructure, quality services, long-term planning, and safe and healthy commu-

Field Services

Attend an IASB Division 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.

nities. Municipalities need strong school districts as an essential part of healthy, safe, and vibrant com mu n ities. We ca n not have great communities without great schools, and we will not have great schools without great municipalities. Through carefully executed planning, information gathering, a n d c o m mu n it y e n g a g e m e nt ,

Mark your calendars now!

Visit the IASB website for a complete list of events and locations: www.iasb.com

school districts can be leaders in the community and navigate these regulatory waters as advocates for public education.

14

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

COVER STORY

Constructing innovative makerspaces for hands-on, minds-on learning

By Alan Hoffman, Fred Laudadio, and Josh Reitz

T

he buzz of excitement wel-

each other, develop as leaders, and

blueprint or roadmap to illustrate

comes visitors as they enter

design their learning world.

how this can be done, an emphasis on

the colorful, newly designed Inno-

Unlike in traditional classrooms,

STEM, STEAM, and Innovative Learn-

vation Center. Looking around, vis-

in these environments students readily

ing within a makerspace concept is a

itors see students actively engaged

admit to mistakes, shrug them off, and

wise path for educational leaders to

in an elementary makerspace with

discuss what they will try next to solve

take. Although no crystal ball exists,

their learning partners, each work-

their problem. None of the students

institutions of higher learning and

ing on a unique activity. In small

are wallflowers, watching and waiting

careers of the future will be looking

teams, conversations focus on their

for another student to get the one cor-

for students who can

group’s unique goal; excited gestures

rect answer. Instead, this classroom is

and voices are a regular part of the

all about process, collaboration, and

learning process. Jessica Hodge, the

accomplishing that group’s self-chosen

• Apply technology to workflow;

“Innovation Coach,” circulates, vis-

goals. Each student is an integral and

• Manage projects;

iting small groups to inquire about

valued team member whose participa-

• Collaborate and work as a team;

their goals and how their project is

tion is necessary for project success.

• Communicate effectively in a

progressing.

Welcome to McHenry School Dis-

• Th i n k cr itica l ly a nd prob lem-solve;

variety of formats;

Across the district, a substitute

trict 15. Here you will find beautiful

• Think creatively and innovatively;

teacher walks into a stunning mak-

new learning environments inclusive

• Employ research skills and

erspace known as a “STEM Lab”

of STEM Labs, STEAM Studios, and

demonstrate information literacy;

equipped with a “Video Production

Innovation Centers — otherwise

• Demonstrate self-direction and

Hub” and including a “STEAM Studio.”

known as makerspaces — that stu-

Ed.D., is superintendent of schools; Josh Reitz, Ed.D., is assistant superintendent of learning; and Fred Laudadio, Ed.D., is executive director of Learning Services and Technology for McHenry School District 15.

motivation;

The role of the substitute has

dents enjoy attending and never want

changed. It is no longer focused on

to leave. During lunch hours, students

and weaknesses.

working through a lesson plan, con-

gravitate back to these amazing spac-

An emphasis on educational pro-

trolling classroom discipline, or man-

es, finding more time to invent. After

gramming that meets these aims is an

aging a crisis. Instead, the teacher

school, they return to create and dis-

investment in the success of children.

watches students enter and eagerly

• Effectively assess self-strengths

cover.

Through clarification of priorities, pro-

start pulling out robotic kits, manip-

In today’s ever-changing world,

active planning, and development of

ulate solar energy-driven vehicles,

McHenry School District 15 educa-

spaces, personnel, and curriculum,

and design bridges and skyscrapers

tors are making sure students are well

school systems can take necessary

that can withstand powerful natu-

prepared for college and careers, even

steps to ensure that their students are

ral disasters. Students want to be

though their career choices are as

adequately prepared for the world they

in these environments as they help

yet undefined. While there is no one

will soon be entering.

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

Alan Hoffman,

15

The journey of McHenry School

fosters engagement, interaction, and

boundaries. A place with no boundary

District 15

achievement through cutting-edge

means students can exceed anything

technology in a personalized learn-

beyond what you ever expected.”

McHenry School District 15 has transformed traditional technology

ing approach.”

McHenry School District 15

labs and learning centers into beau-

The evolution of these spaces has

STEM, STEA M, and Innovation

tifully designed and colorful maker-

centered on the district’s re-imagina-

Coaches have worked collaboratively

spaces. Essentially, any space can

tion of its Learning Media Centers,

as a group to design a high-quality

become a makerspace. According

which have been upgraded to a strong

curricular sequence for their learn-

to educator, librarian, and author

foundation for information literacy

ing community. Coaches spent a

Samantha Roslund, “makerspace” is

and blending of digital literacy while

year researching STEM and STEAM

a general term for where people get

also offering better media options for

learning opportunities as they con-

together to make things. “The space

exploration and flexibility for indi-

ducted site visits and presented to

is not defined by the tools you find,

vidual and team research.

all stakeholders during the adoption

rather students define the space by

In addition to the new program-

phases. Following this research, the

ming and renovated spaces, the

district constructed new, beautifully

In McHenry School District 15,

district has outfitted each middle

designed makerspaces to meet their

these spaces include Innovation

school with cutting-edge Video Pro-

vision. Additionally, coaches imple-

Centers, STEM Labs, and STEAM

duction Hubs that allow students to

mented an inspiring curriculum and

Studios equipped with Video Produc-

produce educational videos, record

built a philosophy centered on being

tion Hubs and complementing newly

and broadcast sporting events, and

truly innovative. McHenry District 15

remodeled Learning Media Centers

produce promotional content while

schools now house some of the most

that are truly eye-catching. These

partnering with local businesses and

inspiring makerspaces equipped

collaborative spaces offer sequential

community groups.

with a carefully adopted curricular

what it enables them to do.”

K-8 cross-curricular opportunities,

McHenry Middle School STEAM

sequence that allows students to

combining the goals of maintaining

Coach Jessica Brown says, “Dis-

grow during their elementary years

and enriching the district’s core cur-

trict 15’s new makerspaces have no

and beyond.

riculum with allowing innovation and providing project-based exploration.

Innovation Coach Gina Nicholls, of Edgebrook Elementary School, describes the newly constructed makerspaces as “robust learning environments that are relevant and rigorous, allowing students to be critical thinkers, problem-solvers, and engaged within their learning experiences.”

“It’s a vision for a learning experience that is centered on the learner and evolves technologically as quickly as they do,” says Nick Watson, Parkland Middle School STEM coach.

“We are providing our students with an educational opportunity that

16

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

Believing in our students and

It is imperative to foster curiosity

Within each makerspace, stu-

taking risks

and provide hands-on experimen-

dents aspire to reach higher goals,

Instructional strategies start by

tal learning opportunities for young

simply by being allowed to work

believing in the students. Coaches

learners, a concept attributed to early

together in an environment that is

work with students to help them set

20th-century philosopher and edu-

dedicated to trial and error. Here they

goals and challenge themselves, while

cator John Dewey and in full effect

can engage in hands-on, minds-on

trusting students to make informed

today. Students acquire the meaning

learning activities where they can be

choices when coming up with cre-

of teamwork and learn how to interact

comfortable knowing it is acceptable

ative solutions. Coaches promote

with each other. While learning, stu-

to FAIL (First Attempt In Learning).

the transfer of control over to their

dents also grow to understand failure

Students identify how failure is a crit-

students and start to guide students

is acceptable and a necessary compo-

ical element to the learning process.

from the sidelines at a young age.

nent of the learning process.

They learn how failure can lead to success while collaborating through the building and programming of robots, testing out Lego structures during earthquake simulations, and designing 3D renderings of buildings, bridges, and architectural models.

Students realize failure is important

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

while taking risks and experimenting.

principles. The coursework focuses

research-based programs before mak-

A clear and realistic understanding

on the discovery of real-world prob-

ing a recommendation to the board.

comes during these truly authentic

lems — the “what” and “how” — and

School board Vice President Patrick

assessments as students learn more

overall impact their discoveries have

Miller says, “In McHenry, we get the

from what they do wrong rather than

on society — the “who” and “why.”

best bang for the buck. In creating

what they do right.

Each challenge provides available

these makerspaces we had to balance

Curriculum is differentiated

resources, materials, and limitations

the need for innovation with a con-

using multi-platform tools and manip-

for students as they work and try to

servative approach to spending, and

ulatives. With over 350 “Learning

solve real-world issues.

we were successful.”

tent areas, students explore a wide

A supportive and visionary

role in creating a big picture vision or

range of projects and challenge levels.

school board

the “what” while delegating the “how”

Launchers” in more than 60 con-

18

The school board understands its

They engage in activities that teach

Re-imagining a school district’s

to the administration. Years ago, the

them about alternative and renewable

learning spaces takes careful plan-

strategic plan was approved by the

energy, circuitry, computer graph-

ning, collaboration, and a vision

board of education and has provided

ics, digital communications, robot-

for the future. It was imperative for

the roadmap for our school district for

ics, scientific data, mechanics and

school district employees to work

many years. It is still relevant today,

structures, and software engineering.

in tandem with the school board

guiding our initiatives and priorities.

McHenry School District 15’s

during the research phase, bidding

For instance, the second goal in

makerspace concept allows stu-

and construction phases, and curric-

the strategic plan states, “The dis-

dents to have a specials curriculum

ular design phase. To that point, the

trict will provide a rigorous research-

during kindergarten through fifth

importance of the board of education

based curriculum, instructional best

grade where they participate in

as it relates to the creation of these

practices, and innovative materials

Innovative Learning, a STEM- and

innovative makerspaces cannot be

for all students.” This is a powerful

STEAM-based course. Students then

underestimated.

statement in that it explicitly pro-

engage in Exploratory Curriculum

The Board of Education has

vides a clear vision and expecta-

(STEM Lab and STEA M Studio)

provided support for innovation, but

tion for excellence while implicitly

during middle school, participating

at a reasonable cost, making clear

empowering administration to devel-

in lab projects that foster creative

the expectation that administration

op the necessary steps to achieve

thinking and understanding of design

does due diligence in investigating

excellence. The McHenry CCSD 15

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

Board of Education, in short, is the

from individuals with considerable

glue of support that makes the cre-

knowledge in curriculum, technolo-

ation of our innovative programming

gy, fiscal management, architectural

possible. Board President Kimber-

design, and project management.

ly Qualls states, “These incredible

The group emphasized the cre-

makerspaces allow our children to be

ative use of space that would allow

exposed to innovative programming

students the opportunity to be collabo-

typically available only in affluent

rative in a technology-rich, eye-catch-

school districts and communities.”

ing, kid-friendly environment. In addition, the group had to develop

Facility expansion:

these spaces to fit into the current

A collaborative approach

architectural structure without adding

Due to the board’s support and

to the current building footprint. The

vision for overall innovation, District

result is that each school is equipped

15 administrators could pursue devel-

with its own unique innovative space

oping a plan that would transform this

that takes advantage of each build-

vision of innovation into an everyday

ing’s architectural idiosyncrasies and

vibrant learning experience for stu-

nuances, while also staying true to the

rubrics to allow both learners and

dents. Before brainstorming ideas,

district’s vision of excellence, quality,

coaches to identify areas in need of

researching options, laying out time-

and innovation.

improvement.

lines, and creating logistical opera-

None of this would have been

Learners identify key impacts

tional matrices, the administration

possible without District 15’s strong

and consequences of each challenge

had to realistically estimate the costs

emphasis and insistence on col-

they participate in. Examples include

and affordability involved with such an

laboration.

designing structures, such as bridges

ambitious endeavor. After this afford-

or buildings, to withstand the impact

ability was determined, there were now

Authentic learning and assessment

of natural disasters, including earth-

clear fiscal parameters from which to

Authentic problem-solving oppor-

quakes and hurricanes. Students

tunities for students are demonstrated

learn how to construct and program

inform the facility expansion team.

The district philosophy strong-

as learners document and present their

robotic equipment (Lego EV3, VEX,

ly supports and fosters an envi-

learning through ePortfolios, profes-

and Ozobots) to assist and enhance

ronment of sharing and working

sionally edited videos utilizing the

performed medical procedures or feed

together. To that point, the admin-

cutting-edge Video Production Hubs,

animals in a community zoo. Stu-

istrators intuitively made the deci-

and collaborative engagements in a

dents can also discover more efficient

sion to collaborate (and sometimes

student-friendly, interactive curricu-

ways to use fuel while studying dif-

over-collaborate) to make these

lum platform. Each challenge features

ferent kinds of energy. They work on

projects come to fruition. The dis-

a “Learning Launcher” that identifies

predicting future costs via challenges

trict facilities expansion team met

the project-based STEM activity and

that circulate around new forms of

each Wednesday for many hours to

applies technology to reinforce aca-

solar and wind technology. As proj-

develop what was conceived to be a

demics while building on 21st-cen-

ects lead students to new theories and

thoughtful and realistic approach.

tury skills. Multiple challenge levels,

inventive solutions, young learners

The team consisted of senior leaders,

open-ended activities, and extended

discuss the larger impact on society

principals, coaches, and adminis-

projects make up each grade level

and collaborate to develop marketing

trative support staff, as well as an

and meet all varying cognitive abili-

campaigns to share how their discov-

architect and construction manage-

ties. There are hundreds of authentic

eries will have an influence benefiting

ment company. Expertise was drawn

projects with integrated assessment

communities worldwide.

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

Building impactful partnerships

20

Teachers have benefited as they

to allow students more time to learn,

McHenry School District 15 has

have received over $100,000 from

explore, and compete with each other.

also worked on building lasting part-

grants for innovative project-based

nerships with the community high

learning activities and supplemen-

Lessons learned building the

school district, public library, and

tal curriculum resources. Learning

makerspace concept

local recreation center, all of which

media center directors have part-

As a school district, we have

offer students innovative learning

nered with Parent Teacher Orga-

learned many lessons while moni-

opportunities during the school year

nizations to build amazing STEM

toring the implementation of these

and throughout the summer. Through

Discovery Bags to complement the

programs and ensuring that they are

these affiliations, there are summer

core curriculum. STEM coaches

rigorous, sustainable, and marketable

STEM/STEAM learning camps and

even produce and honor outstanding

to all audiences. We have designed

competitions that students can par-

STEM-based projects that students

beautiful makerspaces and have made

take in. There is even a partnership

have completed through a celebra-

modifications and upgrades as we

with the local community college for

tion we call, “The STEMMYs.�

filled these spaces with coaches and

students to enroll in. Students can

McHenry School District 15 has

students. We have decorated using

seek career paths into medical, engi-

proudly hosted tours where school

stimulating research-based colors and

neering or computer programming

districts from around the country

furniture concepts. We have added the

fields and then receive guaranteed

have visited our newly designed mak-

value of flexible seating while inte-

enrollment into state universities.

erspaces. District team members, in

grating collaborative workstations.

Local business partners also

partnership with the school board,

We have listened to our coaches and

expose students to a number of STEM

have presented at state and national

made sure to build plenty of storage

and STEAM careers through hosted

conferences in the completion of this

and space to demo work by students.

science fairs, career days, and edu-

work. District educators and coaches

We have designed each new maker-

cational field trips. Students engage

have already worked together with our

space to accompany our Learning

with professionals in the field and

high school district, local colleges, and

Media Center so our LMC directors

have visiting guest instructors, as

state universities, to provide a pathway

and Innovation Coaches (STEM and

well as presenters at their schools.

for students as they continue to grow

STEA M coaches) develop strong

Elementary students even get to

and develop interests, bridging the

instructional partnerships. We have

participate in Lego Education com-

concepts of digital literacy and infor-

identified and structured our job titles

petitions and virtual field trips with

mation literacy. New after-school clubs

and job descriptions to facilitate the

NASA astronauts.

and organizations have been developed

exploration and discovery of learning,

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

and not just instruct and dictate learning. We have placed a strong

that can take them all the way

Makerspace Concept, producing stun-

into college, and beyond

ning new STEM Labs, STEAM Studios,

emphasis on learning applied con-

• Invitation of guest visitors and

Innovation Centers, Video Production

cepts and technology, not just skills

marketing to the community. We

Hubs and Learning Media Centers.

that become obsolete. We have also

have built a foundation of strong

Recipients of the TechXcellence Award

highlighted career connections and

support and have a rejuvenated

by District Administration, the Mak-

have built pathways for the future.

energy from our community

ing IT Happen Award by ICE/ISTE,

Lastly, upon survey of district edu-

since opening our new maker-

and Digital Content and Curriculum

cators, administrators, and board mem-

spaces and launching our new

Award by the Center of Digital Educa-

bers, the following themes emerged as

innovative programming.

tion, Dr. Hoffman, Dr. Reitz, and Dr.

key strides McHenry School District 15 made to be successful within the overall five-year implementation period.

Laudadio have delivered presentations Editor’s Note

and keynotes on Technology Integra-

Hoffman, Reitz, and Laudadio

tion and Fusion, Innovative Hands-On,

• Collaboration with future coach-

have worked extensively creating new

Minds-On Learning, Principal Leader-

es (STEM, STEAM, and Innova-

Innovative Makerspaces and Curric-

ship, and Ongoing Staff Development

tion Coaches

ular Programming that bridges the

Through Technology Driven Profes-

• Design of a model that bridges

integration of information literacy

sional Learning Communities.

together information literacy

and digital literacy. Through this

Resources associated with this

through the Learning Media

effort, they guided the implementa-

article can be accessed at blog.iasb.

Center along with the discovery

tion of McHenry School District 15’s

com/p/journal-resources.html.

of digital literacy through new innovative programming • Inspiration for stakeholders through site visits, presentations, and research • Understanding that there is not a one-size-fits-all approach to building a makerspace concept • Invested wisely with thoughtful implementation of the makerspace concept and programming as it is a curricular sequence that is marketed to the students, staff, school board, and community • Being creative with our spaces — but consistent. Like attributes are in all of McHenry’s schools, although not all spaces are the same dimensions. K-8 programming is in place so students will continue to grow every year and build upon acquired knowledge • Developed partnerships with sister districts and colleges. Our

A nationwide search

with Illinois experience • IASB works with the National Affiliation of Superintendent Searchers (NASS), with over 100 consultants located in 40 states • NASS annually assists hundreds of districts and school boards with superintendent and other administrative searches • IASB Executive Searches has had applicants from 41 states from 2009-2017 Contact IASB, your local search professional, to find out more: 217/528-9688 or 630/629-3776, ext. 1217, www.iasb.com/executive

students now have a pathway

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

COVER STORY

Designing classrooms for students with emotional and behavior challenges

By Christopher L. Daikos

Christopher L. Daikos MiT, M.Ed., Ed.S., is an educational and psychological consultant with Seattlebased Continua Consulting Group, which provides psychology and educational consulting to support school districts and their communities in creating systemic, sustainable solutions which result in positive life outcomes.

22

O

ne of the greatest social justice

are on probation prior to leaving school.

• A tendency to develop physical

challenges facing educators

The data indicates, nationally, that the

symptoms or fears associated

today is how to best serve children

services we provide students with EBD

with personal or school problems.

with Emotional Behavioral Disabil-

result in the strongest conduit in the

ities (EBD). Many students come to

school-to-prison pipeline.

The challenges presented by

school with entrenched emotional

This is a national crisis that few

students with EBD cuts across disci-

and/or behavioral difficulties that

are paying attention to. Those involved

plinary, instructional, and interperson-

impede their and other students’ abil-

in designing and outfitting educational

al domains, which frequently results in

ity to access their education. External

spaces can help right this wrong.

chaotic school and classroom environ-

behaviors typically associated with these students exhibit a range of social,

ments. The characteristics of students How did we get here?

with EBD can overwhelm the ability

emotional, and behavioral problems,

To qualify for special education

and capacity of schools and staff to

including physical aggression, school

services for EBD, schools must first

effectively accommodate their instruc-

refusal, bullying, and defiance towards

attempt two evidence-based inter-

tional and social-emotional needs.

authority.

ventions to address behaviors of con-

Consequently, more than any other

The Department of Education’s

cern. If the interventions fail, students

group, students with EBD are placed

36th Annual Report on Individuals

are assessed based on the following

and educated in restrictive educational

with Disabilities Act indicated that

criteria set by the Individuals with

settings sequestered from their peers.

students who have been identified

Disabilities Education Act (IDEA),

Such spaces tend to be located in areas

as EBD represent 6.2 percent of the

which defines EBD as meeting one or

that result in the least impact on oth-

student population, a subset popu-

more of the following criteria:

ers when students in EBD classes have

lation within Special Education that

• An inability to learn that cannot

emotional outbursts. It is not uncom-

has consistently increased annually.

be explained by intellectual, sen-

mon to find EBD classes in portables

Nationally students with disabilities

sory, or health factors.

or in remote locations within a school

have a graduation rate of 63 percent,

• An inability to build or main-

according to the Department of Edu-

tain satisfactory interpersonal

building.

Historically such restrictive

cation 2015, yet students with EBD

relationships with peers and

spaces were used as a dystopian

have a national graduation well below

teachers.

daycare for some of our neediest

50 percent. With the current model of

• Inappropriate types of behavior

students. Restrictive education-

training, facilities, and services in place

or feelings under normal circum-

al settings with no standardized

we see results in which students with

stances.

approach towards student inter-

EBD are arrested at a rate of 60 percent

• A general pervasive mood of

vention have been troubling when

prior to leaving school, and 40 percent

unhappiness or depression.

considering the results of the poor

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

services and outcomes for these stu-

classrooms, providing all the elements

space is for students to have a quiet area

dents. The need to provide inten-

needed for a successful EBD classroom.

to reflect on inappropriate behaviors

tionally designed spaces to provide evidence-based interventions for

through a restorative exercise.

Design elements Conclusion

students with EBD is paramount and

With consideration that the typical

could result in the greatest impact on

EBD class has nine to 11 students with

The above design is our first

school-wide discipline and improve

one teacher and two support staff, we

attempt to support a population of stu-

the life outcomes of some our need-

decided to remove a wall and replace it

dents who represent some of the need-

iest students.

with a retractable divider. This means

iest in our schools. In general, current

that educators can team 18 to 22 stu-

practices in EBD classes continue to

dents with two teachers and four sup-

result in more negative life outcomes.

port staff.

We encourage other educators, man-

What can we do?

Meeting the unique needs of students with EBD and simultaneously

A school psychologist should

ufacturers, designers, and architects

maintaining a safe and orderly school

have access to a private space within

to take on one of the greatest social

environment that is conducive to

the classroom, or close to it, to allow

justice challenges that we face in our

learning places a tremendous amount

consistent communication among the

communities today.

of stress on educators. Historically,

education staff. The intent on such

In a society that provides compen-

school design has been a one-size-

communication is to make certain

satory education, we must be aware

fits-all approach. When designing

interventions are informed with the

that all students enter our schools with

spaces to serve children with EBD,

students’ needs and that they are done

unique needs, some more acute than

before the first architectural design

with fidelity. Too often children with

others. It is our responsibility to meet

is drawn educators and architects

EBD receive counseling outside of the

those needs and provide the appropri-

need to work together to account

school with no control of quality and

ate space that facilitates all services

for a safe and secure space for coun-

evidence-based counseling practices.

and interventions needed to support

seling and therapy, private meeting

An additional beneficial factor is the

children with EBD.

space for small group and individual

opportunity for family members to be

interventions, safety exits for students

onsite when attending family counsel-

and staff, and restorative space, just

ing sessions, which are an integral com-

This article was featured in a pre-

to name a few.

ponent to cognitive behavior therapy.

sentation by the author at the 2018

Incorporating the above elements,

Our design provides a space for

NSBA Conference in San Antonio.

I worked with Architect Daniel Gero

restorative practices. This space is

It is reprinted with permission of the

of Integrus Architecture in Seattle and

referred to as the “Boring Room,” situ-

author. Resources associated with this

generated the following design. The

ated between the counseling room and

article can be accessed at blog.iasb.

space shown below incorporates two

the teachers’ office. The intent of this

com/p/journal-resources.html.

Editor’s notes

Credit: Gero & Daikos 2015.

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

COVER STORY

Pushing beyond future-ready Creating a bold context for K-12 libraries

By David Jakes

David Jakes is a former teacher and administrator who has created David Jakes Designs, which focuses on design processes to support educational organizations with their change efforts.

R

ethinking the school library

student learning experience. But

literacies that must be negotiated

and how it serves learning

with the advent of technology, with

and mastered; a search on literacy

means being bold and thinking in

the instantaneous access to people,

confirms this position by returning

disruptive and innovative direc-

places, ideas, and resources, with

information about multiple repre-

tions. Improving libraries by add-

the ability to not only consume, but

sentations of literacy, ranging from

ing new furniture, technology or by

to create and contribute through a

information literacy to visual litera-

updating book collections are first

variety of capacities, how a library

cy, and from digital literacy to inven-

steps and certainly worthy ones.

serves its school and students must

tion literacy, among others.

But creating a library — one that

almost certainly evolve to main-

With this in mind, next-gener-

is a portal for the learning oppor-

tain its relevancy and position of

ation libraries should explore the

tunities that can fundamentally

importance.

concept of transliteracy. Translit-

reshape the concept of school and

The question is: In what direc-

eracy is defined as “the ability to

how students learn — means think-

tion? And what types of bold and

read, write, and interact across a

ing beyond the current traditional

innovative approaches could be con-

range of platforms, tools, and media

experience of library to consider

sidered? Here are four approaches to

from signing and orality through

how people learn in a connected,

jumpstart your thinking.

handwriting, print, TV, radio, and

always-on, media-rich world.

As a mainstay in the intellectual life of a school, the library, at its

24

film, to digital social networks.”

Library as promoter of

Such a focus provides the neces-

transliteracy

sary foundation for providing the

most basic, has served as the gate-

Libraries have always promoted

diverse services and learning condi-

keeper of literacy. Through books

the development of literacy. In its

tions that support how students can

and other media, the library has

most basic form, being literate means

make sense of a world constantly in

offered students the opportunity to

to be able to read, write, communi-

beta. This requires that students be

see the world in unique ways and

cate, and make sense of the world.

exposed to and have access to an

to go on expeditions and journeys

But given societal and technolog-

array of experiences ranging from

of their own choosing through the

ical changes that have occurred

traditional analog opportunities to

literature that the library possess-

across the world, it is imperative

the most challenging and complex

es. The focus on reading, on writ-

that libraries re-examine their core

digital experiences.

ing and research, and being able

beliefs about literacy and use those

Could transliteracy be the con-

to craft meaning through personal

beliefs to develop new directions for

cept that unifies the multiple dimen-

expression represents the trade-

the library. The National Council of

sions of what it means to be literate

mark of what the school library fun-

Teachers of English (NCTE) has

today, and in turn, help shape the

damentally has contributed to the

suggested that there are multiple

identity of the next-generation library?

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

Library as provider of capacity Libraries have traditionally

The next-generation library should be viewed

focused on providing experienc-

as a platform that captures the stories of each

es based in understanding how to access, evaluate, and use information.

individual child, celebrates the growth and

A next-generation library supports a

potential of the students it serves, and contributes

shift from being a provider of informa-

to a growing culture of learning in the school.

tion experiences to being a provider of the capacity that can support a wide variety of experiences as defined by

learning when the potential use is

Library as storyteller and

Such a focus is currently evi-

dependent upon student choice.

creator of culture

dent by the development and inclu-

An additional question is how this

The next-generation library can

sion of makerspaces in libraries that

capacity influences opportunities to

be the platform for telling the sto-

support creative capability and that

support the development of becoming

ries of learning and of the school it

promote innovative exploration.

transliterate.

supports. The space itself should be

the needs of the user.

But there is a much wider range of

designed as a canvas, with products

capacities that libraries can offer.

Library as incubator and

and evidence of learning portrayed

Cur rently, public librar ies are

accelerator

everywhere. The activities that occur

exploring the concept of providing

Given those two shifts, the

in the space, from the creation of

capacity by offering internet hot

next-generation school library should

student video productions that are

spots, power tools, musical instru-

become an incubator and accelerator

hosted by the library’s website, to

ments, digital camera kits, neckties

of ideas and of practice. Where do

the telling of a story on a stool to a

(called the “tie-brary” and used to

teachers and students take their best

live audience, should provide stu-

support those interviewing for jobs),

ideas? How are they nurtured, grown,

dents with the ability to display and

drones, telescopes and even by lend-

implemented, and scaled over time?

share what they know and how they

ing seeds to patrons. Additionally,

How does the space of the library

think. Students have stories to tell

there is an opportunity to extend the

itself engender a mindset of produc-

— how could these stories become

provision of capacity to the digital

tivity, creativity, and innovation?

as important as the stories found

spaces of the library. What digital

There are numerous examples of

on the shelves of the library? How

tools, beyond databases and Goo-

business incubators, yet the concept

can the library be the place where

gle’s G Suite, could libraries offer to

of having a space in a school that func-

students not only find meaning but

students that could encourage cre-

tions in this capacity is rare. Could the

create their own? The next-gener-

ativity, creation, and contribution?

library be the location where a spe-

ation library should be viewed as a

Accompa ny i ng th is sh i f t

cialized staff familiar with the condi-

platform that captures the stories of

towards providing capacity is the

tions associated with startup culture

each individual child, celebrates the

acceptance that students will shape

assisted in the development and imple-

growth and potential of the students

how they use those capacities. Pro-

mentation of new ideas? What would

it serves, and contributes to a grow-

viding on-demand access to creative

happen if the library became the loca-

ing culture of learning in the school.

capacity should mean granting

tion where ideas were developed into

agency to the student and the own-

programs and initiatives that fueled

ership of experience — and being

school improvement? And, how could

Reprinted with permission of

comfortable with that. An intriguing

such a capacity support students in

the author. Resources associated

question for K-12 libraries focus-

developing an entrepreneurial/startup/

with this article can be accessed at

es on what this capacity looks like

maker disposition that could launch

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

and how it is shaped to empower

their own careers and businesses?

html.

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

Editor’s Notes

25

FEATURE ARTICLE

COVER STORY

Form follows learning

Educational institution solutions to 21st-century learning

By Carrie Matlock

Carrie Matlock, AIA, NCARB, LEED ®AP BD+C, is president at DLA Architects.

K

enna Hansen graduated recent-

to bring the outdoors inside, along

positive impact on students’ attitudes,

ly from Lyons Township High

with a courtyard area where students

as well as their grades. “One thousand

School in LaGrange. Before a ren-

can picnic with their friends without

students flood the doors (to the cafete-

ovation during her junior year, her

leaving school grounds. The space

ria) every day to recharge not only their

school’s cafeteria was dark and

was reconstructed to fit more stu-

bodies but also their minds,” she said.

windowless. To create a space that

dent seating, which condensed the

DLA Architects, an architectur-

would better ignite learning and col-

number of lunch periods from five to

al firm located in Itasca, specializ-

laboration, the school board decided

four. This provided 25 more minutes

es in educational and community

to renovate the cafeteria with the

of study hall, so the project created

institutions. DLA led Lyons THSD

goal of providing students a place to

more time in the school day to catch

204’s “smarter” cafeteria renovation,

recharge mid-day.

up on homework assignments.

which succeeded in providing edu-

The renovation included an addi-

Hansen reflects on the recent ren-

cational institutions solutions to the

tion with large windows and skylights

ovation of her school’s cafeteria and its

challenges of 21st-century learning.

Located in La Grange, the Lyons Township High School cafeteria renovation created access to a courtyard, used for picnics at lunch and as an outdoor classroom throughout the day.

26

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

The firm’s philosophy, “Form Follows Learning,” serves as an architectural method for educational institutions,

Windows from the corridor and the Tech Lab’s

and leverages each part of a school’s

open-plan layout put learning on display,

building structure to transform it into

allowing students to observe the learning and

an interactive learning experience. As a result, the functionality of the learning environment leads to inspiration

collaboration occurring in different workspaces by walking through the hallways.

for students actively using the space.

“We listen closely to our clients’ educational philosophy to guide us

hallways. The exposed mechanical

recent Bartlett High graduate Mari-

in designing a building that inspires

chases overhead create an industrial

na Filipek. “It’s about thinking out-

learning,” said Matthew Ryan Lowe,

aesthetic, providing insight into the

side the box and outside the walls in

Director of Design at DLA Architects.

school facility’s functions and encour-

which we find ourselves every day…

“We also believe in positively challeng-

aging systems thinking.

and refining the skills necessary to

ing school boards and administrators

“The intricate pipe and struc-

by encouraging them to work alongside

tural work inspires students to think

provide a promising future.”

To keep the momentum going,

us to not only meet current needs but

about the world around them,” said

each year the DLA team and an

also to prepare them for the future.”

Success is measured not only by how well the project aligned with the school district’s educational goals, but also through eliciting feedback directly from students — those who are actively learning, communicating, and collaborating within the space.

Although constructed in the 1990s by DLA Architects, Bartlett High School’s Academy of Science, Engineering, and High Technology Lab

Policy Services

SCHOOL BOARD POLICIES ONLINE

in School District U-46 was groundbreaking then and still holds a significant impact on students as educators implement 21st-century learning solutions in today’s classrooms.

Because the program’s success was highly dependent on the environment, the Academy and Technology Lab were built with practicality in mind, to foster creativity and ignite collaboration. Windows from the cor-

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.

Subscribe to both PRESS Plus and School Board Policies Online and IASB will update your online policy manual with your adopted board policies. Added bonus: access to additional PRESS Plus features for your district.

ridor and the Tech Lab’s open-plan layout put learning on display, allowing students to observe the learning and collaboration occurring in different

Contact Brian Zumpf, policy services director, to discuss how School Board Policies Online can benefit your district. bzumpf@iasb.com, 630/629-3776, ext. 1214

workspaces by walking through the

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

educat iona l cl ient i nst it ut ion

and designs to help update their

attend Learning Environments

space to suppor t 21st- centur y

for Tomorrow (LEFT), a program

learning,” said Edward L. Wright,

jointly designed by the Harvard

a partner at DLA.

Ask the Staff continued from inside back cover

help them match ideas with their own

Graduate School of Education and

A s school board s consider

local needs. Information provided

the Harvard Graduate School of

implementing 21st-century learn-

by the designing architect for each

Design. At LEFT, they collaborate

ing in their schools, architecture

project can be searched on a wide

with educators and architects from

and design of a space should be

variety of variables — for example,

around the world and learn more

considered to help integrate digital

location, type and purpose of build-

about the connection between the

and traditional elements as an asset

ing, design features, size, cost, and

built environment and the edu-

to support educators and students.

grade levels served.

cational delivery process. It’s an

Architectural firms can be a partner

To date, more than 500 Illinois

opportunity for educational lead-

in designing spaces to support the

public school design projects have

ers to learn how to connect their

education of our youth today and in

been entered in the database.

educational delivery process to the

the future.

Information on accessing the

architecture.

“After going through the pro-

School Design Database and a hisEditor’s Note

tory of the Exhibition of Educational

gram with one of our clients, we

Resources associated with this

Environments is available on the Jour-

all went back to the school board

article can be accessed at blog.iasb.

nal resource page: blog.iasb.com/p/

immediately to present new ideas

com/p/journal-resources.html.

journal-resources.html.

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

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

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

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

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

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

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

28

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

In memoriam continued from page 32

William J. “Bill” Fricke, 86, died May 30, 2018. He served for 15

Merlin R. Lambie, 80, died

Harley D. Schnowske, 82, died

June 15, 2018. He was a former

July 1, 2018. He was a member of

memb er a nd pa st pre sident of

Cambridge CUSD 227 school board.

the Limestone CHSD 310 school

Robert F. Seegers, 85, died

board.

Ju ly 5, 2018. He ser ved on the

years on PORTA CUSD 202 school

C h a r l e s Wa l l a c e “ Wa l l y ”

board in Petersburg, including seven

Lindgren, 85, died June 21, 2018. He

years as president.

served on the Wenona school board

Dr. Edgar “Ted” Gifford, 100,

for two terms.

Prairie Grove Cons SD 46 Board of Education.

Roy Walter Skaer, 89, died July 10, 2018. He was a former member

died July 29, 2018. His extensive

Ha r r y D on Ma i n, 8 3, d ied

c om mu n it y a nd c iv ic s er v ic e

June 9, 2018. He was formerly a

included nine years as a LaGrange

member of the LaFayette school

SD 102 school board member.

board.

of the school board for Smithton CCSD 130.

Donald D. Steffen Sr., 74, died June 11, 2018. He had been a member

Reginald Goeke, 88, died July

James F. Marousek Jr., 98,

of the Grayslake District 46 school

15, 2018. He served on the Dakota

died June 30, 2018. He was a past

board, serving as president for 11

CUSD 201 school board and later

president of the Komarek SD 94

years.

donated land for improvements to

school board. His professional

Robert L. “Bob” Teske, 88,

the school’s athletic fields.

work in packa g ing included

died July 2, 2018. He was a former

Glenden G. Hannah, 93, died

conceptualizing and patenting

member of the Buckley-Loda school

May 30, 2018. He had served on the

chocolate syrup in a plastic squeeze

board.

Mossville Board of Education.

bottle.

William F. Tornrose, 81, died

John “Jack” Rex Hark ness,

Rober t D. Mar t is, 87, died

May 24, 2018. He had served as a

89, died June 15, 2018 He served

July 26, 2018. He had served as a

member of the Maine THSD 207

on the West Aurora District 129

member of the Coal City CUSD 1

Board of Education.

school board, including time as

school board.

president.

Constance M. “Connie” Vail,

F r e d E d w a r d M cVe y, 8 5 ,

72, died July 21, 2018. In 1985 she

William E. “Gene” Ireland, 78,

died July 17, 2018. He previously

was the first woman elected to the

died June 30, 2018. He was a past

served on the Westfield Board of

AlWood CUSD 225 school board,

member of the St. Elmo CUSD 202

Education.

which she served on for 24 years.

Roger G. Peckham, 70, died

Norman Richard Weller, 91,

Randolph “Randy” G. Johnson,

July 16, 2018. He was a former

died June 30, 2018. He served the

75, died July 9, 2018. He served on

trea surer and president of the

school board of Arcola CUSD 306

the Minonk-Dana-Rutland Board of

Sauk Village CCSD 168 Board of

and on the Steering Committee and

Education.

Education and a trustee and mayor

later the board of Parkland College

of Sauk Village.

in Champaign.

school board.

Norber t E. K assi ng, 68, died June 5, 2018. He was a past president of the Illinois Athletic Directors Association, a member of the Red Bud High School Board of Education, and an IHSA basketball official.

C l e m e n t Ve d d e r K n i g h t , 87, died June 25, 2018. He was a member of North Greene USD 3 school board.

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.

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

29

Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates.com; email: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Archi­tects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro – 217/532-3959; East St. Louis – 618/3980890; Marion – 618/998-0075; Springfield – 217/787-1199; email: dpool@hurst-rosche.com

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

Appraisal Services

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

Architects/Engineers

JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website: www.jmaarchitects.com; email: allison@jmaarchitects.com THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/922-1376; website: www.garlandco.com 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

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com

ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website: www.arconassoc.com; email: rpcozzi@arconassoc.com

LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments.

Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: www.legat.com

BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/356-9606; Bloomington – 309/828-5025; Chicago – 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford – 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting.

Chicago – 312/332-9600; website: www.cannondesign.com; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO – 573/874-9455; website: www.cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and Engineers.

Aurora – 630/896-4678; website: www.cordoganclark.com; email: rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840 DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning.

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

PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 website: www.PCMPLUSD.com PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 847/466-7220 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: www.rljarch.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants.

Springfield – 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444 TRIA ARCHITECTURE — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment.

As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/624-2080

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

WOLD ARCHITECTS AND ENGINEERS — Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine – 847/241-6100

FANNING HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook – 847/292-1039

Building Construction

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

30

JH2B ARCHITECTS — Architects. Kankakee – 815/933-5529; website: www.JH2B.com

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: COREconstruction.com F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/4441525-3535; website: www.fhpaschen.com

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 NICHOLAS & ASSOCIATES, INC. — Construction management, general contracting, design and build. Mt. Prospect – 847/394-6200 email: info@nicholasquality.com PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 website: www.pepperconstruction email: jripsky@pepperconstruction.com POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: www.poettkerconstruction.com ROSS CONSTRUCTION, INC. — A full-service construction management firm specializing in educational institutions. Marion – 618/993-5904 RUSSELL CONSTRUCTION COMPANY, INC. — Russell provides successful, knowledgeable construction management and contracting services in the PREK-12 market from concept to completion and continuing care for your facility needs. Davenport, IA – 563/459-4600 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, Mo – 314/645-9595; website: www.smwilson.com; email: judd.presley@smwilson.com TRANE — HVAC company specializing in design, build, and retrofit.

Willowbrook – 630/734-6033

Computer Software, Supplies, Services

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

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

Consulting

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

Environmental Services

ALPHA CONTROLS & SERVICES, LLC — We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient. Rockford, Springfield, Champaign; website: www.alpaacs.com email: jasonv@alphaacs.com – 815/227-4000 CTS GROUP — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/6330691; website: www.ctsgroup.com; email: rbennett@ctsgroup.com ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@energysystemsgroup.com GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044 GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, MO – 314/548-4136; Des Plaines – 847/770-5496; Maryland Heights, MO – 314/548-4501; email: Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com

ENGIE SERVICES U.S. — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Chicago – 312/498-7792; email: sharon@opterraenergy.com RADON DETECTION SPECIALISTS — Radon measurements in elementary, middle and high schools, as well as all DCFS licensed spaces.

We service the entire state of Illinois. Westmont. 630-325-4443/800-2444242. www.radondetection.net; email: KirstenS@radondetection.net

Financial Services

AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago – 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website: www.ehlers-inc.com; email: abooker@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services.

Chicago – 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello – 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton – 630/653-1616 SIKICH, LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website: www.speerfinancial.com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville – 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago – 312/364-8955; email: ehennessey@williamblair.com WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120

Grounds and Maintenance

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

Human Resource Consulting

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

Insurance

THE SANDNER GROUP — Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago – 800/654-9504 MEEMIC INSURANCE — For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community. Auburn Hills, MI – 856/495-9041

Office Equipment

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

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

ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website: www.ILLec.org; email: hwallace@iasbo.org

Superintendent Searches

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

SEPTEMBER-OCTOBER 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL

31

MILESTONES

Achievements Jess Gath i ng,

youth baseball. Theodis Pace, present-

service as “a journey of leading and

currently serving his

ing the award to Gathing, described

learning.” He joined his local board in

second term on the

him as “the man you call if you want

1981 and served as its president from

K ankakee SD 111

something done. If you need a stripe

1984 to 2000. Roberts was an IASB

school board, was

on a football field, you call him. If you

director from 1992 through 2001.

presented with the

need a stripe on a baseball field, you

As board president, Roberts guided

annual Ray Lindner

call him.” Gathing described himself

the District 125 Board of Education

Service to Youth Award by the Kanka-

as a “servant who likes to give back.”

through major growth at Stevenson.

kee Area YMCA on July 19. Gathing,

Enrollment more than doubled, and

a volunteer who has mentored and

Merv Roberts,

Stevenson consistently was ranked

coached thousands of local children

a former member of

among the top high schools in the

in three sports, was honored with

the IASB Board of

country by news publications. Dis-

the community award at an annual

Directors and one of

trict 125 officials credit Roberts for

YMCA dinner for volunteer contri-

the longest-serving

helping to achieve that success. “Of

butions to assist youth. Gathing has

school board mem-

all the people who have served on

been president of the Eastside Junior

bers in the history of Stevenson High

our school board, no one has made

Bulldogs, a youth football program,

School District 125, Lincolnshire,

more contributions leading to the suc-

since 1999, helping as many as 300

resigned from the school board on

cess we’ve enjoyed than Merv,” said

children per year for 35 years. He is

June 7. He had been a board mem-

board president Steven Frost. Super-

one of the founders of the Kankakee

ber for 37 years, including 16 years

intendent Eric Twadell added he’s

Track Club, which has served as many

as president, and had earned the

encountered few people who could

as 100 youths per year during the 25

state’s Thomas Lay Burroughs Award

match Roberts’ analytical skills “or

years he has volunteered there. Gath-

for board presidents in 1996. Rob-

his interest in building leaders within

ing also made similar contributions to

erts characterized his school board

the school, including students.”

In memoriam Joyce Bakel, 78, died July 15,

Earl “Bates” Brown, 93, died

G eorge L. Da ig h, 88, died

2018. She was a member of the

May 20, 2018. He was a member of

June 9, 2018. He was the director

Yorkville CUSD 115 school board

the Milford High School Board of

of the Illinois 4-H Foundation and a

and was the “Picture Lady” in the

Education.

member of the Urbana SD 116 school

Yorkville Elementary Schools f or many years.

Melvin “Bud” R. Barker, 85, died June 1, 2018. He was a past member and president of the Henry school board.

32

Dorothy “Dotty” M. Cramblet,

board from 1973 to 1979.

72, died July 10, 2018. She served

Lillie Louise Ford, 90, died

on the Bushnell-Prairie City school

May 24, 2018. She was an educator

board for eight years.

in Kankakee SD 111 for 34 years

Vera “Bonnie” Yvonne Crayne,

before serving on the school board

Ronald Gene Barrett, 64, died July

86, died May 25, 2018. She was a

after her retirement. She was a

8, 2018. He served on the Shiloh CUSD

former member of the Wyanet school

member of the Northeast Community

1 Board of Education for many years.

board.

Council, NA ACP, city planning

Ha rl a n Eugene Boeke, 94,

Wayne Keith Crow, 71, died July

board, Kankakee Township trustees,

died July 4, 2018. He served on the

4, 2018. He was previously a member

Kankakee County Republicans, and

Winnebago Community Unit School

of the Franklin CUSD 1 Board of

Kankakee Federation of Teachers.

District 323 school board.

Education.

continued on page 29

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2018

ASK THE STAFF

What is the ‘state of the art’ in school design?

By Kara Kienzler

F

lexible learning environments.

occupancy with the start of school

meets the criteria. Descriptive data

Secure entrances. Low mainte-

in the fall.

including the cost of construction

nance. Green space. School districts

Unique to the Invitational Exhi-

and student capacities is also sub-

call on design professionals to find

bition of Educational Environments

mitted, and photographs and archi-

innovative solutions and “state-of-

is that the judging incorporates per-

tectural renderings are provided to

the-art” designs to meet their school

spectives from both design profes-

support the district’s story.

facility needs.

sionals and public schools leaders.

Three levels of award s ca n

These kinds of projects require

Judging for the 2018 Exhibition will

be offered, however there is no

planning and exploration, and are

take place September 14, by a jury

guarantee that an award will be

a sizable investment for a district.

comprised of three school board

made in each category. An Award

Each year, the Invitational Exhibi-

members or administrators and

of Distinction indicates a certain

tion of Educational Environments

three architects — all experienced

standard of excellence and is the

provides an opportunity for firms

in school facilities or design and none

highest award given, followed by

to showcase their completed work,

of whom have projects entered. The

Award of Merit and Honorable Men-

for educators to receive recognition

judging is conducted by a blind pool,

tion. All awards will be announced

from their peers, and for everyone

meaning that the identity of those

at the 2018 Joint Annual Confer-

else to view the latest in school

submitting materials is concealed

ence. Awards of Distinction will be

design.

from the jury members.

featured during the first General

This is the 30th year of the annu-

Projects are judged in six cat-

al design competition, sponsored by

egories: new building; major addi-

All entrants have the opportu-

the IASB Service Associates. From

tion; minor addition (under 10,000

nity to display their creative work

brand-new construction to new

gross square feet); major renovation

at the I ASB / I ASA / I ASBO Joint

additions or renovation projects, the

or adaptive reuse; special project

A nnual Conference, November

competition has attracted the best in

(historic preservation or sensitive

16-18 in Columbus Ballroom Foyer

school planning and design through-

rehab); and special project (small

of the Hyatt Regency’s East Tow-

out the state.

projects under $4 million or single

er. Each project display illustrates

spaces).

the transformation and provides

It is also a featured exhibit at

Session on November 16.

the IASB/IASA/IASBO Joint Annual

Criteria considered include

details about the school and firms

Conference. Attendees can see how

program /challenge met; how the

involved, as well as an overview of

changes in educational instruction,

facility meets 21st-century educa-

the educational program the plan

technology, and design trends bring

tion environmental needs; design;

is designed to serve.

new developments to school physical

unique energy efficiency or “green”

Following the exhibit, entries

environments.

features; and safety, including pas-

are added to IASB’s School Design

sive security design and traffic

Data File. The online database serves

patterns.

as a reference to IASB member dis-

The call for entries takes place annually in the late spring and summer. To be eligible, projects

Entrants are required to submit

tricts and their architectural firms to

have to be completed in time for

a short synopsis of how the project

continued on page 28

Kara Kienzler is IASB’s associate executive director for Communications/ Production Services.

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

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

www.iasb.com

A premier professional development opportunity for school board members KEYNOTE SPEAKERS

Don’t miss: • Over 100 Panel Sessions • District “Share the Success” Panels where districts share their success stories • Carousel of Panels — Engage in three different table presentations • Honorary Awards recognizing superintendent, board president, administrative professional, and business official of the year.

200+ Vendor Exhibits

David R. Schuler, Ph.D.

2018 Illinois and National Superintendent of the Year.

Ruby Bridges became a

symbol of the civil rights movement as a first-grader at newly-integrated school in the American South.

Plus, additional learning programs • Administrative Professionals’ Program • School Law Seminar* • School Safety and Security Seminar*

Darrell Scott brings the

story and vision of his daughter, Rachel Joy Scott, the first person killed during the Columbine tragedy.

• Pre-Conference Workshops*

November 16-18 • Chicago

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Details and registration avaiable at www.iasb.com/jac18