The Illinois School Board Journal, September/October 2015

S E P T E M B E R / O C T O B E R 2 0 1 5

Vol. 83, No. 5

P L US: C OLLECTI VE BA RG A I NI NG REC O M M END A TI O N S

P

ublic education in Illinois is

needs of a previously underserved pop-

By Illinois law, school districts

undergoing a transformation

ulation while offering long-term cogni-

are required to have transition-

that reflects changing demographics

tive and communicative benefits of a

al bilingual education if student

as well as changing perceptions of the

second language to English-speaking

population requires it. Challenges,

value of bilingual education.

elementary school students.

including rising costs and changing

An estimated half of the world’s

Meanwhile, dual language learn-

demographics, await schools devel-

population is at least bilingual. That

ing allows for connections with, and

oping programs. In 2015, the demand

means 3.5 billion people can speak

between, cultures, histories, and

for bilingual teachers exceeds the

more than one language, but very few

families.

supply. However, compared to other

of them are Americans. As author

This issue of The Illinois School

models, two-way dual language pro-

and comedian Dave Barry said,

Board Journal looks at several of

grams can be cost-effective, meeting

“Americans who travel abroad for

these programs. In “Demand grows

needs of ELLs without additional lan-

the first time are often shocked to

for dual language programs,” on page

guage tutors. We can anticipate that,

discover that, despite all the prog-

6, educator Carol E. Webb shares

eventually, some bilingual students

ress that has been made in the last

that Illinois serves approximately

will become bilingual teachers.

30 years, many foreign people still

200,000 English Language Learners.

This issue of the Illinois School

speak in foreign languages.”

Research shows that two-way dual

Board Journal also offers a piece by

Be it lack of emphasis, interest,

language programs — teaching lit-

education law attorney Barney Mun-

opportunity, exposure, or age, we in

eracy and content in two languages

dorf on trends and recommendations

the United States are known to be

— are closing the achievement gap

for collective bargaining. See page 21

poor language learners.

for English Language Learners.

for important reading for any board member before sitting down at the

Studies show that the advantages

Representatives from Illinois

of speaking more than one language

school districts shared their stories

extend beyond the ability to communi-

starting on page 12. In West Chi-

Each issue of the Journal pres-

cate with more people. Especially when

cago SD 33, the board of education

ents in-depth stories for our mem-

learned at a young age, being bilingual

responded to community concerns

bership, and we welcome your

or multilingual reflects increased cogni-

that its Spanish-speaking population,

feedback. For updated information

tive skills, and not only those related to

which had grown to 75 percent of

between Journals, please visit the

language development. Research shows

the elementary school students, was

IASB News Blog, http://blog.iasb.

executive function, problem solving,

underserved. After just three years

com. This emerging offering pres-

and multi-tasking skills improve with

of dual-language immersion at two

ents timely information to help

bilingual education.

negotiating table.

schools in Urbana, USD 116 has seen

school board members and school

Public schools across the state are

success for all students who partici-

administrators keep up with rele-

developing and implementing programs

pate in the program. In addition, this

vant news, including information

for English Language Learners (ELLs).

issue’s Practical PR segment presents

about IASB’s services, programs,

Many are concluding that two-way dual

the story of this year’s rollout of Ber-

and governance matters.

language programs, also known as lan-

wyn South School District 100’s new

guage immersion programs, meet the

dual language program.

— Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 6 Demand grows for dual language programs Illinois serves about 200,000 English Language Learners, and more are expected. Research indicates that two-way dual language education offers two-way benefits of bilingualism, biliteracy, and cross-cultural awareness, as well as closing the achievement gap for ELLs.

By Carol E. Webb

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

12 Changing perceptions, changing programs In West Chicago, community input led to the District 33 board’s decision to expand and improve its dual language learning programs.

By Kristina Davis

16 Urbana schools choose immersion In 2012, Urbana School District 116 decided the time was right to offer the best educational model based on program evaluation research for English Language Learners.

By Joseph Wiemelt

17 Commentary: Seizing the moment

By Joseph Wiemelt

19 Harnessing potential and possibilities of English learners Nationally, schools are being reminded that English Language Learners should “have equal access to a high quality education and the opportunity to achieve their full potential.”

By Debbie Zacarian

21 Recommended collective bargaining strategies Current trends in collective bargaining result in recommendations to school board members taking a seat at the negotiating table.

By Barney R. Mundorf

2 0 1 5

Vol. 83, No. 5

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

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

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

PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Shantel Rotherham, Advertising Manager Kara Kienzler, Design and Production

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

Copyright © 2015 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.

Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover www.iasb.com @ILschoolboards

PRACTICAL PR

A new start

By Cristina Castro

Cristina Castro is director of communications and outreach at Berwyn South School District 100.

B

eginning with the 2015-2016

advisory group comprised of mem-

will come online and offer dual lan-

school year, Berwyn South

bers of the Berw yn community

guage as well. The program will grad-

School District 100 will launch its

and District 100 staff. The Bilin-

ually expand by adding grade levels

new dual language program at one of

gual DACEE committee carefully

and schools until the district offers

its eight schools, Emerson Elemen-

evaluated and researched various

the program to students through

tary School.

programs from across the state and

eighth grade.

District 100’s board of educa-

nation. The committee learned

The popularity of the program

tion, working with district admin-

about best practices, curriculum

in District 100 is evident as Emer-

istrators, is continually committed

development, and success rates for

son’s two dual language kindergar-

to providing its students with the

students enrolled in these programs.

ten classes are at capacity. Beatriz

knowledge, skills, and abilities nec-

Based on the research conducted

Maldonado, principal of Emerson

essary to be successful in today’s

and benefits to District 100 stu-

is thrilled with the response to the

global society. That vision and bold

dents, the committee recommended

program. “Parents and students are

leadership has allowed District 100

the district implement its own dual

excited about the program,” said

staff the opportunity to research

language program.

Maldonado “They are excited to see

and offer programs that meet those

District 100 offer the program.”

trict 100 began the process. During

Berwyn South School District

Dual language programs allow

the 2014-2015 school year, the dis-

100 is the only district in the sur-

students to learn academic content

trict began planning for the program

rounding area offering a dual lan-

in two languages. Also, students

implementation in three elementa-

guage program to its students. Along

enrolled in the program benefit by

ry schools — Emerson, Hiawatha,

with its other successful offerings

being able to speak, read, and write

and Komensky — by developing the

such as a 1:1 Wireless Device Pro-

fluently in English and Spanish;

class curriculum and assessments,

gram, preschool initiatives, and all-

increase their academic achievement

determining the language allocation

day k indergar ten, District 100

when enrolled long-term in the pro-

model, developing the selection cri-

continues to explore new avenues to

gram; improve their cultural aware-

teria, training teachers and admin-

enhance student learning.

ness and appreciation of diversity;

istrators, and reaching out to the

boost their social and emotional well

District 100 community to educate

being; and increase their level of cog-

people on the program and recruit

nitive capacity and critical thinking

student participants.

goals.

2

After the recommendation, Dis-

skills. Language proficiency beyond

For the 2015-2016 school year,

English is an important tool in the

Emerson will begin offering the pro-

educational, political, cultural, and

gram at the kindergarten grade level.

economic affairs of our society.

It will expand next year to include

In developing its own program,

first grade. In addition to the expan-

District 100 created an educational

sion at Emerson, two other schools

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

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

Ask the staff

continued from inside back cover

consider engaging in goal-setting work

be tempted to seek an evaluation

in connection with the community to

instrument from another district

develop clear written expectations

or source, but a board that views

for the district. These district goals

the evaluation as part of the district

then provide a basis for establishing

planning process will recognize the

superintendent goals. These super-

need to develop an instrument based

intendent goals should be collabora-

upon its own unique expectations

tively developed and agreed upon by

and needs.

the board and superintendent. Once

This article provides a brief

goals are established, the board and

overview of the superintendent eval-

superintendent need to develop and

uation process. For more informa-

agree upon key performance indica-

tion, please see www.iasb.com/

tors or measures. In other words, how

training/superintendent-evaluation-

will the board know there has been

process.pdf or contact your field ser-

compliance with board policy and

vices director. An IASB field ser-

progress toward goals?

vices director is available to work

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Mark Christ

Cook South Denis Ryan

Starved Rock Simon Kampwerth Jr.

Cook West Carla Joiner-Herrod

Three Rivers Dale Hansen

DIVISION MEETINGS

Corn Belt Mark Harms

Two Rivers David Barton

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

DuPage Thomas Ruggio

Once the above steps have been

with the board/superintendent team

completed, the board and superin-

in your district to develop or review

tendent are ready to develop an eval-

and implement a superintendent

uation instrument. The board may

evaluation process.

R

Field Services

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

Mark your calendars now!

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

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

Sept/Oct 2014 2 0Jan/Feb 1 5 / T H E I L2015 LINOIS Sept/Oct 2015

SCHOOL BOARD JOURNAL

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Wabash Valley Dennis Inboden Western Sue McCance Chicago Board Jesse Ruiz Service Associates Glen Eriksson

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

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

3

INSIGHTS

Filling the gaps “The Illinois Balanced Account-

using evidence-based best practices

“As student enrollment trends

ability Measure (IBAM) creates a

of continued growth. This initiative

become more racially and linguisti-

differentiated accountability model

will continue to take shape over the

cally diverse, school districts across

for Illinois schools whereby school

next year with a five-year phase-in

the country are charged with the

districts and individual schools

period beginning with the 2016-2017

responsibility of serving all stu-

are evaluated on both assessment

school year.”

dents in culturally and linguistically

data and the school districts’ performance to close achievement gaps

— Vision 20/20 Special Legislative Victory Edition, July 30, 2015.

responsive ways.”

— Joseph Wiemelt, “Urbana schools choose immersion,” see page 16.

“Researchers found … evidence of a brain drain in a startling statistic: Adults with degrees are the most OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

www.iasb.com

likely people to leave. The most like-

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

ly to move in? Those with some or

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

IASB OFFICES

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

4

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

no college experience. Losing those degreed professionals — and their earning potential — has a “ripple effect” throughout the region.

— “The Gone Generation: The rural brain drain and the future of Southern Illinois’s small towns,”

by Sarah Halasz Graham, part of a continuing series in The Southern Illinoisan.

“The No Child law has more than outlived its useful life. As testing targets called for by the law raised ever higher each year, school districts that fell short — and nearly all of them did — faced escalating punishments that did little to advance student achievement. Many states, including Illinois, responded by making it easier for students to hop over the bar. Ultimately … [it] fueled a destructive culture of excessive standardized testing with little to show for it: Student test scores on the most respected national exam haven’t budged since 2002 in any meaningful way.”

— Editorial: “Congress’ best shot at finally scrapping No Child law,” Chicago Sun-Times Editorial Board, July 22, 2015

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

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F EOAVTEURR ES TAORRTYI C L E C

Demand grows for dual language programs

By Carol E. Webb

Carol E. Webb, PhD., is an associate professor of Educational Leadership at Western Illinois University. Prior to that, she was an assistant superintendent for the Bettendorf (Iowa) Community Schools for eight years and spent 20 years in the Davenport Public Schools.

6

E

nglish Language Learners

Achievement Test results confirmed.

number of ELLs enrolled in U.S. pub-

(ELLs), also referred to as

From 2010 to 2014, LEP students in

lic schools increased from 3.5 million

students with Limited English Pro-

grades 4-8 were 45 to 51 percent less

to 5.3 million (51 percent). Accord-

ficiency (LEP), comprise 9.5 percent

proficient in reading than non-LEP

ing to the Center for Public Edu-

of the total student enrollment in

students. The achievement gap in

cation, immigration and changing

Illinois and are listed as a subgroup

math for LEP students ranged from

fertility patterns may create another

under No Child Left Behind. These

29 to 38 percent lower than their

bubble of growth in the number of

students are considered an at-risk

non-LEP peers. The third-grade gap

ELLs in the near future. Overall,

group, which Illinois Standard

was less in both reading and math

English Language Learners made up

but still exceeded 20 percent. Every

about 9 percent of the public school

year, Illinois school districts face

enrollment in 2012-2013, according

these achievement gaps, federal

to the National Center for Education

and state requirements for serving

Statistics Condition of Education

ELLs, small or large enrollments,

Report, 2015. Illinois ranks as one

a shortage of licensed teachers,

of the top 10 states in which persons

and few fiscal resources to serve

age 5 and older speak a language oth-

this at-risk population.

er than English at home (22 percent).

Illinois public schools serve

Researchers anticipate that most of

slightly more than 200,000

the growth in student enrollments

English Language Learners and,

between now and 2020 will come

like the rest of the United States,

from immigrant families, primari-

those numbers have remained fair-

ly Latino and Asian. In addition to

ly stable over the last five years.

being English Language Learners,

According to the National Clear-

33 percent of all Illinois children

inghouse for English Language

from low-income families have for-

Acquisition, the largest documented

eign-born parents.

increase occurred from 1997-1998

Illinois legislation requires dis-

to 2008-2009. During that time, the

tricts to offer one of two programs

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

for limited English proficient stu-

language peers by eighth grade. In

themselves, in the language of

dents. Transitional Bilingual Edu-

other words, the rate of learning

instruction. Engagement is very high.

cation (TBE) is required when 20 or

accelerates for non-native English

Two-way dual language pro-

more ELLs of the same language are

speakers. At the same time, a supe-

grams typically begin in Pre-K or kin-

enrolled in the same school or atten-

rior education is provided for native

dergarten. This early exposure to a

dance center. This model provides

English speakers. In a 2003 study

second language benefits both native

instruction in both the home language

in Texas, native English speakers

English speakers and non-native

and in English in all required subject

in a dual language program scored

English speakers. It generally takes

areas. When there are fewer than 20

between the 63rd and 70th percen-

one to three years to acquire basic

ELLs of the same language, districts

tiles on the Stanford 9 reading test

conversational language or Basic

may provide a Transitional Program

compared to the 50th percentile for

Interpersonal Communication Skills

of Instruction (TPI). In this model,

native English speakers in a regu-

(BICS, also known as Social/Play-

students receive instruction in their

lar classroom. This is particularly

ground Language); however, ELLs

home language for English language

notable as many of the schools in

cannot wait to master conversational

arts and for history of the U.S. and the

the study also served children from

language before learning academics.

student’s native homeland. Both pro-

lower socioeconomic groups. An ear-

Acquiring Cognitive Academic Lan-

grams provide instruction in English

lier study reported “dual language

guage Proficiency (CALP or Academ-

as a Second Language (ESL). Pro-rat-

programs are the only programs that

ic/School Language) can take five to

ed funding is available to districts that

assist students to fully reach the 50th

seven years, if conditions are ideal,

provide TBE/TPI services at least five

percentile in both their first and sec-

or eight to ten years on average. Dual

periods a week. However, research

ond languages in all subjects and to

language programs outperform other

indicates that TBE/TPE program mod-

maintain that level or higher through

models on this language acquisition

els are not closing the achievement

the end of schooling.”

process as BICS and CALP are taught

gap for these students.

In addition to academic achieve-

and practiced simultaneously.

What has been found to be suc-

ment, research shows students in

A number of studies tout the

cessful in closing the achievement

two-way dual language programs

benefits of a dual language model.

gap for ELLs are two-way dual lan-

reap the benefits of bilingualism,

A primary benefit is that ELLs are

guage programs, also known as dual

biliteracy, and cross-cultural aware-

not segregated from their peers; they

language immersion programs. In

ness. Mixing native English speak-

receive the same academic core as

two-way dual language programs,

ers with ELLs keeps expectations at

required by law. Another study shows

approximately equal numbers of

grade level and fosters the problem

elevated student outcomes, effective-

native English speakers and non-na-

solving, critical thinking, and collab-

ly closing the achievement gap (not

tive English speakers are assigned

oration components of the Common

just making progress), and positive

to the same classroom. All students

Core State Standards. Dual language

cross-cultural attitudes. Increased

are taught literacy and content in

learning, like Common Core, is lan-

involvement by Latino parents is

two languages, using the partner

guage heavy. Children and teachers

another benefit, and higher rates of

language for at least 50 percent of

talk about math and about science

high school graduation and graduates

the instruction. This approach also

now in two languages. Teachers serve

with strong skills are also reported

enhances the achievement of the

more often as facilitators; a heavy

in research.

native English speakers in the class.

emphasis is placed on small-group

In 2011, there were more than

Results from the two-way dual

discussions rather than lectures.

144 non-English native languages

language programs show non-native

Teachers listen to children speak-

represented in Illinois, although 81

ELLs gain an average of 1.5 years per

ing in small groups, and when they

percent of the ELLs spoke Spanish.

year of instruction, achieving equal

ask questions, students have to be

According to the 2013 Illinois Advi-

academic status with their English

able to respond, or ask questions

sory Council on Bilingual Education

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

report, the top 10 lan-

kindergarten through grade three

preschoolers who are not native

guages consistently found

(55.6 percent) followed by 17.9 per-

English speakers.

in the state besides Span-

cent in grades four through six.

The Common Core State Stan-

ish are Polish, Arabic, Urdu (spoken

Less than 10 percent are found

dards specifically address prepar-

in Pakistan and Afghanistan), Pilipi-

at the preschool, middle school,

ing globally competent citizens.

no or Tagalog (spoken in the Pacific

and high school levels. However,

Dual language programs prepare

Islands), Korean, Gujarati (spoken in

there has been a push by districts

students not only for global compe-

India), Cantonese (Chinese), Viet-

to identify Pre-K children, so the

tence but also for the diversity that

namese, and Russian. Programming

percentage of students at that level

is becoming America. The U.S. Cen-

for ELLs is needed in 90 of the 103

is likely to increase in the coming

sus Bureau projects that by 2050,

Illinois counties, and 304 education-

years, according to the same Illinois

the Hispanic population will double

al entities in Illinois receive state

Advisory Council report. The largest

its representation to 30 percent of

bilingual funds.

increase is in the number of Pre-K

the nation’s population; the Asian

The majority of English Lan-

ELLs, which is primarily due to dis-

population will also double to almost

g u a g e L e a r ner s a re s er ve d i n

tricts’ perseverance in identifying

8 percent; the black population will remain unchanged at about 13 percent; while the non-Hispanic white population will decline from almost 65 percent to 46 percent representation. Cultural proficiency and bilingualism will better prepare all

Policy Services

children for these shifting demographics. Although Illinois’ general population is over 50 percent

SCHOOL BOARD POLICIES ONLINE

white, the public school population became minority-majority in 2014 (see chart).

Dual language immersion models vary in design and implementation, but there are similarities that

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.

Get the policy information you need when you need it.

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

are important to note. First, There are some 90/10 models in which the native language is used for 90 percent of the day, particularly when starting out in kindergarten. As the students move to the next grade level, the percentage decreases by ten percent in the partner language and increases by ten percent in the native language until the 50 /50 level is reached, usually by fourth grade. Some pro-

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

grams remain 90/10 and some use an 80/20 model. According to the Dual Language Directory of Illinois, 17 districts have implemented dual

8

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

This ad will run in the Sept-Oct 2015 issue of the Journal.

language programs. Of those 17 districts, two use a 90/10 model; nine use an 80/20 model; one has a progressive model moving from 90/10

Limited English proficiency students in Illinois (2000-2014) 200,000 194,451 (2014)

to 50/50 over time; and five have a 50/50 model. All of the programs are Spanish and English with the excep-

150,000

tion of one — Schaumburg Elementary School District 54 — which offers Spanish, Japanese, and Chinese.

Schools have served immigrant

100,000

121,023 (2000)

children who spoke other languages since the early 1900s. Federal legislation was not passed until 1968,

50,000

though, when the Bilingual Education Act was included as part of the Elementary and Secondary Education Act. At that time and for many

0

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

years following, these children with limited or no English were expected

High school graduation rates for LEP students compared to all.

to learn and only use English, leav-

4-YEAR

ing their native language behind.

LEP 71.7% ALL 86%

This is a major problem for the U.S. in a global community. Second lan-

5-YEAR

guage instruction begins between

LEP 76.2% ALL 87.5%

the ages of 5 and 10, is mandatory, and is tested like other core subject areas in the vast majority of

White

developed countries. Yet foreign

Black

language education in the U.S. is on the decline, particularly at the primary level when foreign languages are best learned. U.S. Secretary of Education Arne Duncan refers to

Illinois public schools became minority/majority in 2014.

this as “our foreign language defi-

Hispanic Asian

Native Hawaiian/ Pacific Islander American Indian

cit.” LivingBilingual.com reports

Two or More Races

that “over half of the world’s seven billion people speak more than one language (bilingual/trilingual/polyglot) and around 25 percent of the

Source: ISBE/Illinois State Report Card

world’s countries have two or more new dual language program will be

Lincoln-Irving Elementary School.

In response to local popula-

launched in the Moline-Coal Valley

The dual language immersion pro-

tion trends, community response

School District 40 this fall for kin-

gram in English and Spanish follows

and “the foreign language deficit,” a

dergarten and first-grade students at

a two-year pilot study of bilingual

official languages.”

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

classrooms in which stu-

as they move from one subject area

dents in dual language

to another and from one language to

outperformed students in

another is both amazing and enjoy-

traditional ESL programs. Accord-

able. It’s also a little intimidating

ing to Stephanee Jordan, the ESL

for those of us who took language in

director for Moline-Coal Valley,

high school and can barely remember

“participation in the new program

how to say hello. One of the enhance-

is voluntary, but the response has

ments being considered is offering

California Public Radio. www.scpr.org/ news/2015/05/05/51395/challengesoptimism-in-learning-common-corein-spa/ Howard, E. R., & Christian, D. (2002).

“Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level,” Center for Research on Education, Diversity & Excellence. ED 473 082.

Retrieved from files.eric.ed.gov/fulltext/

ED473082.pdf Illinois Report Card. (2015).

“Achievement gap between LEP and non-LEP subgroups” http://www.

“Results from the two-way dual language programs show nonnative ELLs gain an average of 1.5 years per year of instruction, achieving equal academic status with their English language peers by eighth grade.”

Illinois Advisory Council on Bilingual Education Report (2013). Retrieved from: www.isbe.state.il.us/bilingual/

pdfs/iacbe-pa097-0915-rpt-010113.pdf

been very positive from parents. The

Spanish classes for non-Spanish

three sections at Lincoln-Irving are

speaking parents.

at capacity. Children who enter the

Another advantage reported by

program in kindergarten will be

the principal, Sharon Lansky, is that

eligible to participate in bilingual

it celebrates the diversity in Moline,

classrooms through the fifth grade,

where 39 languages are spoken. It’s

as another grade is slated to begin

not always just about the language,

each succeeding year.”

although this program will certain-

Thomas W. P., & Collier, V. P. (2004, Winter). “The astounding effectiveness of dual language education for all,” NABE Journal of Research and Practice, 2(1).

Retrieved from hillcrest.wacoisd.org/

UserFiles/Servers/Server_345/File/ Publications/ELL/Dual percent20language percent20survey.pdf Thomas W. P., & Collier, V. P. (2003, October). “The multiple benefits of dual language,”Educational Leadership, 61(2), 61-64.

Thomas, W. P., & Collier, V. P. (2002). “A national study of school effectiveness for language minority students’ long-term academic achievement.” Retrieved from

Not only is a dual language

ly prepare its students for the global

immersion program the best edu-

marketplace. It’s about respecting

cational model for children, it is also

diverse cultures. Dual language is

cost effective for districts in which

one way to demonstrate respect for

a large population of bilingual chil-

the diversity within a district while

dren reside. According to Jordan,

enhancing children’s academic edu-

“Hiring licensed bilingual teachers

cation and enriching their social and

not only provides a research-proven

cultural development.

Urow, C. (2011). Dual language directory of Illinois. Illinois Resource Center

sive than hiring enough personnel

References

to serve large enrollments in the

Alanis, I., & Rodriguez, M. A. (2008). “Sustaining a dual language immersion program: Features of success.” Journal of Latinos and Education, 7(4), 305-319. Retrieved from www.tandfonline.com/doi/

Williams, C. P. (2015, February). “Better policies for dual language learners: Bridging research, policy, implementation, and classroom practice.” www.

program, it is actually less expen-

traditional model.”

Parents and teachers alike have

www.crede.org/research/llaa/1.1_ final.html Thomas, W. P., & Collier, V. P. (1997).

“School effectiveness for language minority students,” National Clearinghouse for Bilingual Education. ED 436 087. Retrieved from files.eric.ed.gov/

fulltext/ED436087.pdf

newamerica.org/downloads/Better_ Policies_For_DLLs.pdf

gram as children learn to read, write,

pdf/10.1080/15348430802143378

Wilson, D. M. (2011, March/April). Dual language programs on the rise. Harvard Education Letter, 27(2). Retrieved from

and speak in two languages. Observ-

Fernandes, D. (2015, May 5). “Challenges, optimism in learning Common Core in Spanish,” Southern

http://hepg.org/hel-home/issues/27_2/ helarticle/dual-language-programson-the-rise

seen the benefits of a bilingual pro-

ing these children in the classroom

10

illinoisreportcard.com/State.aspx?source=Trends&source2=AchievementGap&Stateid=IL

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

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P U B L I C

S E C T O R

FEATURE ARTICLE

Changing perceptions, changing programs

By Kristina Davis

Kristina Davis is the assistant superintendent for teaching and learning at West Chicago Elementary District 33.

O

n a rainy evening in May 2014,

bi-alfabetismo para todos nuestros

We (parents) know that students

the boardroom at West Chica-

hijos del distrito 33. Hemos visto

in the dual program will have bet-

go Elementary School District 33 was

que los niños que tenían la ventaja

ter opportunities in the future and

full of anxious Spanish-speaking par-

del programa dual avanzan y lle-

we want the best for our children.

ents. Nervously, they found seats and

gan a los estándares mas altos de

We want our children to not only

quietly chatted with each other while

los niños que tienen nada mas el

maintain their language but also

waiting for their turn on the agenda.

programa bilingüe. Los niños del

their culture.”

They arrived with a carefully craft-

programa dual van a tener mejor

Distr ict 33 is a suburban

ed statement requesting expansion

oportunidades en el futuro y quer-

school district situated 30 miles

of the dual language program. The

emos lo mejor para nuestros hijos.

west of Chicago in DuPage County.

statement accompanied a petition

Tambien queremos que nuestros

It serves 5,000 students in grades

signed by over 150 parents. Yadira

hijos dominen los dos idiomas y

PreK-8. Although West Chicago D33

Cholula, a parent of a dual language

conserven su cultura.”

is located in the third most affluent

kindergartener, addressed the board

“Our goal in coming to this

county in Illinois, it is 61 percent low

meeting is to for mal ly ask the

income. Since 2002, there has been

“Nuestra meta de venir a esta

board of education to expand the

a 17 percent increase in its Hispanic

junta es formalmente pedir una

dual language program so that all

student population. As of 2015, 75

educación academica que logra

students have the option to become

percent of the district’s population

bilingüismo, biculturalismo and

bilingual, biliterate and bicultural.

is Hispanic, with over 50 percent of

in Spanish:

the students designated as English Language Learners.

The petition to the school board read: “Since its inception in 2001, interest in West Chicago District 33’s dual language program has grown tremendously resulting in many Spanish-speaking students being denied acceptance into the program. The district has six K-5 elementary schools but only one of those schools offers dual language

12

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

programming. The dual language program provides instruction in both English and Spanish to both English and Spanish speaking students starting in kindergarten, thus supporting the use of both languages. The goal of the program is bilingualism and biliteracy as well as high academic achievement.

For at least the past five years, all English-speaking students have gained admittance through the lottery into the district’s Two-Way Dual Language program offerings, but Spanish speakers have been

Third-grade students Andrea Garcia (left) and Giselle Gonzalez work together on a cooperative learning activity during their school’s Camp Ole program.

turned away. In 2013, District 33 saw a 50 percent increase in Spanish-speaking student applications that were rejected due to space. By August of 2013, 150 Spanish-speaking parents were on waiting lists for the program. District 33’s Hispanic population has grown from 58 percent in 2002 to 75 percent in 2014.”

The board responds In consideration of the parents’ concerns, the District 33 board responded.

“We have seen a higher demand for dual language instruction from ou r Spa n ish spea k i ng pa rent s than English speaking parents and

Jonathon Garcia (blowing on the straw) and Raul Mendoza, incoming kindergartners, work with Lupe Navarro on an art project during Camp Ole. Photos courtesy of West Chicago SD33

therefore we have been unable to accommodate all interested Spanish speaking students. Some of this

expect more for their children. It’s

replaces Transitional Bilingual Edu-

demand comes from the sheer fact

our job to respond to our parents

cation (TBE) that promoted English

that we have a very large Spanish

and provide what we know is best

language learning only. For many

speaking population,” said Brenda

for students.”

years, bilingual education classes

Vishanoff, president of the board of

A year later, the board of edu-

have been considered remedial and

cation has voted to expand the dual

for students who were struggling to

“We see this petition as a posi-

language program to include all

learn English. The student’s native

tive sign that our Spanish speaking

students interested in learning in

language was viewed as an obstacle

parents are aware, involved, and

two languages. This fall the program

to learning that must be overcome.

education.

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

With the dual program, their native

worried about their children learn-

informed in what the future holds

language is an asset and the goal

ing English. Now they are saying,

for their kids. Due to rapid changes

is to turn out bilingual, biliterate

‘I get it, my kid needs both skills

in technology, this generation will

students equipped to compete in a

if they are going to make it in this

no longer be competing with kids

global market.

world,’” said Charles Johns, super-

in the U.S. for jobs, but they will

“In the past, our Span-

intendent of West Chicago District

be competing with kids from India,

ish-speaking parents were more

33. “Parents are becoming more

China, and Japan. Bilingualism and an appreciation for other cultures is the ticket.”

Moving towards dual language learning

Policy Services

While this year’s expansion is limited to include all Spanish-speaking students in what is called a “One-Way Dual Language” program, plans are being made to recruit more English-speaking students to be able to expand the current two-way program at other buildings.

A “Two-Way Dual Language” classroom includes an equal number of Spanish-speaking and English-speaking students learning in both languages. This program

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.

students in becoming bilingual, bicultural, and biliterate. A one-way dual language classroom includes students whose home language is Spanish learning in English and Spanish. This program supports “one language” group of students in becoming bilingual, bicultural, and biliterate.

D u a l i m mer sion prog ra m s

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

require a long-term commitment

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

will take place in the preschool for

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

630/629-3776 or 217/528-9688, ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

14

supports “two language” groups of

This ad will run in the May-Jun, Sept-Oct andTJan-Feb ofHthe H E I L L I Nissues OIS SC O O LJournal.

BOARD

from parents. This year, enrollment the one-way program and in kindergarten for the two-way program.

“We ma ke it clea r to ‘t wo way’ parents that a commitment is expected through fifth grade.

Otherwise, students will not reap

JOURNAL / SEPTEMBER-OCTOBER 2015

the benefits,” said Stephanie Drake,

district-wide, all Pre-K through

advantageous that being

pr i ncipa l at G a r y E lement a r y

second- g rade teachers w i l l be

bilingual?”

School, a two-way dual language

trained by Karen Beeman, a con-

school. The same commitment is

sultant for Teaching for Biliteracy.

went home to the district’s Span-

being asked of Spanish-speaking

Her work with teachers will include

ish-speaking parents, including

parents of students in the one-way

strategies to help students learn

those who petitioned the board last

program. “For it to work, parents

and bridge concepts from one lan-

year, inviting them to a meeting to

will need to be very involved in

guage to the other.

share the good news and answer

In May 2015, letters

their children’s progress at home

“Our teachers will need support

questions about the expanded dual

and school. They need to under-

and ongoing professional develop-

language program. Once again, the

st a nd t he prog ra m a nd how it

ment. Along with training, we will

board room was full of ner vous

works.”

Different models exist for how language is taught in dual language classes. District 33 has made the decision to use an 80/20 model in

“We make it clear to ‘two-way’ parents that acommitment is

the program across the district, 80

expected through fifth grade. Otherwise, students will not reap

percent Spanish and 20 percent

the benefits. ... For it to work, parents will need to be very

English starting in kindergarten.

The preschool program will use a

involved in their children’s progress at home and school.”

— Stephanie Drake, principal, Gary Elementary School, West Chicago SD33

90/10 model. The goal is to reach 50/50 use of both languages in third through fifth grades.

This year Drake will be the new principal at Gary. She was that school’s dual language kindergarten

be providing classroom coaching,”

parents, but this time with excite-

teacher prior to her appointment.

said Christine Wells, the district’s

ment. As district administrators

She saw first-hand how students,

director for teaching and learning.

explained the plan and responded

from both languages, progressed

“This is new for our teachers who

to questions, a sense of anticipa-

in their language skills throughout

taught in our transitional bilingual

tion built around the room. Parents

the year.

education program, especially since

not only had questions, but also

“The first day, there are some

the goals of that program were to

suggestions for ways they could

tears. Especially when the lesson

teach students English as quickly

volunteer their time to support

moves to the second language,” said

as possible.”

the program.

Drake. “As a teacher, you need to be

In a time of immense change

One parent commented, “My

careful not to revert back to their

in education, this change is wel-

oldest child doesn’t speak Spanish

native language because once you do

come to many teachers in District

anymore, so we can’t understand

that, they start to ignore the second

33. Laura Mendoza, a bilingual

each other. I am very happy that

language and wait for you to teach

teacher at Weg ner Elementar y

my youngest child will have this

in their first language. Learning is

School said, “I have waited a long

opportunity. This tells me that the

lost.”

time for this day to come. For us to

district not only wants our children

Dual language teachers receive

finally realize that we are missing

to have better opportunities but

training in strategies for teach-

out on a great opportunity. These

cares about families.”

ing in two languages. This year,

kids deserve every advantage we

w ith the expansion happening

can give them. What can be more

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

The meeting concluded with heartfelt applause.

15

FEATURE ARTICLE

Urbana schools choose immersion

By Joseph Wiemelt

Joseph Wiemelt is the director of equity and student learning and bilingual and multicultural programs, at Urbana School District 116.

16

I

t is no secret that public

However, in this decade, in subur-

Today in 2015, the population is

school student demographics

ban, rural, and small towns across

over 12 percent and continuing to

continue to change. Specifical-

America, student populations are

grow. Additionally, the number of

ly, projections show that African

changing. Districts are struggling

students across the district who

American and Latina /o children

to mirror this change. School dis-

are identified as English Language

will represent 44 percent of the

tricts in new-growth communities

Learners according to federal and

PreK to 12 school population by

must initiate new educational pro-

state regulations is approximately

2024, according to the National

gramming, often times requiring

10-12 percent every year.

Center for Education Statistics. As

cultural, political, and ideological

Over the past decade, USD

student enrollment trends become

shifts in curriculum, instruction,

116 administrators and the board

more racially and linguistically

and assessment to ensure that all

of education have considered a

diverse, school districts across

students are provided equitable

variety of programmatic options,

the country are charged with the

opportunities to succeed.

including traditional English as a

responsibility of serving all stu-

One central Illinois school dis-

Second Language programming,

dents in culturally and linguisti-

trict has committed to serving its

transitional bilingual education, as

cally responsive ways.

new-growth community of linguis-

well as dual language immersion

Many urban schools have been

tically diverse Latina/o families in

programming. It wasn’t until 2012

implementing various forms of

an integrated manner with students

that the district decided the time

bilingual education for decades.

across all racial, linguistic, and

was right to make the move to dual

socioeconomic groups.

language immersion, the best edu-

Urbana School District

cational model based on program

116 stepped up to this

evaluation research for English Lan-

opportunity in bold and

guage Learners.

innovative ways. Demo-

In the winter of 2012, the Urba-

graphically, USD 116 has

na board voted 7-0 in favor of begin-

seen a major increase in

ning a dual language immersion

Latina/o student enroll-

program in the 2012-2013 school

ment over the pa st

year. Dual language immersion is

decade: in 2001, 2.5 per-

a bilingual education program that

cent of students identi-

integrates native Spanish-speaking

fied as Latina/o. In 2012,

students with native English-speak-

it grew to 10.5 percent.

ing students for instruction in and

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

through those two languages. The

a bilingual and multilingual society.

dual language programs.

program includes two groups in

The schools where the dual language

Therefore, USD 116 has

each classroom, with approximate-

programs are located are Leal Ele-

similar numbers of Afri-

ly equal numbers of native English

mentary School and the recently

can-American, multiracial, and

and native Spanish speakers. Stu-

renamed Dr. Preston L. Williams Jr.

white students who make up the

dents spend part of the school day

Elementary School. The program

native English-speaking portion of

learning in their native language,

will follow the students in the dual

the classrooms; Latina/o youth and

and part of the day learning in their

language classes through fifth grade

Spanish-speaking youth make up

non-native language.

to create dual language for K-5 by

the other half. Although studies are

2016-2017.

limited, available research indicates

Students in dual language programs develop high levels of profi-

USD 116 intentionally chose

that students across all racial and

ciency in their two languages. The

these two schools to ensure that

socioeconomic backgrounds can

benefits of balanced bilingualism

students across racial and socio-

and do benefit from dual language

allow for creativity and problem

econom ic back g rou nd s, ba sed

programs. For example, in a state-

solving, greater cross- cu ltural

on the student demographics at

wide evaluation of North Carolina’s

understanding, and marketability

each school, had equa l access

dual language programs, research-

for future college and career goals in

and opportunities to study in the

ers Wayne P. Thomas and Virginia

COMMENTARY

Seizing the moment

By Joseph Wiemelt As the director of the Dual Language Programs in Urbana School Dis-

change, others resisted. However, this innovative change in small town Illinois is an ongoing success, thanks to

trict 116, I am proud to share and reflect

• the desire and support of hundreds of parents sup-

upon the progress our district has made

porting their children with high goals of bilingualism

in regards to how we serve our students. In 2012, I led

and biliteracy for all;

the initiative to dramatically change the programming

• the district board of education and district admin-

we offered for our students with the goals of truly pro-

istration, who were committed to supporting the

viding equitable opportunities for young emergent

change;

bilingual students. With the growth of our Latina/o community and the new opportunity to start a program

• scholars from the University of Illinois who supported us from the start;

where students across racial and linguistic backgrounds

• and a group of excellent bilingual teachers who

could grow up bilingual and biliterate together in the

were willing to take a risk in their educational

same classrooms, I felt that at that moment it was the

careers.

perfect time for USD 116.

The work is not over, as the ongoing improvement

In 2012, we had to take a chance on what the

and continuous development of these programs are

educational research literature told us was the most

hard work. However, I am confident that our commu-

successful, even though we knew that it would be an

nity has the potential to be one of the leading districts

extremely difficult change for all stakeholders in the

for dual language programming in the state and across

community. The change was not easy. Many people

the county. That is what makes this program in USD

involved in the process supported the programmatic

116 so special and rewarding to work in.

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

P. Collier found that the

goals of dual language immersion

• All dual language students are

academic performance

for all students who participate in

acquiring English and Span-

of African-American and

the program. USD 116 is seeing the

ish across the four language

Latino students enrolled in dual lan-

following trends across the dual lan-

domains of listening, speaking,

guage programs was better than a

guage programs:

reading, and writing.

• Dual language students of all

• According to Spanish assess-

racial, ethnic, and linguistic

ments, the average percentile

backgrounds outperform, on

ranks have consistently been

After three full years of imple-

average, their USD 116 peers

well above the national average

mentation, USD 116 has already seen

who are studying in English

great success in meeting the bold

only.

cohort not enrolled in DL programs.

Three-Year Results

of native Spanish speakers.

• While we do see varying levels of oral language fluency in both languages based on the student native languages, we are not seeing achievement differences or gaps across racial, ethnic, and linguistic groups of students.

• Dual language students are interacting and developing cross-cultural and cross-linguistic relationships like we have never seen before. Because the programs integrate students through language instruction in two languages and with a focus on

Why choose IASB?

multiculturalism, students and

• Responsible to only the Board of Education • Superintendent retention rate for districts who used IASB Executive Search services: 100% (2013-2014) 100% (2012-2013) 89% (2011-2012) • Guarantee of services • National presence • Experience in Illinois From 2009-2015: 65 different counties, 169 school districts served

families are developing friendships and relationships that didn’t exist across racial lines before.

Moving forward, USD 116 is committed to seeing the program develop up the grade levels. In the future, the district plans to extend the program into middle school and high school.

USD 116 is excited to see students develop their bilingualism, biliteracy, academic achievement, and multiculturalism as they matriculate to graduation from Urbana High School.

www.iasb.com/executive

To learn more about USD 116

FOR INFORMATION CONTACT: 2921 Baker Drive Springfield, IL 62703 217/528-9688, ext. 1217

a nd t he pro g ra m, ple a s e v i sit

One Imperial Place 1 East 22nd Street, Suite 20 Lombard, IL 60148 630/629-3776, ext. 1217

www.usd116.org/programs/bilingualand-multicultural-programs/duallanguage-program/

September/October 2015 18

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

FEATURE ARTICLE

Harnessing potential and possibilities of English learners

By Debbie Zacarian

I

n early 2015, when the U.S.

academic learning experiences

their social, cu ltural, and lan-

Departments of Education and

similar to those of their American

guage experiences. For example,

Justice jointly released guidance

English-speaking peers, many ELLs

many ELLs and others come from

and tools about teaching English

don’t have the school-matched lan-

collectivist cultures that believe

lear ners, they caused a stir in

guage skills that are needed. Many

strongly in relationships and com-

the education community and lit

live in extreme poverty and have

munity membership as a way of life.

up social media in the education

exper ienced or are exper ienc -

This is different from the typically

sphere. The two agencies reminded

ing trauma, violence, and chronic

Western European individualistic

a nation that English learners should

stress from civil strife, war, poverty,

cultures, which place a high value

“have equal access to a high quality

and more. Some are undocumented

on independence and competition.

education and the opportunity to

and fear deportation.

With so much depending on stan-

One of two of the most compre-

dards and assessments, sometimes

Educators applauded the two

hensive research syntheses about

educators forget that the glue that

departments’ efforts to share this

improving the outcomes of English

binds education, for many, is the

information. Some educators went

Learners reports that it takes many

quality of human interaction and

further, saying that more is needed

years to become competent in

relationships.

to help this growing population of

English, be active participatory

Historically, many initiatives

the nation’s students. The release

members of a school community,

have targeted improving the out-

of this guidance led educators to

and demonstrate proficiency on

comes of our nation’s students.

consider some important points in

state exams of English language arts

This includes President Lyndon B.

English learning.

and mathematics. The amount of

Johnson’s War on Poverty, which led

time it takes depends on many vari-

to the Elementary and Secondary

English Learners are not a

ables including the strength of our

Education Act; President Bill Clin-

monolithic group

policies, programming and practices

ton’s backing of charter schools;

to harness the potential and possi-

President George W. Bush and the No

bilities of ELLs.

Child Left Behind Act; and President

achieve their full potential.”

English Learners (ELs) speak over 350 languages and, while many

Debbie Zacarian, Ed.D., is a consultant specializing in policy and practice, strategic planning, coaching, innovation, and professional development for educators and professionals working with culturally and linguistically diverse populations.

Barack Obama’s Race to the Top ini-

come from countries other than the United States, the majority of

Culturally relevant, meaningful

tiative. All were intended to remedy

elementar y-aged and a sig nifi-

learning

the chronic opportunity gap between

cant number of secondary ELLs

Research shows that students

some groups of students and others

are born in the U.S. Also, while

learn more when their learning

— including ELLs, whose rates of

some have pr ior la ngu a ge a nd

experiences are compatible with

graduation and performance on

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

standardized test scores

ELLs, It also requires students

opportunities, visual displays,

is chronically among the

to interact — interaction is the

and authentic experiences to

lowest.

binding ingredient to learning.

engage in this process.

• Based on each ELL’s stage or level

To do this, educators need to

Focus on engaging English

of language and literacy learning.

ensure that policies, programming,

learners

Each state’s English language

and practices reflect who English

It may not be magic, but the

development standards provide

Learners are. With guidance and

two most comprehensive analyses of

this information and educators

tools in hand, there is no better or

the research show that education

should use it with all efforts and

more urgent time to do this than the

tasks that are assigned.

present.

works when educators build pro-

• Drawn from students’ prior

gramming that is • Connected to students’ and fam-

learning experiences and aca-

ilies’ personal, social, cultural,

demic knowledge, with clear

Read the fact sheet from the

and world experiences to make

learning goals and activities

U.S. Departments of Education and

that students understand.

Justice here: http://www2.ed.gov/

learning meaningful and compelling. Use paired and small

• Focused intentionally on teach-

group work because that reflects

ing students how to think to

the collectivist cultures of many

learn, with multiple practice

Notes

about/offices/list/ocr/docs/dcl-factsheetel-students-201501.pdf.

The two research studies referenced above are Educating English Language Learners: A Synthesis of Research Evidence by Fred Genesee, Kathryn Lindholm-Leary, Bill

“... Many ELLs and others come from collectivist cultures that believe strongly in relationships and community membership as a way of life. This is different from the typically Western European individualistic cultures ...”

Saunders and Donna Christian; and Developing Literacy in Second-Language Learners, by the National Literacy Panel on Language Minority, Children, and Youth, edited by Diane August and Timothy Shanahan.

“Harnessing the potential and possibilities of English learners”

A DV E R T I S E M E N T

If your District is serious about

20

wa s d r aw n f r o m t h e a u t h o r ’s books: In It Together: How Partnerships with Students, Families and Communities Advance Engagement and Achievement in Diverse Classrooms (co-written with Michael Silverstone), Master-

enrollment and residency fraud………

ing Academic Language: A Frame-

Tom Demas Enrollment/Residency Consultant 708‐275‐7760

Achievement, and Transforming

work for Sup por tin g St u d e nt Schools for English Learners: A Comprehensive Framework for School Leaders. Reprinted with permission of the author and adapted for the Journal.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

FEATURE ARTICLE

Recommended collective bargaining strategies

By Barney R. Mundorf

C

ollective bargaining remains

can and should reject. PERA eval-

with the Illinois State Board of

cha l leng ing for I l l inois

uations are developed through a

Education rules (Title 23 Illi-

school districts due to the state’s

joint committee with membership

nois Administrative Code Part

continuing financial crisis, declin-

that includes an equal number of

50). Reject any union proposal

ing or static local funding revenue,

administrators and teachers. A final

that modifies the evaluation

uncertainty with pension reform

PERA evaluation plan will include

procedures in Part 50. Rather,

and implementation of the Afford-

three main parts: Evaluation Pro-

simply agree to follow the state

able Care Act, and various educa-

cedures, Professional Practice, and

regulations, nothing more and

tional reform initiatives such as

Student Growth.

nothing less. The school board has the right to make the final

PER A evaluations and reduction in force procedures. By understand-

Recommended strategies:

decision on evaluation proce-

ing the current trends and strate-

• School boards are not required

dures if the Joint PER A com-

gies, school leaders will be better

to include PER A committee

mittee cannot reach agreement

equipped next time you sit at the

language in the collective bar-

on procedural issues.

negotiation table.

gaining agreement (CBA) and should not agree to do so.

Trending Now: PERA Evaluation

agreement through the Joint

required to include PERA eval-

PER A committee on the Pro-

uation plans or procedures in

fessional Practice

in the lowest 10 percent of perform-

the collective bargaining agree-

component of

ing schools must have commenced

ment and should not agree to

t h e eva l u a -

using teacher evaluation plans that

do so. If evaluation procedures

t ion pla n.

comply with the Performance Eval-

are included in the CBA, the

uation Reform Act (PERA) no later

union can file a grievance and

than September 1, 2015. For the

challenge a teacher’s poor evalu-

other 90 percent of school dis-

ation for even minor procedural

tricts, the deadline to implement

irregularities.

• W h i l e t e a c h e r eva l u a t i o n

often propose language to include

procedures are a mandatory

PER A evaluation plans and pro-

subject of bargaining with the

cedures in collective bargaining

union, the final PERA evalua-

agreements, which a school board

tion procedures must comply

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

attorney with Guin Mundorf LLC. He counsels Illinois school districts on labor, employment, and personnel issues.

required to negotiate or reach

• School boards are also not

PERA is September 1, 2016. Unions

Mundorf is an

• T h e s c h o o l b o a r d i s n o t

Illinois school districts ranked

Plan Implementation

Barney R.

21

Distr ict s mu st consu lt the

weight that will be assigned to

committee fails to reach agree-

union (through the Joint PERA

each of the evaluative criteria.

ment within 180 calendar days

committee) and get input and

If the Joint PER A committee

from the date of its first formal

comments on the Professional

cannot reach agreement on the

meeting, the district and union

Practice rubric. However, they

Professional Practice criteria

will default to the Illinois State

have the right to make the final

or weight assigned to each cri-

Board of Education procedures

decision on the substantive

terion, the school board has

for the use of student growth as

cr iter ia, weig ht, a nd area s

the r ig ht to make the final

a significant factor in measuring

evaluated under Professional

decision.

a teacher’s performance.

• The only component of the PERA

Practice.

• Unions will often propose that

evaluation plan that requires

Trending Now: Soft Salary

the Professional Practice crite-

the Joint PER A committee to

Freeze or Equivalent

ria be weighted equally. Reject

reach agreement on is “stu-

Not surprisingly, salaries con-

such proposals and decide the

dent growth.” If the Joint PERA

tinue to remain the most difficult issue to negotiate. The vast majority of districts are negotiating something less than a soft freeze (step only) or up to a maximum of a soft freeze.

There are very few districts negoti-

Working together ... better

Self-Evaluation is a key step toward a better board.

ating salaries that exceed the cost of a soft freeze. Another trend, in order to avoid committing funds in future years, is to negotiate a onetime off the salary schedule bonus payment, which range from $400 to $800. Some districts, due to serious budget shortfalls and a significant decline in fund balances based on

Board members say: • Good chance to build some teamwork.

• Allowed everyone to express their thoughts.

• Agreeing to do things differently (we were in a rut of repeating the same patterns over and over).

Benefits include: • More effective leadership for the district • Improved teamwork • Successful board meetings

previous deficit spending, are negotiating hard freezes (no step or lane movement).

Recommended strategies: • The board of education must plan early and decide how much money, if any, is available to negotiate the labor contract.

The board must know its end

Field Services

Contact your IASB field services director to begin planning your next board self-evaluation workshop.

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

point in order to establish its starting point.

• Well before negotiations start, share financial information with the union and public early and often. Prepare charts to graph the ending fund balances in the

22

E ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015 Sept/OctT H2015

major operating funds (educa-

be subject to penalties if they do not

• The ACA does not obligate a dis-

tion, transportation, operation

offer affordable health insurance to

trict to pay family insurance

and maintenance, and working

full-time employees (those who work

premiums for its employees

cash) to demonstrate declining

30 or more hours per week).

and there are no ACA penalties

revenue, declining fund balances, and overall downward financial trend. The board of education should never adjust the salaries of administrators

“Salary should never be negotiated in isolation and must be

or other nonunion employees

negotiated as a “package” proposal that includes other financial

until it has finalized negotiations with the labor unions.

issues, such as health insurance. A package proposal means the

• Salary should never be nego-

union must accept all proposals or reject all proposals in the

tiated in isolation and must

package; it cannot cherry pick one proposal and reject another.”

be negotiated as a “package” proposal that includes other financial issues, such as health insurance. A package proposal means the union must accept all proposals or reject all pro-

Recommended strategies:

for failure to do so. Reject any

posals in the package; it cannot

If the district does not cur-

union proposal for board paid

cherry pick one proposal and

rently pay for the health insurance

family insurance premiums

reject another.

premiu ms for u nion members,

under the ACA.

• While the district is obligated

they should calculate whether it

to bargain in good faith, it is not

will be cheaper to pay the health

Trending Now: Reduction in

legally obligated to make con-

insurance premium or the ACA

Force Procedures

cessions at the bargaining table.

penalty. For example, if sing le

Not surprisingly, unions contin-

Bargaining in good faith means

insurance premiums cost $4,800

ue to propose language to modify

the district can say “no” to any

per year, one is better off paying

and alter the statutory Reduction

union proposal, including union

the $3,000 ACA penalty instead

in Force (RIF) procedures.

proposals for wage increases.

of providing board paid insurance to employees.

Trending Now: Affordable Care

Recommended strategies:

• For educational support per-

• Reject any union proposal that

sonnel, consider negotiating

deviates from the statutory RIF

The Affordable Care Act (ACA),

language to give the district

procedures.

commonly known as Obamacare,

the authority to modify and

• Unions will attempt to negotiate

continues to create great confusion

reduce employees’ work hours.

language to give recall rights to

among employers and employees.

Under the ACA, only full-time

teachers RIFed from Group 1 or

Contrary to union assertions, the

employees, defined as those

expand recall rights for teach-

ACA does not legally obligate school

who work 30 or more hours per

ers RIFed from Group 2. Reject

districts to pay health insurance

week, will create a potential

these proposals.

premiums on behalf of employees.

penalty. Avoid the ACA penal-

• B y st at ut e, a t e acher t hat

However, school districts who qual-

ties in their entirety if employ-

receives a “Needs Improvement”

ify as large employers (50 or more

ees’ work hours are set at less

rating on either of his/her last

full-time equivalent employees) may

than 30 per week.

two performance evaluations

Act Confusion

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

must be placed in RIF Group 2.

the teachers’ “full” TRS con-

u nc er t a i nt y. Under st a nd ably,

Unions will propose language to

tributions. Instead, negotiate

boards are not w il ling to com-

move a teacher from RIF Group

language that states the board

mit funds to salary two and three

2 to Group 3 if the teacher’s most

will pay up to a maximum of 9.4

years out becau se the cu r rent

recent evaluation is “proficient.”

percent of the teachers required

year’s G eneral State A id f unds

Reject this proposal.

TRS contributions. If the TRS

a re not even c er t a i n. Un ion s,

• Teachers RIFed from Groups

rate increases above 9.4 per-

likew ise, are not w il ling to

3 and 4 have recall rights for

cent, the teacher is obligated

accept a wage freeze or low sala-

one year and unions will often

to pay the increase.

ry increase two and three years

propose language to expand the

• In addition to the teachers’

out a nd wou ld rather wa it a nd

recall rights to two years. Reject

required TRS contributions,

see if funding improves and then

this proposal.

districts are currently required

negotiate salary.

• Maintain a firm position and

to contribute .58 percent of

only agree to RIF procedures

teachers’ salaries to TRS. It

that comply with the statute.

is possible that the state may

• To avoid returning to the table

sh i f t it s TR S c ont r ibut ion

every year, consider negoti-

Trending Now: Potential Pension

obligations to local school dis-

ating a “re- opener” clause.

Contribution Increases

tricts, resulting in a significant

For example, the board and

On May 8, 2015, the Illinois

increase in TRS contributions.

union enter into a three-year

Supreme Court struck down the

Consider negotiating language

contract and negotiate salary

st at e’s p en sion re for m l aw a s

that decreases the board’s TRS

in the first year and include

u nc on st it ut iona l. A s a re su lt ,

contribution on behalf of teach-

a re-open provision to nego-

school districts must prepare for

ers in an amount equal to any

tiate salary only in year two

potential increases in pension

TRS rate increase imposed on

and three.

contributions from employers and

the school district. For exam-

• However, be aware that unions

employees, as that is one of the

ple, “The board’s TRS contribu-

often oppose re-opener provi-

only sure ways the state legislature

tions paid on behalf of teachers

sions because the union can-

can generate more funds to address

shall be up to but not exceed 9.4

not strike during the term of

its $100 billion or more unfunded

percent. However, if the board’s

the three-year contract. If the

pension liability.

required TRS contribution rate

parties cannot reach agree-

increases, then the board’s TRS

ment when negotiating salary

contributions paid on behalf of

under a re-opener provision,

• Negotiate a “cap” on board

teachers shall decrease in the

the board can impose its last,

paid contributions to the Illi-

same amount. For example, if

best final offer on the union

noi s Te a cher s R et i rement

the board’s TRS rate increases

after bargaining in good faith

System (TR S) on beha l f of

1 percent, then the board’s TRS

and declaring/giving notice of

teachers. Currently, teachers

contribution for teachers shall

impasse.

are required to contribute 9.4

be reduced from 9.4 percent to

percent of their wages to TRS,

8.4 percent.”

Recommended strategies:

This article originally appeared in the Spring 2015 issue of Update,

but many districts have nego-

24

Recommended strategies:

tiated contract language that

Trending Now: Short-Term

the quarterly publication of the

obligates the board to make the

Labor Contracts

Illinois Association of School Busi-

teachers’ TRS contributions.

It is not uncommon for school

ness Officials. It was updated and

Therefore, avoid any language

distr icts to negotiate one -year

is reprinted with the permission of

that obligates the board to pay

labor contracts due to f unding

the author and Illinois ASBO.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

Milestones

continued from page 28

Josephine “Rita” Ferris, 90,

Robert E. Patient, 89, died June

starting as a special education teacher

died June 10, 2015. She was a for-

29, 2015. He formerly served as a

and eventually becoming a principal

mer member of the Tolono CUSD 7

member of the Sullivan CUSD 300

before retiring in 1986 at the age of

Board of Education.

Board of Education.

70. Saudargas then led committees to

John E. Gillen, 67, died July 5,

Glenn Joseph Pearson, 84, died

help make the schools more inclusive.

2015. He was a past president of the

June 23, 2015. He formerly served as

At the age of 84, she was appointed to

Roseville school board.

a member of the boards of education

the Rockford school board and served

for Malden High School, and for Ber-

on the board for 11 years.

Milton Francis Honel, 86, died June 8, 2015. He was previously an

lin Center.

Elmhurst CUSD 205 school board

Richard H. Rosenberg, 85, died

member and a former school prin-

June 6, 2015. He was a past president

cipal in the same district.

of the New Trier THSD 203 Board of

Michael L. “Mike” Kiger, 63,

Education.

died on June 22, 2015. He had previ-

Stephan Ludwig Roth, 90, died

ously served on the Carrollton school

July 3, 2015. He formerly served on

board. His sister, Michelle Skinlo, is

the Colchester school board.

Jack L. Sievers, 90, died June 29, 2015. He formerly served on the Gridley school board.

Earl F. Voelz, 94, died July 9, 2015. He was active in the West Chicago community as a member of the District 33 school board.

Virtus Winter, 94, died July 7,

Bennie Duane Satterwhite, 68,

2015. He formerly served for over

Marjorie K. Lutes, 93, died on

died June 12, 2015. He served former-

20 years as a Carmi School Board

June 5, 2015. She previously served

ly as a school board member of the

member.

on the Woodstock Elementary District

Bluford Grade School and Webber

72 Board of Education for many years.

Township High School.

director for IASB’s Illini Division.

Billy B. Wood, 95, died June 28, 2015. He was a lifelong resident of

She was president of the board when

Alice Saudargas, 99, died June 8,

Moultrie County and served multiple

it was consolidated into Woodstock

2015. She spent more than 70 years

terms as a member and officer of the

Community Unit School District 200.

educating students in Rockford,

Lovington School Board.

Irwin Lyons, 65, died July 21, 2015. The former Glenbrook District 225 board president had also served on the Glenview CCSD 34 school board.

James G. McCurdy, 86, died July 23, 2015. He was elected to the Monmouth School Board of Education and served as its president for seven years.

John W. Moburg, 85, died July 14, 2015. He formerly served on the Yorkwood School Board, serving as board president in 1979, 1980, and 1981.

Arthur D. “Art” Nafziger, 95, died August 1, 2015. He previously served on the Danvers school board.

Orville E. Orton, 95, died May 24, 2015. He served on the Lisbon Grade School Board for eight years during consolidation and construction of the school.

SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

A Directory of your IASB Service Associates DLR GROUP — Educational facility design and master planning. Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS, INC. — Architects. Chicago - 312/942-8461; Oak Brook - 630/574-8300; O’Fallon - 618/624-3364; St. Louis, MO - 314/439-1601 website: www.fgmarchitects.com GREENASSOCIATES, INC. — Architecture/construction services.

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

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

HEALY, BENDER & ASSOCIATES, INC. — Archi­tects/Planners. Naperville, 630/904-4300; website: www. healybender.com; email: dpatton@healybender.com JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com KENYON AND ASSOCIATES ARCHITECTS, INC. — Complete architectural services for education. Peoria - 309/674-7121 KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. —Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard - 630/4951900; website: www.arconassoc.com; email: smchassee@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/429-5105; Champaign - 217/3569606; Bloomington - 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net CANNON DESIGN — Architecture, Interiors, Engineering, Consulting.

Chicago - 312/332-9600; website: www.cannondesign.com ; email: sbrodsky@cannondesign.com; gkacan@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient 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 DESIGN ARCHITECTS, INC. — Architecture, engineering, planning, and interior design. Hillsboro - 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/7871199; email: rmitchell@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria - 309/282-8000; Chicago 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com 26

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford - 815/484-0739, St. Charles 630/444-2112; website: www.larsondarby.com; email: snelson@larsondarby.com LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Chicago - 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford - 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield - 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago 312/464-1444 TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation, and interior design.

Burr Ridge - 630/455-4500 WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien - 630/696-7000; website: www. wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

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

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

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

Willowbrook - 630/734-6033

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

Consulting eRATE PROGRAM, LLC — Consulting services assisting districts in processing applications for receiving government funds to cover up to 90% of costs for local, long-distance and cellular phone service (purchased by the school), internet access and web hosting.

St. Louis, MO - 314/282-3665 SEGAL CONSULTING — A comprehensive array of consulting services including Health and Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration and Technology; and Compensation and Bargaining. Chicago - 312/984-8512

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

Bollman@Honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259 OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oakbrook 312/498-7792; email: sharon@opterraenergy.com

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 - 618/206-4180; Chicago - 312/281-2014; email: rvail@ bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello - 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616 SIKICH LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial. com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/364-8955 WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont - 630/560-2120

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

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

Chicago - 800/654-9504

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

Superintendent Searches HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops.

Rosemont - 847/318-0072

RADON DETECTION SPECIALISTS — Commercial radon surveys.

Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstens@radondetection.net SEPTEMBER-OCTOBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

Milestones Achievements is a charter member of the American

teacher, which led to becoming a

ber of the Mahom-

College of Real Estate Lawyers and

principal at age 26, and being rec-

et-Seymour CUSD

the Illinois Bar Foundation and a life

ognized as Illinois Superintendent of

3 school board, and

fellow of the American Bar Founda-

the Year in 2013. Among her accom-

an attorney with 46

tion. McDonald has been active in

plishments, Westerhold pointed to

years of legal expe-

the Illinois State and American Bar

$109 million in facility renovations,

rience, has been

Associations and has served as chair

including an early learning center,

named a Pillar of

of the Illinois State Bar Association’s

technology improvements, and part-

the Bar by the Champaign County Bar

Real Estate Law Section Council.

nering with the Discovery Education

Ward F. McDonald, a mem-

professional development program.

Association. McDonald, 73, is with the Champaign law firm of Meyer

Jane Westerhold, superinten-

In June she began a one-year term

Capel, where he concentrates in real

dent of Des Plaines

as president of the Illinois Associ-

estate acquisitions and finance. He

Elementary District

ation of School Administrators —

has taught real estate finance and law

62, has announced

the 1,700-member organization that

at the University of Illinois in both

she plans to retire

named her Superintendent of the

the business and law colleges for 25

at the end of the

Year two years earlier. Westerhold

years. The Ward F. McDonald Schol-

upcoming school

says she’s stepping down to spend

arship is awarded each spring to the

year after spending

more time with family and experi-

outstanding real estate law student

nearly four decades in education.

ence new personal and professional

at the UI College of Law. McDonald

Her first job was as a kindergarten

challenges.

In memoriam Bruno Bertucci, 92, died July 2,

five years. She was also a chairper-

Allen Eugene Cunningham,

2015. A Highwood business leader

son for IASB’s Kaskaskia Region in

95, died June 21, 2015. He was very

who was director of the local cham-

the 1980s.

involved in the Martinsville commu-

ber of commerce for 20 years, he

Richard P. Cottle, 71, died June

served on the former District 111

5, 2015. He formerly served as a mem-

Board of Education for two terms.

ber of the Kansas CUSD 3 Board of

Richard F. Curran, 88, died June

Education and was president of the

18, 2015. Previously he was a member

board for 12 years.

of the Joliet PSD 86 Board of Educa-

Uarda Olinger Boyd, 100, died July 17, 2015. She was a former school

nity, serving on the school board for six years.

board member in Elmhurst CUSD 205.

Richard Crohn, 87, died June 30,

Jane A. Brown, 78, died June 3,

2015. He was a principal and superin-

2015. She previously served as Van-

tendent for 38 years in Westchester

Merrill L. “Pat” Draper, 93, died

dalia school board member, including

SD 92½, including 20 years as district

June 14, 2015. He was a former mem-

serving as secretary of the board for

superintendent.

ber of the Amboy School Board.

tion from 1955 to 1961, serving as president from 1958 to 1961.

Continued on page 25 28

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2015

ASK THE STAFF

Can IASB assist our school board with its superintendent evaluation?

W

hen field services directors

The success of the school dis-

a clear, common understanding of

at the Illinois Association

trict requires a strong board/super-

their respective roles and respon-

of School Boards (IASB) receive

intendent working relationship.

sibilities, the purposes for superin-

calls for information on governance

Any good relationship is built upon

tendent evaluation, and the benefits

responsibilities, a frequent question

a high level of trust and clear com-

they intend as a result of this process.

is, “Can you assist our board with

munication. A thoughtfully crafted

The nex t st ep i s t o def i ne

our superintendent evaluation?”

contract and job description; clear

accountability. The IASB Founda-

The caller may be looking for

written mission, vision, goals, and

tional Principles of Effective Gover-

information on what is required,

other board policy; and an evalu-

nance provide that the board holds

when the evaluation should be done,

ation plan developed and agreed

the superintendent accountable for

or whether we have evaluation forms

upon by the board and superin-

district performance and compli-

available. Whatever the question on

tendent will support that trust and

ance with written board policy. The

this topic, our answer begins with

communication and strengthen

superintendent’s contract and job

our belief that an effective superin-

that critical board-superintendent

description or other district docu-

tendent evaluation involves a process

relationship.

ments such as the district’s mission,

over time, not a single form or event.

In summary, a good superinten-

vision, goals, or district or school

We believe that the investment of

dent evaluation process will provide

improvement plans may further

time and effort in this process will

legal compliance, accountability

define that accountability.

yield considerable benefits to the

to the community, and a stronger

The superintendent evaluation

board, the superintendent, and the

board/superintendent relationship.

process can and should be a natural

The first step in putting a good

extension of the district planning pro-

B eg i n n i ng w it h t he end i n

superintendent evaluation process in

cess. If the district does not have cur-

mind, there are several purposes for

place is to make sure that both the

rent district goals, the board should

superintendent evaluation. The Illi-

board and the superintendent have

continued on page 3

district as a whole.

Cathy Talbert, IASB associate executive director for field services and policy services, answers the question for this issue.

nois School Code requires a school board to evaluate its superintendent. Equally important, the IASB Foundational Principles of Effective Governance state in part that a fundamental duty of the school board arising out of its trustee role for the community is to employ, evaluate, and hold accountable the superintendent.

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.

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