The Illinois School Board Journal--July/August 2014

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Vol. 82, No. 4

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Su reammer din g Tim the e to c late a st sc tch up hoo o l iss n ues

PLU cove

r.indd

Summer Reading

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Time to catch up on the latest school issues

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ummer reading lists. For most students, these lists are sug-

gestions from last year’s teachers that,

that would be easy to read or could

orderly transition to the district’s new

be digested in smaller bites of time.

superintendent. Contending with

Instead of following a theme or top-

such transitions – whether they involve

ic that involved in-depth reading, the

the superintendent or the board itself

subjects covered in this issue are inde-

– is the topic for another article on

pendent of each other. Read what you

asking the right questions and get-

can now and hopefully save one or

ting help: “Sometimes You Don’t Know

two for later.

What You Don’t Know,” on Page 2.

So, what does this issue offer to the summer reader?

Change is also the subject of the “Ask the Staff” column. This one is

more often than not, are disdained

For those who did not attend the

or ignored. For most adults, these

2014 National School Boards Asso-

taries, whose responsibilities in school

lists are the books we intend to read

ciation conference in New Orleans,

board elections have been greatly

on the plane or beach, but are sel-

we have provided four reports on a

reduced as the result of a new state

dom completed.

written especially for board secre-

variety of topics that were present-

law. You can read about many of the

Usually composed of lighter fare,

ed by Illinois school districts and

election changes on the inside back

i.e., romance novels, mysteries, biogra-

IASB: From Glenbard District 87,

cover.

phies, best-sellers, self-help books,

“District Shares Work Plan Model,”

We hope that The Journal remains

etc., summer reading is distinct from

Page 9; from Woodridge SD 68, “Pos-

at the top of the pile of your regular

the reading we do throughout the

itive Behavior Interventions and

reading. If you have topics or ideas

year. Most of us are lucky if we can

Support,” Page 14; from THSD 214,

for articles, please share them with

keep up on the trade publications,

“How to Avoid Being the Next ‘Hacked’

us. The subject matter is unlimited

manuals, work-study or small group

Headline,” Page 12; and from IASB,

and many of the issues are evergreen.

studies, professional development

“One-Two Punch Defends, Promotes

But new perspectives or approaches

texts or materials, etc., that we are

Local Control,” Page 16. These arti-

to even age-old issues are always wel-

required to read and expected to know

cles were written by presenters and

come.

and use.

were derived, in part, from their pan-

In addition to this workload, board

el sessions.

Finally, for those who still have time or who yearn for more to read,

members must contend with the addi-

Work is continuing on IASB’s

we hope that you also spend a few

tional reading that comes from board

community engagement initiative,

minutes reading the newly published

packets, data, reports, policy manu-

which is the subject of the article

book commemorating IASB’s centen-

als, and correspondence. Aside from

(Page 3) on a recently held workshop

nial, “1913-2013: Lighting the Way

the time spent in meetings, finding

piloted before IASB LeaderShop Acad-

for 100 Years.” Free copies of this

the time to familiarize yourself with

emy Fellows. The feedback they pro-

book were sent to each school board

all of the current and pending issues

vided will be used to refine the

member and superintendent. This

of the school district may be one of

workshop that will be presented at

book represents a comprehensive

the biggest challenges of board ser-

the 2014 Joint Annual Conference

history of the Association, its origin

vice.

and in the upcoming in-district work-

and progress. It also puts into per-

shops that will follow in 2015.

spective IASB’s role in public educa-

Even during the summer months, when school is out and activities sub-

From time to time, The Journal

side, board members must remain

also searches for articles published

features interviews with school lead-

focused on the school calendar and

around the country that may be of

ers and their families, and profiles

prepare for the months and year

interest to local school leaders. This

some of the people who helped the

ahead.

tion throughout the past century. It

issue features an article – “A Grace-

Association and its membership to

The purpose of this issue of The

ful Exit,” on Page 18 – written by a

grow and thrive.

Journal is not to add to the load;

retiring superintendent in Wiscon-

rather, we attempted to find subjects

sin, who explains the need for an

We hope the book is one you will keep and enjoy for years to come.

TABLE OF CONTENTS

FEATURE STORY 5 | Community engagement Learn how IASB LeaderShop Academy Fellows assessed a new workshop on community engagement and what board members can do to begin utilizing the techniques in local districts Heath Hendren

6 | Sidebar: Public Participation Spectrum

2014 NSBA CONFERENCE Four articles that capture the purpose and importance of the material they shared in panel presentations made at the recent annual conference in New Orleans:

9 | District shares work model plan A comprehensive organizational planning process that has helped one school board to build coherency and alignment within the district David F. Larson

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12 | Avoid being the next ‘hacked’ headline Information technology planning and budgets reflect the need to secure digital assets in order to protect the privacy of students, staff and parents Keith Bockwoldt

14 | Positive Behavior Interventions and Supports How one district utilizes PBIS to reduce student discipline and increase student attendance Justin Warnke

16 | One-two punch defends, promotes local control Two panels examine national trending issues in ed legislation and how to combat adverse impact of education reform proposals Ben Schwarm

OTHER FEATURES 2 | Sometimes you don’t know what you don’t know How can new board members shorten the learning curve?

18 | A graceful exit A retiring superintendent reflects on the process he used to carefully time his retirement, complete tasks before his final days, and establish a post-superintendency plan James Fitzpatrick

19 | Sidebar: Leadership transition

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 601486120, 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 $18.00 per year. Foreign (including Canada and Mexico) $21.00 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

REGULAR FEATURES

Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor

Front Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES September/October November/December

Disaster impact, planning Administrative salaries

4

Dana Heckrodt, Advertising Manager Kara Kienzler, Design and Production

FEATURE ARTICLE

Sometimes you don’t know what you don’t know L

ast February, IASB began its

which means that they won’t be asked

administrative team, board members

annual round of spring divi-

to use that lesson for another year.

and the superintendent in a discus-

sion dinner meetings for 2014. By

With current state-mandated

sion that should result in agreements

the time you read this, board mem-

training as well as IASB’s traditional

about how they will function as a

bers elected in 2013 will have cele-

new board member workshops, board

group. This conversation should

brated their first anniversary of being

members do have ample opportu-

include discussing what the board is

on the board.

nities to learn a number of important

all about … its processes, beliefs and

However, at division meetings

lessons that may help to shorten their

the issues of trust that arise when a

held in Rantoul, Lawrenceville and

learning curve. They also have the

new group comes together to govern.

Dongola, a number of fledgling board

opportunity to learn from their fel-

New board teams need to answer the

members confessed that they still

low board members, the superin-

following questions:

had many things to learn in their first

tendent or other district employees

“Who are we?

year on the job. Most readily agreed

thorough orientation to their elect-

“What do we believe?

with a statement heard in Rantoul,

ed position and the district.

And “what rules do we want to

“Sometimes you just don’t know what you don’t know.”

2

To assist boards with this orien-

establish for how we conduct ourselves

tation, IASB makes available “Ori-

and our business around the table?”

As a former IASB field services

enting New School Board Members

This final question ties directly

director was always fond of saying,

on the way to Becoming a High-Per-

into Principle Six of IASB’s Founda-

“No one is born knowing how to be

forming Board Team.” The publica-

tional Principles of Effective Gover-

a school board member.” There is

tion (available on the Association’s

nance: “The board takes responsibility

nothing innate to infuse a new board

website) outlines a number of nuts

for itself.”

member with the knowledge, nor is

and bolts steps that should lead new-

Every time a new group comes

the job necessarily intuitive. The

er board members to become well-

together to govern, whether it’s because

lessons needed are many and the

informed board members.

someone has been elected or appoint-

learning curve can be steep. Most

Those steps include access to

ed or whether when a new superin-

board members come to the table

budget documents, policy manuals

tendent has been hired, this

hoping to make a difference and be

and current contracts. While many

conversation needs to take place.

productive as soon as possible. But

districts do a good job of orienting

This is the first, or “forming,” stage

they soon realize that many issues

someone new to the board, the next

of Bruce Tuckman’s four-stage process

they will encounter occur on an annu-

necessary step can sometimes prove

of group dynamics and development,

al cycle, (e.g. once they learn how

confusing and problematic — that’s

proposed nearly 50 years ago.

the district’s levy is determined),

engaging all members of the new

Tuckman, professor emeritus of

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

educational psychology at the Ohio

New board members have so

State University, calls these stages

much to learn and so much to offer

“forming, storming, norming, and

that getting everyone to a point where

performing.” During the “forming”

the administrative team functions

stage, most people are on their best

effectively is always in the best inter-

behavior as they get to know each

est of the district, as well as all the

other, feeling their way along to see

participants’ mental health. That does

what everyone else is like. As per-

not mean board members must all

sonalities begin to emerge disagree-

agree on every issue or with every-

ments may arise, because ideas and

thing the superintendent proposes.

personalities begin to compete for

What it does mean is that there should

attention. This is the group entering

be processes in place so that board

what Tuckman calls the “storming”

members can agree to disagree respect-

stage. Unfortunately, and for what-

fully. From that point, the board can

ever reason, some groups never move

govern productively and tackle new

beyond this stage.

issues as they arise.

Being stuck in “storming” is iden-

One board member who attend-

tified by bickering among board mem-

ed the division meeting in Rantoul

bers or formation of splinter groups.

said she did not feel comfortable

However, if the new administrative

voting on issues she is not familiar

team can come to some working agree-

with or does not understand com-

ments about their processes and what

pletely. For her, the advice was to ask

they believe, the group moves into

questions, which is also good advice

in what Tuckman named “norming.”

for any board member, new or

After such agreements are reached,

veteran. If the subject matter is unfa-

the group can eventually move into

miliar or confusing, ask for clarifica-

their job of effective governing, or

tion. Becoming familiar with the board

what he calls “performing,” and suc-

packet before the meeting is imper-

cessfully move the district forward.

ative. Questions arising during that

Because all of this takes place in

review should be asked ahead of the

public meetings, the community can

meeting, rather than springing a sur-

often discern whether the board and

prise question that may require addi-

administration is capable of working

tional research by the superintendent

together successfully, or whether the

or administrative staff during the

perception is one of dysfunction and

meeting.

disarray. While these stages are nor-

And if one board member has

mal, it is not healthy for the team

questions, chances are that others

to continue storming. Luckily, IASB

may as well.

also offers services to boards that find

Any seasoned superintendent or

themselves continuing to storm. A

board president will gladly spend the

board self-evaluation or an in-district

time answering questions that newer

“Starting Right” workshop can help

board members have, or helping them

the board/superintendent team learn

to think of the questions they should

about themselves and how they can

be asking. That’s because most of them

get past current disagreements in

can remember, “Sometimes you just

order to work together.

don’t know what you don’t know.”

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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 Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Eric Leys

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Wabash Valley Tim Blair Western Sue McCance Chicago Board Jesse Ruiz Service Associates Michael Vallosio

Kishwaukee Mary Stith

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

3

the IASB website at www.iasb.

to districts in early fall. And, of course,

continued from inside back cover

com/elections/ElectionFAQ2014.pdf.

these changes will be the topic of

The IASB board development

many discussions at the secretaries’

Guidance has been developed by

staff is also developing a training video

program at the 2014 Joint Annual

Melinda Selbee, IASB’s General Coun-

that will be available this summer.

Conference, Nov. 21-22, in the Swis-

sel, and Alan Mullins, attorney for

Our communications department is

sotel in Chicago.

Scariano, Himes and Petrarca, Chtd.

developing both web-based and print-

In addition to these efforts, a

This document is available now via

ed materials that will be available

member of our governmental rela-

Ask the staff

tions department is working with the County Clerks and Recorders Association to share our knowledge about school board elections with county clerks across the state. While this group is well versed in election code

STAFF OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director Sandy Boston, Assistant 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 IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

www.iasb.com 4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Jennifer Nelson, Director, Information Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Assistant Director/ Production Services Gerald R. Glaub, Consultant

requirements, a number of requirements for school elections are found in the school code. County clerks may not be as familiar with those statutes.

Therefore, district secretaries should not be surprised if they receive calls from their county clerk with questions about ballot format, residency requirements, election to fill a vacancy on the board, and any number of other items specific to school board elections.

While this is new to all of us, each member of the IASB staff stands ready to answer questions at any time. As always, if we don’t know the answer to your question we will find it, or direct you to the appropriate source.

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

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

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

FEATURE ARTICLE

Community engagement: Fellows pilot new workshop

By Heath Hendren

fter two years of extensive

ment as part of Effective School Board

and expectations, and how the board

research and numerous meet-

Governance. The report, which can

and community can effectively work

ings with Association staff of all depart-

be downloaded from the Association

towards those improvements.

ments, the inaugural IASB workshop

website at www.iasb.com/train-

This ongoing two-way conver-

on community engagement was pre-

ing/connecting.cfm, is intended to

sation is essential for the board to

sented in late April at the Springfield

help school boards and superinten-

establishing the proper relationship

office.

dents understand what community

with the community population. The

Angie Peifer, board development

engagement is, why it is important,

workshop presenters suggested that

consultant, and Reatha Owen, field

what they can expect to accomplish,

boards use a “balcony-level” per-

services director, facilitated the train-

and how to evaluate the results.

spective to achieve this. Because

A

ing that included a step-by-step guide

In order to understand how and

school boards are not involved in the

toward implementing a successful

why this workshop is important for

day-to-day action at the school, they

community engagement process. Var-

school boards and districts, Peifer

are therefore in a better position to

ious group activities demonstrated

said that boards must first under-

observe the outcomes from a balcony

how and why such advocacy is impor-

stand what community engagement

perspective. This allows them to take-

tant, and presented members with a

is in the context of excellence in local

in the whole environment without

chance to see how successful com-

school governance. IASB defines com-

getting caught up in daily outcomes.

munity engagement can enhance the

munity engagement as “the process

“The intent of the workshop is

effectiveness of their board.

by which school boards actively involve

to help board members think about

Participating in this “pilot” work-

diverse citizens in dialogue, deliber-

the importance of an ongoing, two-

shop was a group of 18 members of

ation and collaborative thinking around

way conversation with their com-

the IASB LeaderShop Academy Fel-

common concerns.”

munities,” Peifer said. “Not just to

lows who were invited to assess the

For school board members, com-

inform the community about district

program and begin utilizing the tech-

munity engagement work has its roots

progress and events, but to hear from

niques in their local districts. Acad-

in the Association’s Foundational

the community about their values,

emy Fellows earn the honorary

Principles of Effective Governance.

concerns and aspirations for public

distinction by completing a total of

The first principle – Clarifying the

education in their community.”

seven core and five elective IASB

District Purpose – seeks to define and

While most school districts do a

workshops, making them an idea

articulate district ends around com-

pretty good job of informing the com-

group to gather feedback.

munity aspirations. The second prin-

munity, the more difficult part of the

The day-long training was cen-

ciple – Connecting with the

two-way conversation is listening,

tered on IASB’s new community

Community – emphasizes the impor-

she added.

engagement document, Connecting

tance of an ongoing two-way con-

But as noted on multiple occa-

with the Community: the Purpose

versation with the entire community

sions, listening is not limited to the

and Process of Community Engage-

in order to recognize desired goals

public comment period at the end of

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

Heath Hendren is assistant director/editorial services for the Illinois Association of School Boards

5

board meetings. Listening is reach-

assume that each group has a unique

bers of a community as owners rather

ing out to the community and hav-

opinion and tend to analyze results

than customers. “Convincing the pub-

ing conversations not only with parents

first by demographic group. By dis-

lic to work for the entirety and not

but other community residents, and

covering “voices,” the board can

just the child; that was something I

then taking into consideration their

include all people, and is then able

always viewed as part of our [the

thoughts and ideas as the board makes

to analyze results first and fore-

board’s] job,” Harrison said.

its decisions. Listening, therefore,

most around substance.

must be purposeful for community

• Seek synergy, not consensus. When

board member Rob Rodewald talked

looking for synergy, the question

about the importance of educating

The workshop broke down five

evolves to, “Is there an alternative

community members. “Education is

key points to establish a lasting two-

that allows us to honor differing

more than just providing information.

way conversation between the com-

opinions?” When seeking consen-

Education makes the whole process

munity and district:

sus, issues tend to get watered down

a continuing conversation. It gives

• Pursue civic engagement, not pub-

and some people may be left out of

people skin in the game,” he said.

engagement to work as intended.

lic input. Civic engagement requires

Nakia Hall, board president of

the process.

give and take among people, and

• Educate, not merely inform. When

Crete-Monee CUSD 201U, focused

seeks out those with different points

a board is content with informing

on the difference between seeking

of view with the goal of creating

people, they look to disseminate

synergy versus consensus. “Con-

public knowledge.

mass amounts of information. When

sensus feels like someone may miss

• Engage people as citizen owners,

the board seeks to educate the com-

out. Whereas synergy is the basis of

not customers. Citizen owners are

munity, it is helping them to under-

working together,” Hall reiterated.

able to see beyond themselves and

stand the complexity of different

Peifer and Owen said that these

care about the world around them

decisions, and allowing the resi-

five points provide the necessary

(i.e., the big picture). If boards

dents to gain context and per-

guideline for school boards to prop-

instead engage people as customers,

spective.

erly engage the community. The next

they will more likely make cus-

These five points offered some

step is using these principles as the

eye-opening moments for a few par-

board turns its community engage-

• Discover the voices, not simply

ticipants. Bill Harrison, of Wheel-

ment plan into action.

demographics. When looking at

ing CCSD 21, spoke about the

To demonstrate how and what is

demographics, the board may

difference between treating mem-

needed to initiate a community engage-

tomer demands.

The “Public Participation Spectrum” is intended to

you start with “inform” and move rightward toward “col-

help boards of education define their purpose, objective,

laborate,” the public should become more involved in

and promise to the public as they begin to implement

the decision making process.

their community engagement plan. This matrix was

The board must determine the level of engagement

adapted for board member use from the International

to which board members wish to commit. Partnering

Association for Public Participation, which describes

with the community requires some level of shared pow-

public participation as the involvement of those who are

er. This means giving up a certain amount of control,

affected by a decision in the decision-making process.

even though board members retain their trustee role and

As the chart indicates, the levels of participation

6

Bourbonnais School District 53

ultimately decisions on any issue are the board’s to make.

increase from left to right, depending on how much deci-

Fully developed community engagement goes beyond

sion-making authority the board is willing and able to

just “informing” the public. However, a well-informed

share at any given time. When looking at the chart, as

public is a prerequisite to higher levels of engagement.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

ment process, each table of workshop

mine their objective and promise

lation translates to a better work-

participants was presented with a

to the public.

force, higher property values for the

case study depicting real situations

Once the board has decided on

area, and more community stability.

affecting Illinois schools. The case

the promise, the next step is recruit-

Participants will need resources

studies were then used for activities

ing participants. Owen noted that for

in order to form possible suggestions

portraying the various functions

community engagement it is impor-

and solutions for the board to con-

boards will need to complete when

tant to seek out a diversity of voices.

sider. These resources follow a sim-

engaging the community.

Therefore, boards should have a pur-

ilar pattern as the promise to the

For community engagement to

pose in mind when recruiting poten-

public. For example, if a board’s

work properly, it is critical that boards

tial participants. That means looking

promise is to inform, then they will

of education provide the model and

for people who can bring certain exper-

need basic things like fact sheets,

leadership for the activity. This means

tise in areas, engaging residents who

websites, and possibly an open house.

communicating and articulating the

may not have been involved before,

Moving toward involvement and col-

purpose and expectations clearly with

and communicating with various

laboration with the community will

the community. Community engage-

groups in your locale.

require more advanced resources,

ment has one of four purposes: inform,

People naturally like to be asked

such as workshops, citizen advisory

consult, involve or collaborate. These

to be involved, so a board member

committees, and possibly even par-

four actions translate to the promise

or other designated person of the dis-

ticipatory decision-making.

to the public (see participation spec-

trict should personally invite partic-

trum chart).

ipants, she suggested.

Internal and external staff can be very useful in determining resources

Each group was asked to use their

After deciding who the board

that will instigate successful com-

case study to clearly define their pur-

wants at the table, a recruiting mes-

munity engagement. An example may

pose, what they hope to learn and

sage will need to be developed to reach

be who to choose as a facilitator dur-

what they want to accomplish. They

out to potential contributors. When

ing discussion. Many times using

were then asked how the process will

addressing various participants, boards

an external facilitator can spur more

support the district ends and how the

should seek to find the WIIFM, or

discussion and initiate better com-

board will use the results of com-

“What’s in it for me,” as well as the

munication with those involved by

munity engagement when making

WIIFD, or “What’s in it for the dis-

removing any perceived bias so peo-

decisions. By answering these ques-

trict.” This could include such goals

ple speak freely.

tions, participants were able to deter-

as a better educated student popu-

The final steps of community

Public Participation Spectrum By practicing deliberative reflection,

PURPOSE:

INFORM

CONSULT

INVOLVE

COLLABORATE

clarifying their understanding of pub-

OBJECTIVE:

Provide the public with information

Obtain public feedback

Work directly with the public throughout the process

Partner with the public in decision-making

PROMISE TO THE PUBLIC:

We will keep you informed

Provide feedback on how public input influenced the decision

Ensure public concerns & issues are reflected in the alternatives

Incorporate public advice & recommendations into the decision

EXAMPLE TOOLS:

Fact sheets Websites Open houses

Public comment Focus groups Surveys Public meetings

Workshops Deliberative Polling

Citizen advisory committees Synergy-building Participatory decision-making

lic issues through a community engagement process and then following up with deliberative public action, the board can demonstrate its desire to include all of the diverse voices in the community.

Source: Connecting with the Community: The Purpose and Process of Community Engagement as part of Effective School Board Governance.

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

7

engagement are to evaluate and com-

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

municate. As educational leaders, most board members understand the importance evaluation. Two types of

EXECUTIVE

SEARCHES The Gold Standard of Executive Searches

evaluation can be helpful when judging community engagement efforts: formative and summative.

Formative evaluation is the continuing process to access how things are going. This includes questions like what’s working and what’s not? What changes should be made to ensure the process is meeting intended goals? Is everyone at the table who should be, and are all the voices being heard?

Summative evaluation follows the process to assess the results. This is where the board should answer questions such as: did we achieve our purpose and objectives; did we keep our promise to the public; and did

The Illinois Association of School Boards Executive Searches Department will: • Designate a coordinator who will provide rapid responses to questions and concerns.

• Assist in establishing a timeline for the search.

• Assist in identifying the qualifications and characteristics desired in the ideal candidate.

• Assist in compensation package development.

• Announce and advertise the vacancy and solicit applicants for the position.

• Receive applications; verify the qualifications, experience and certification of all candidates.

• Check references and conduct limited background inquiry of candidates to be presented.

• Schedule candidate interviews.

When the search is over, our service to you continues.

the process create or strengthen our partnership with the community?

Once the school board has evaluated the community engagement process, results need to be communicated back to the community. Peifer and Owen said it is important to express how community members were able to influence the board. That means publicizing the results, showing how the board kept its promise to the public, and relating the ideas that were brought by members of the community back to the board’s decision.

Community engagement takes a tremendous amount of work if it is performed correctly and effectively.

It should be looked at as an investment which the board will reap rewards over a period of time. Com-

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

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

www.iasb.com/ executive

munity engagement is an ongoing process that requires participation from both sides. The people of a particular community have certain continued on page 23

8

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

2014 NSBA CONFERENCE

District shares work plan model

by David F. Larson

ll board members recognize

cult to measure accountability for

and achieved. But how do you devel-

that one of their key func-

the organization’s central purpose:

op a few clear, multi-year, non-nego-

tions is to provide stewardship and

ensuring exemplary teaching that

tiable achievement goals for all

oversight. One dilemma that they

results in high levels of student

students? How do you ensure an

soon discover is that while they are

achievement.

appropriate organizational plan is

A

able to provide good oversight and

Balancing budgets, ensuring effi-

developed so that these achievement

establish measures of success for the

cient transportation and food service

targets can be reached? How do you

operational dimensions of the dis-

programs and maintaining compre-

ensure that resources and best prac-

trict, it becomes much more diffi-

hensive polices can be documented

tices are being implemented to scale in all classrooms? What process is used to hold all employees account-

About these articles

able for achieving these achievement

Creating and facilitating a panel discussion requires a tremen-

Glenbard Township High School District 87 was privileged to present

what topic to choose, what materials will be needed, and how to

its Work Plan Model at the 2014 Nation-

engage participants must all be considered when preparing a pre-

al School Boards Association annu-

This year, seven Illinois school districts were

of Glenbard THSD 87 in Glen Ellyn, Illinois. The basis for this article was the subject of a panel presentation at the 2014 NSBA Conference.

al conference. This work plan is a comprehensive

chosen to present panel discussions at the 2014

organizational

National School Boards Association annual con-

ning process that has

ference hosted in New Orleans. The districts were

helped Glenbard District

selected from hundreds of entries that submitted

87 build coherency and

proposals to present on topics ranging from new

alignment within the dis-

technology in the classroom to increased parent

trict. The work plan high-

engagement. IASB staff were also invited to lead

lights the important roles

discussions on various issues of significance to

of planning and plan exe-

board members and other education officials.

cution and how they are

plan-

The articles chosen for this publication captured the pur-

critical to ensuring the strategies and

pose and importance of the material they shared with conference

objectives of a district’s strategic plan

participants with the goal of informing readers of the topics they

are implemented and achieved.

covered.

superintendent

targets?

dous amount of preparation, research and hard work. Who to involve,

sentation.

David Larson is

A collection of Glenbard District 87 board members and administra-

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

9

Work Plan Process Mission/Vision/Core Values/Guiding Principles

Vision & Direction

Planning

Board & Management Management

Plan Execution

Strategic Priorities/Targets Clear Beliefs & Convictions

Identify those tangible targets/expectations that measurable goals can be developed from.

Multi-Year Board Goals

Key measurable non-negotiable goals centered on student achievement

Strategic Work Areas Identified

A list of key initiatives/areas of work that are intended to impact “to scale�.

The seven strategic work ares for Glenbard Dist. 87 include: s #OMMON #ORE s -INORITY 3TUDENT !CHIEVEMENT s #OURSE !LIGNMENT

s !SSESSMENT ,ITERACY s )NSTRUCTIONAL 4ECHNOLOGY s 3TUDENT %NGAGEMENT s 2TL

Strategic Work Areas One-Pagers

! ONE PAGE PLAN OF WORK FOR EACH AREA IS OUTLINED %ACH ONE PAGER INCLUDES a) Key objectives to achieve for that year b) Specific tasks and tactics c) Metrics and timeline for necessary success of objective d) Accountability (connected to performance reviews)

Development of Work Plans

Principal/Bldg. Work Plan Individual Administrator Work Plan !0 S $EANS AND $EPARTMENT #HAIRS $EVELOPED FROM ONE PAGERS $ETAILS ROLES INDIVIDUALS RESPONSIBLE TIMELINES FOR COMPLETING TACTICS AND TASKS AND CONNECTION TO )3,,# ,EADERSHIP 3TANDARDS #LARITY IN 0 , # S SUBJECT AREA AND GRADE LEVEL WORK Quarterly updates – Central Office and building teams meet for status update. (November & March)

0ERFORMANCE 2EVIEW & Accountability

10

Because each administrator’s work is connected to the strategic plan and )3,,# STANDARDS PERFORMANCE EVALUATIONS ARE RELEVANT AND MEANINGFUL

tors shared their roles in the work

posite score, Explore to ACT growth,

seven work areas, including:

plan process. They included Board

Advanced Placement participation,

• Common Core

of Education president Rich Heim,

district-wide passing rate, and the

• College-ready Course Sequence

board member Bob Friend, Assistant

proportion of students who enroll in

• Assessment Literacy

Superintendent for Educational Ser-

a college-ready course sequence.

• Response to Intervention

vices Jeff Feucht, Glenbard East High

Each building establishes similar

• Minority Student Achievement

School Principal Josh Chambers, and

goals that will help reach the over-

myself.

all district targets.

Work • Student Engagement • Instructional Technology

The session participants, through

Planning and Plan Execution –

engaging activities and discussion,

To achieve these goals, the adminis-

Principal Leadership – The work

learned about the importance of key

trative team devotes significant time

plan process requires strong princi-

elements within the work plan process.

during the summer drafting the year’s

pal leadership where buildings have

These include:

work plan. This work plan becomes

autonomy and flexibility in estab-

Establishing Board Goals – A key

the blueprint for the agreed upon

lishing their building’s customized

responsibility, in partnership with

work. The scope of work is divided

plan in completing tasks from the

management, is establishing specif-

into specific work areas. A “one-pager�

one-pager and ultimately reaching

ic, multi-year achievement attain-

is drafted for each work area that

district achievement targets. There

ment goals. In Glenbard District 87,

details objectives, tactics and SMART

is a reciprocal partnership between

these targets center on ACT com-

goals. Glenbard District 87 developed

central office and each building in

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

which the elements of support and accountability are important.

Session presenters, whether board members, district office administra-

goals(s)?

• Are the tactics/strategies being implemented to scale?

Leveraging Performance Reviews

tor or principal, shared from their

– The board must ensure that the

role and specific responsibility they

• Does our management team inten-

annual evaluation process becomes

fulfilled in the work plan process. As

tionally dedicate time to planning

a key mechanism for ensuring orga-

the elements of the work plan process

nizational ownership of the strate-

and the individual roles were shared,

• Do performance reviews reflect

gic plan. The work area tasks and

participants were able to answer the

accountability in advancing the

tactics are correlated with the relat-

following key questions regarding the

strategies and tactics that help

ed standards from the Illinois Per-

strategic planning process within

achieve the district goals?

formance Standards for School

their home districts:

Leaders, which are reflected in the

• Does our district have measurable

tions, useful documents were shared

administrative evaluation instru-

goals that are centered on the

with participants. We hope that the

ment. Thus, the critical strategic

“instructional core” (student learn-

participants appreciated and enjoyed

work impacting student achieve-

ing and achievement)?

the interactive session. Several atten-

during the summer?

Along with these reflective ques-

ment does not become voluntary,

• What are the key tactics or strate-

dees told us that they planned to share

but an essential expectation for all

gies that our management team is

the work plan model with colleagues

employees.

deploying to accomplish the

back in their home districts.

Who I am today began with public education.

Salman Khan

FOUNDER, KHAN ACADEMY Khan Academy is on a mission to provide a free world-class education for anyone, anywhere

GREAT THINGS HAPPEN

AT PUBLIC SCHOOLS. Learn more at

www.standup4publicschools.org © NSBA

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

11

2014 NSBA CONFERENCE

Avoid being the next ‘hacked’ headline

by Keith Bockwoldt

Keith Bockwoldt is director of technology services for High School District 214, Arlington Heights. The basis for this article was the subject of the district’s panel presentation at the 2014 NSBA Conference.

12

ver the past year, privacy has

Hardin, retired executive director

can’t submit their assignments, which

moved to a top tier concern

technology, Rowan-Salisbury School

is often the goal.

of parents and policymakers. Lead

System, N.C.; and Keith Krueger,

But it is not only about prevent-

stories on national security surveil-

CEO, Consortium of School Net-

ing hacking attempts. Keith Krueger

lance and Target credit card breach-

working.

said that one thing seems increas-

O

es have heightened those concerns.

A global perspective on the num-

ingly clear: education leaders must

In education, concerns around pri-

ber of cyber-attacks taking place all

be ready to answer why they col-

vacy became the demise for the now

over the world and in school districts

lect data as well.

defunct InBloom effort, and priva-

was given. For example, Denial of Ser-

While much of the current dis-

cy concerns are increasingly being

vice attacks, which take down infor-

cussion is about compliance with fed-

raised by voices on the political right

mation networks allowing a hacker

eral laws such as FERPA (Family

and left.

access to an institution’s information

Education Rights and Privacy Act)

As school districts become more

systems, are up a staggering 240 per-

and COPPA (Children’s Online Pri-

reliant on technology to deliver cur-

cent this year. At District 214, there

vacy Protection Act), most agree that

riculum and manage the day-to-day

are 6,500 of these attacks each day

mere compliance is the minimum

operations of the district, informa-

and on average 44,000 per week, and

effort required by school systems. It

tion technology planning and bud-

this is only one type of attack taking

is difficult at best to apply laws that

gets must reflect the need to secure

place regularly.

were written decades ago when no

digital assets in order to protect the

In certain cases, even students

one could have foreseen the profound

privacy of students, staff and parents.

have compromised the digital secu-

technological advances we are expe-

Additionally, with increased media

rity of schools. In the Rowan-Salis-

riencing with mobile devices, cloud

coverage of businesses, government

bury School System, students paid

computing and data-rich apps. Cou-

agencies and educational institutions

an Internet-based company to attack

pled with the growing realization of

having personal information com-

the district’s information network,

the value of data for both educational

promised, there is more community

which resulted in intermittent access

and commercial purposes, school

awareness of the potential threat fac-

to all information systems for more

leaders are finding it difficult to nav-

ing school districts.

than a month until the students were

igate.

In April, our district presented

caught. Widely available, unscrupu-

Bill Dussling provided some con-

a panel at the National School Boards

lous Internet companies charge a

text from a board member’s per-

Association conference in New Orleans,

small fee to attack a school district’s

spective. Certainly, school board

entitled, “Questions Board Members

information network, including stu-

members always focus on the safety

Should Ask to Avoid Being the Next

dent information, finance or learn-

and security of students and staff.

‘Hacked’ Headline. Joining me was

ing management systems. This stops

Today, that must expand beyond stu-

Bill Dussling, board president; Phil

business operations and students

dents’ physical and emotional safe-

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

ty to the safety and security of their personal and private information. In addition, we are concerned about hacking that may compromise any district information or cause our dis-

Welcome New Superintendents!

And congratulations on your new position.

tricts to lose the ability to function in support of our education mission.

He suggests school board members ask the following questions: • What is the volume of hacking attempts made toward our district?

• What types of anti-hacking devices and software do we have to protect our district’s technology?

• Is our anti-hacking program only defensive or do we have proactive measures that seek and identify future hacking possibilities?

• Do we have a staff that is trained to operate and administer an effective anti-hacking program?

As you settle in, many questions may arise, including the following: +RZ DUH ERDUG SROLFLHV EHLQJ LPSOHPHQWHG" $UH DGPLQLVWUDWLYH SURFHGXUHV XS WR GDWH" $UH WKH DGPLQLVWUDWLYH SURFHGXUHV LQ DOLJQPHQW ZLWK ERDUG SROLF\"

• What are the emergency procedures our district has in case there is a successful hack that occurs?

• Does the administration and board receive periodic briefings from our technology department regarding technology safety and security?

Our panel suggested that others should seek additional information on these topics. Two that stand out are the Consortium for School Networking: Protecting Privacy in Connected Learning Toolkit. The free toolkit can be downloaded at www.cosn.org/privacy. We also suggest that district officials visit the Council of School Attorneys: Data in the Cloud Guide. It seeks to raise awareness of student data privacy

You will be happy to know that IASB Policy Services offers a process that is designed to help district administrators

provide the procedures necessary to assure implementation of and alignment with board policy.

An IASB Policy Consultant will provide a draft administrative procedures manual based upon sample procedures and exhibits as found in the IASB Policy Reference Manual, and customized according to the requirements of the district’s policy manual.

The Consultant will then work with the administrative team to customize the draft manual to align with current district practice. This task can be accomplished in no more than TWO MEETINGS. For more information, visit www.iasb.com/policy or call 217/528/9688, ext. 1125 or 630/629-3776, ext. 1214

concerns, and provides a framework for comprehensive student data privacy approaches. The guide is available at: http://nsba.org/sites/default/ files/reports/DataInTheCloud_Guide_

Policy Services

NSBA_COSA.pdf

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

13

2014 NSBA CONFERENCE

Positive Behavior Interventions and Supports

By Justin Warnke

Justin Warnke is associate principal at Jefferson Junior High School, located in the Woodridge SD 68. The basis for this article was the subject of a panel presentation at the 2014 NSBA Conference.

14

T

he intention of this presen-

tem allows for data-based decision

PBIS system and the work that Jef-

tation was to share how the

making by aligning curricular instruc-

ferson students and staff have done

Positive Behavior Interventions and

tion and behavioral supports to stu-

to make the program a success.

Supports (PBIS) System has been a

dent and staff needs. More information

The highs and lows of imple-

tremendous success in our school to

on the PBIS system can be found

mentation, creative celebrations,

achieve its goals. The mission state-

on their website, http://www.pbisilli-

and interventions were shared

ment of the school is to become a 21st

nois.org/getting-started/what-is-

throughout the presentation. Disci-

century data driven school and meet

pbis.

plinary and attendance data were

the needs of all students. This pro-

The panel audience of roughly

also shared with the audience to

gram has assisted in reducing stu-

100 school board members, educa-

emphasize the effectiveness of sys-

dent discipline and increasing student

tors and educational leaders heard

tem over the three years of imple-

attendance.

personal stories of working with hard

mentation at Jefferson.

According to the Illinois PBIS

to reach students and staff members

I walked the audience through

network, Positive Behavior Inter-

with varying levels of commitment

the implementation process of all

ventions and Supports is a proactive

to the program. Demonstrations, video

three tiers of the PBIS System: Tier

systems approach to establishing the

clips of Jefferson students and staff

1-Universal interventions, Tier 2-Sec-

behavioral supports and social cul-

and primary implementation docu-

ondary interventions and Tier 3-Ter-

ture and needed for all students in

ments were shared throughout the

tiary interventions. I shared not only

a school to achieve social, emotion-

presentation to help participants

the steps that were taken, but also

al, and academic success. The sys-

develop a better understanding of the

successes and struggles.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

In addition, the process for track-

ing and after the presentation was

and Jefferson’s reduction in discipli-

ing student discipline via the School

truly amazing. Hearing what other

nary incidents was reassuring and

Wide Information System (SWIS) was

districts across the nation are doing

reinforced to me that all the hard

shared and included how data is used

in regards to improving student behav-

work is worth it. I also appreciate the

to make strategic decisions to improve

ior and sharing successes and strug-

opportunity to network with edu-

student behavior. As defined by the

gles built a bond between members

cators beyond the conference. Shar-

PBISApps website, SWIS allows school

in attendance at the presentation.

ing success stories and problem solving

staff to enter discipline referrals online

Receiving positive feedback from

with other districts about unique sit-

and then summarizes the data into

audience members currently involved

uations that have arisen in their build-

a report to provide information about

in education about the presentation

ings has been very rewarding.

individual students, groups of students, or the entire student body over a designated time period Additional information about the SWIS sys-

A system of

tem and its functions can be found at https://www.pbisapps.org/Applications/Pages/SWIS-Suite.aspx.

Videos of explicit behavioral lessons were shared, including one

EVALUATION starts at the TOP with the

example that Jefferson developed to promote the importance of arriving to class on time and prepared

SCHOOL

(http://youtu.be/kK_ch2V0Jz0). Videos also showed positive behavior incentives, such as the Jefferson Junior

BOARD!

High PBIS store (http://youtu.be/ xEQhi1wW3Io), and the execution of school-wide celebrations.

The presentation was concluded by communicating our school’s students into behavioral interven-

How do you score?

tions, monitoring and responding to

___

Annual board self-evaluation

student needs and exiting students

___

Clear mission, vision and goals

from behavioral interventions.

___

Solid community connection

___

Productive meetings

___

Strong board-superintendent relationship

process for identifying and entering

Having the opportunity to present at the National School Board Association Conference was a powerful experience. Though it was a fair

___ 100% Does your score add up?

amount of work proposing and preparing the presentation, it was an honor to be accepted to share our success with the PBIS System and to spotlight Woodridge School District 68.

Contact your IASB field services director today!

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

The opportunity to have conversa-

Field Services

tions with the audience before, dur-

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

15

2014 NSBA CONFERENCE

One-two punch defends, promotes local control

By Ben Schwarm

Ben Schwarm is deputy executive director and head of governmental relations for IASB. The basis for this article was the subject of two panel presentations at the 2014 NSBA Conference.

16

I

f you pay any attention at all to

in other states.

education legislation and how these

trending education issues or edu-

A few years ago David Little,

could be challenges to the local school

cation legislation in our State, you

director of legislative affairs for the

board. The second session – “Saving

will have noticed a plethora of “edu-

New York State School Board Asso-

the Great American School Board”

cation reforms” that have been pro-

ciation (NYSSBA), approached a few

– was devoted to audience partici-

posed that seem to chip away at the

of us and asked if we were inter-

pation through break-out panels which

authority of the locally elected school

ested in serving on a panel at the

included brainstorming sessions on

board. Charter schools that are

annual conference of NSBA to dis-

how to combat education proposals

approved by parties other than the

cuss the challenges of school boards

that would adversely affect the local

local school board, private school

in our states. For diversity and geo-

school board and district.

vouchers, State or mayoral take-over

graphical balance, we covered the

The panels covered the histori-

of local school districts, curricular

four corners – and the middle – of

cal context of public education and

mandates, etc. seem to be ever-pre-

the USA: David Little from New York,

the local school board; examined

sent reminders that people or orga-

Leanne Winner from North Caroli-

organizations that, from a national

nizations outside of your community

na, Janice Palmer from Arizona,

level, pushed proposals down to the

are ready to “improve” your local

Marie Sullivan from Washington

state level (National Governors’ Asso-

school district.

(state), and myself.

ciation, National Conference of State

It may (or may not) comfort you

Originally titled “Local Control

Legislators, American Legislative

to know that Illinois is not the only

in an Age of Uniformity”, we pre-

Exchange Council); and other “think

state that is experiencing this phe-

sented panels at the NSBA confer-

tanks” and “reform groups” that have

nomenon. When the legislative staff

ence and at the NYSSBA annual state

education agendas such as the Stu-

from the Illinois Association of School

conference. One thing we had noticed

dents First organization, Stand for

Boards meet with their counterparts

at these panels was that the audiences

Children, and the Gates Foundation.

from other state school board asso-

were very motivated and wanted to

Throughout our discussions, pan-

ciations, the common themes are

participate, ask questions, and make

elists shared their experiences with

immediately obvious. Partly the “mis-

comments. The question and answer

education proposals in their respec-

ery loves company” effect, and part-

periods were always too brief.

tive states. The variances of how each

ly because of the important function

In preparation for the 2014 NSBA

of the proposals manifested them-

of sharing information, these meet-

annual conference, we devised a dou-

selves in each state were explored,

ings have been abundantly benefi-

ble panel that, in the first session –

highlighting the diversity in culture,

cial as we learn about issues, trends,

“Change is Good, You Go First” – cov-

politics, and educational policy from

and challenges faced by school boards

ered the national trending issues in

region to region in our country. Some

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

state’s charter school provisions, for example, allow for any organization or university to commission a charter school, whereas in Illinois

Policy Services

the local school board is the main chartering agent. Some have very liberal laws regarding private school vouchers while Illinois has been successful in defeating voucher legislation. How access to local property taxes are limited to school districts also greatly varies from state to state.

The main focus of these panel(s) was not so much a study in educational doctrine or academic achievement, but celebrating the democratic principle of the locally elected school board.

Having the members of the governing body of a public school district come from the community, with

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

a stake in that community, is the bedrock of our public school system in Illinois. The school board will hire an educational professional to administer day-to-day operations of the district. But lay leaders – voluntary and elected – truly allow the school board to reflect the standards, cultures, and interests of the community. School boards, and school board associations, must continue to fight to maintain this valued process.

Hopefully, audience members attending these panels learned that, in some sense, this basic tenet of school governance has been under a barrage of attacks at the federal and state levels. Congress, the state legislature, and outside organizations have been finding success in varying

PRESS, the IASB sample policy and procedure service – Receive 24/7 Internet access to PRESS, IASB’s sample board policy and administrative procedure service. Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time saving links embedded in the policies and procedures.

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

degrees across the country in breaching the local control of public schools.

We were very encouraged to hear from the audience that there is strong

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

resolve on the part of school board members to fight back.

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

17

FEATURE ARTICLE

A graceful exit

By James Fitzpatrick

James Fitzpatrick served as superintendent of the Fort Atkinson, Wisconsin school district for 14 years. This article first appeared in the April 2014 issue of the Wisconsin School News.

s a superintendent in the school

ership work. Before retiring, I knew

timeline included hiring a consul-

district of Fort Atkinson for 14

I wanted to return to the University

tant, establishing timelines for post-

years, it was important to me that I

of Wisconsin and secure an educa-

ing the position, screening candidates,

gracefully exited this role when I was

tional leadership appointment. Work-

selecting finalists, and ultimately hir-

ready. This meant carefully timing

ing with aspiring principals and

ing the next superintendent. From

my retirement announcement, com-

superintendents and giving back to

that point on, I excluded myself from

pleting my tasks before my final days,

the profession is something I want-

any further involvement in choosing

and establishing my post-superin-

ed to do, just as my mentors had for

my successor.

tendency plan.

me.

A

This isn’t a process that happens overnight; rather it takes time and

Informing the school board

The Fort Atkinson School Board

careful planning. In fact, if you are a

The timing of informing the school

handled their search and hiring process

superintendent who is considering

board of your decision is a key con-

extremely well. With the help of [our

retirement within the next five years,

sideration. In my case, I wanted to

state school boards association] con-

I would recommend planning your

be fair and upfront with our board.

sultants, the board president and

transition.

As you know, one of the most impor-

board members actively sought out

tant responsibilities local school

to publicly engage citizens per the

boards have is selecting a superin-

selection of the next superintendent.

tendent.

Five full months was just the right

Making the decision Upon reaching the age of 60, I

18

The search

still felt energetic enough to contin-

I announced my retirement plans

amount of time per the due diligence

ue as superintendent. However, I also

in October. We were well into the first

needed in selecting the right candi-

knew I was fooling myself to think I

quarter of the school year, and had a

date.

could continue the demanding sched-

good start on our plans and initia-

In my experience, the longer a

ule and workload of a superintendent.

tives. In Fort Atkinson, this gave the

search goes on, the more susceptible

I have known superintendents and

board enough time to select my suc-

it is for misinformation to spread and

principals, who stayed too long, only

cessor by March, which allowed for

candidates ultimately feeling vul-

to be remembered more for mistakes

a smooth and successful transition

nerable per their job security with

or poor decisions they made in their

period. (The timing of when you

their current school districts. A board

final year, than for the stellar lead-

announce your retirement is impor-

must be focused and sensitive in their

ership that should have defined their

tant — see sidebar for more infor-

search and hiring process. Again,

legacy.

mation.)

as the retiring superintendent, I

At the same time, retiring does-

I did offer the school board a time-

believed the best role was to be total-

n’t mean you have to completely

line for the new superintendent search

ly removed from the process. Even if

remove yourself from school lead-

that I thought might be helpful. The

you have a great relationship with

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

your school board and are request-

Some retiring superintendents, who

transition changes, would not have

ed to participate in the superinten-

are exhausted, and counting the

to worry about completing these

dent search, it is very important to

days, openly admit they are side-

tasks.

remain separate from this process.

stepping some of the big issues and

Furthermore, I wanted to make

Let the board do its work.

leaving them for the incoming super-

sure the annual meeting was set, the

intendent. It was very important to

budget was balanced, the proposed

Resisting lame duck label

me that all labor agreements were

property tax levy was favorable to

and getting closure

resolved and the next strategic plan

taxpayers, and teaching positions

The thought of leaving any tasks

was approved and adopted. The new

sorely needed for programs and keep-

undone before I retired haunted me.

superintendent, amidst all other

ing class sizes reasonable were

Leadership Transition Steps to take to welcome and set-

let the board know,” Birchbauer says.

superintendent to meet and discuss

up new superintendents for success:

In some situations, a superin-

the job. Again, this may not always

Whether a district’s superinten-

tendent will let the board know their

be an option, but if it is, it can help

dent is retiring or leaving for anoth-

plans of leaving one year in advance.

orient the new superintendent and

er opportunity, there is much work

However, most districts are given

give him or her valuable information

that school district leadership can do

much less time than that.

about the job. In some instances, a

to ensure a smooth transition from one superintendent to the next.

Leadership transition will look

district may be able to have a win-

slightly different from district to dis-

dow of overlap between the incom-

As school leaders know, strong

trict, but overall, once a new super-

ing superintendent and the outgoing

leadership is critical for a district’s

intendent is hired, there are several

superintendent to help ease the tran-

success. Selecting a superinten-

steps any district should take to tran-

sition. However, this may not be a

dent requires thoughtful deliberation

sition the new superintendent.

viable option for districts because of

by the entire school board and ade-

One of the first steps is to

the financial aspect and also because

quate time should be given to the

announce the new superintendent.

of criticism it may draw from the

board to make its decision.

While this may seem like an obvi-

community.

Before a candidate is offered the

ous step, district leadership some-

Leadership transitions are

job, school leaders should have a plan

times overlooks or doesn’t give this

designed to serve the school com-

of action to address leadership tran-

step the attention it needs. An

munity, the school system, and the

sition. In fact, Wisconsin Association

announcement needs to be given to

new employee. A successful leader-

of School Boards consultant Louis

all district staff and also to your com-

ship transition requires support for

Birchbauer says, “Your transition

munity and local media. A proper

new leaders and their followers along

period starts as soon as your super-

introduction of the new superin-

with a focus on trustworthy com-

intendent announces they are leav-

tendent to your community is an

munication and clear decision-mak-

ing the district.”

important step.

ing processes. No matter how your

In ideal situations, outgoing super-

After announcing the candidate,

district approaches a superintendent

intendents give their school boards

school leaders should schedule a meet-

transition, the school board needs to

adequate time for the search and tran-

ing with the new superintendent to go

support the leadership transition and

sition process.

over the district’s vision and direction.

the public should be informed of the

“The more the superintendent

If circumstances allow, it can be

trusts the board, the earlier they will

valuable for your new and outgoing

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

transition plan.

19

requests.

approved prior to my leaving. In short,

After a grueling finalist selection

I wanted to leave the district in sound

process, the principal of Fort Atkin-

However, one thing caught me

shape for my successor.

son High School, who had served in

off guard. I did not foresee how emo-

As your retirement draws near,

that role with distinction for 13 years,

tional I would feel. I wanted to be

both internal and external stake-

was selected to be the new superin-

alone the last few hours of my last

holders will ask for favors — these

tendent. Hiring internally helped

day after people left work. It really

may range from letters of recom-

make the transition process easier.

hits you that this is it as you put your

mendation, to hoping you will give

We already had a standing luncheon

keys on the table for the last time.

support to some of their special inter-

meeting every second Friday of the

Before leaving, I jotted a short hand-

ests before you leave. Similar requests

month to discuss high school issues.

written note for my successor wish-

came during my superintendent

Now these meetings, in addition to

ing him the very best. I finally left my

tenure, but be prepared for many

high school matters, included tran-

office at 9:30 pm on my last day Fri-

more as people know you are on your

sition topics and all pertinent mat-

day, June 28, 2013.

way out.

ters pertaining to his assuming the superintendency and transitioning

Transitioning with successor

to central office.

Post retirement plans I didn’t want to begin planning

In addition to updating the dis-

However, if an outside candidate

what to do after retiring from the

trict’s superintendent job descrip-

had been chosen, I would have fol-

superintendency. Rather, I wanted

tion, I compiled a list of all monthly

lowed a similar transition plan. If dis-

the next stage in my career to be

tasks. I thought back to my first year

tance would have been an issue, email

something I planned for in advance.

as superintendent and remembered

or phone conferences could have been

Advice I received from retired

worrying that I might make a major

planned. I believe a retiring or out-

superintendent friends varied from

blunder or neglect to handle an impor-

going superintendent can be a great

telling me to take a year to decom-

tant task. In creating the list of month-

asset to an incoming superintendent

press to suggestions of taking time to

ly tasks, I hoped to help the incoming

and should do whatever possible for

travel, golf, read, and take-up some

superintendent.

the school board, and the learning

hobbies. I love to read and travel so

community, in assuring a smooth

there was a lot of appeal per those

transition.

suggestions. As I write this piece, I had three months to decompress and

B E S C I A I ERV IATES S SOC f ols AS e besfot roscho

IASB Th ing Service Associates th y provide quality r products and services eve for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

20

Cleaning out your office I had plenty of time to think about

my wife and I had a wonderful vacation trip.

cleaning out my office and I waited

I also taught a politics of edu-

as long as I could. I think that it is

cation course at the University of Wis-

important to remain active in your

consin in the fall semester of the

position over the course of the final

2013-2014. I continue to enjoy oppor-

weeks — you don’t want to be in dan-

tunities to teach and train those inter-

ger of becoming a ‘lame duck.’ How-

ested in a career in educational

ever, at the same time, you want to

leadership and administration.

get out of your successor’s way. He

Retiring from the superinten-

or she is sure to have some angst in

dency is a big step and taking con-

making the transition and will prob-

trol of your exit plan is an important

ably want to get into the office as soon

part of the process. I left very grati-

as possible. In your final weeks and

fied that I would be remembered

days, including your last day, you will

fondly. To me, that is the ultimate

likely have many people stopping by

satisfaction any public servant can

wishing you well and making final

hope for!

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

Milestones

continued frm page 24

April 11, 2014. He had formerly served on the Octavia school board.

Carol Sue Hamm, 64, died April 12, 2014. She was president of the Madison CUSD 12 Board of Education at the time of her passing.

Vergil Phillip Hendrickson, 88,

Curtis Elwin McDonald, 88, died

on the Ball-Chatham school board.

April 13, 2014. He was a former mem-

He was instrumental in getting the

ber and president of the Shelbyville

original Glenwood High School built

school board.

and consolidating the Ball-Chatham

Bernie McNamara, 61, died May 12, 2014. He previously was a member of the Lexington school board.

school district.

Robert W. Sprout, 92, died April 10, 2014. He served on the Warren

died May 14, 2014. He previously

Wayne E. Meyer, 87, died May 16,

served on the Maroa-Forsyth school

2014. He served two terms on the For-

Eugene W. Taylor, 86, died May

board.

man District 124 Board of Education.

29, 2014. He served as a member and

Peggy Dean Herbert, 87, died

Arch J. “Archie” Montgomery,

past president of the board of edu-

March 17, 2014. She formerly served

84, died April 18, 2014. A former

cation for Pekin School District 108

on the Avon CUSD 176 Board of Edu-

teacher, he served for 14 years on

for nine years.

cation.

school board for Central SD 104,

Jordan Jay Hillman, 89, died April 8, 2014. He previously served on the school board in Evanston.

O’Fallon.

school board for eight years.

Robert John “Jack” Towers, 83, died April 6, 2014. He formerly served

Ralph Ernest “Ernie” Painter Jr., 85, died April 25, 2014. He previously

as board president at Butler SD 53, Oak Brook.

Loren G. Hodel, 88, died April

served on the LaHarpe school board.

Paul Turney, 93, died May 16,

22, 2014. He formerly served two

George H. “Nib” Roberts, 90, died

2014. He was a former member of the

terms on the Eureka CUSD 140 Board

May 17, 2014. He served two terms

Chadwick school board.

of Education.

Richard J. Hogan, 86, died May 11, 2014. He retired in 1992 as superintendent of schools in Lisle.

Eugene F. Holmes, 93, died April

Field Services

1, 2014. He was a former member of the Rochester school board.

John G. B. Howland, 71, died March 17, 2014. He was actively involved in Glenview for over 40 years,

The Superintendent Evaluation Process

including serving as a member of the Northfield THSD 225 school board.

Harvey Klingelhoefer, Jr., 85, died April 22, 2014. He was retired from farming and a retired Mascoutah SD 19 school bus driver after 40 years of service. He was a former member of the Mascoutah school board.

Wise boards know that they have a responsibility to evaluate their superintendent to: s Demonstrate accountability, s Strengthen the board-superintendent relationship, s Provide the superintendent with professional development opportunities, and s Make contractual and compensation decisions.

Superintendent evaluation is a process, not a one-time event. Where are you in the process? Contact your field services director today to schedule an in-district workshop with your board-superintendent team!

Lombard: (630) 629-3776

Springfield: (217) 528-9688

Chad Langheim, 38, died May 2, 2014. Langheim was the current prin-

FREE DOWNLOAD!

ndent The Superinte ess Evaluation Proc

For more information, download “The Superintendent Evaluation Process” at www.iasb.com/training/freepubs.cfm.

cipal of Lincolnwood Junior/Senior High School in Raymond and cosuperintendent of Panhandle CUSD

All rights of School Boards. right to the Illinois Association school districts Copyright © 2014, to grants to its member in any quantity necessary reserved. IASB of this publication contents of this reproduce copies and evaluation process. No any distribution or develop a planning reproduced for commercial be publication may purpose. other commercial

1 All rights reserved. of School Boards.

Illinois Association © Copyright 2014

2, Raymond.

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

21

A Directory of your

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

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

Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: www.fgm-inc.com GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com

Appraisal Services INDUSTRIAL APPRAISAL COMPANY — Insurance appraisals, property control reports. Oakwood Terrace - 630/827-0280

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; email: smchassee@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities.

Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; email: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/787-1199; 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

22

HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dhealy@healybender. com HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/3180072 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design & Technology. Rockford 815/484-0739, St. Charles - 630/444-2112; website: www.larsondarby.com; email: snelson@larsondarby. com MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service.

Springfield - 217/789-9515 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 - 312/7550770 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

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 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 - 309/266-9768; website: www.

COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; website: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities.

Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845 POETTKER CONSTRUCTION — Construction management, design/build 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 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; email: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

Computer Software SOFTWARE TECHNOLOGY, INC. — Administrative Software. Tremont - 888/776-3897; website: www.stik12.com; email: sales@sti-k12.com

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 CHEVRON ENERGY SOLUTIONS COMPANY — Specializing in eliminating risks and burdens of facilities modernization by providing turnkey guaranteed long term solutions without the need for a tax increase or voted referendum. Oakbrook - 312/4987792; email: sharon@chevron.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 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

Community engagement continued frm page 8 expectations of their school board,

to fewer rumors, a better understand-

are thinking differently about com-

while the school board also needs

ing of all sides’ opinions, and renewed

munity engagement as a result of

input and information from the com-

trust were all mentioned as the train-

the workshop. In particular, they

munity.

ing came to a close.

understood the importance of the dia-

Sometimes, boards of education

Rob Rodewald said of the work-

logue-versus- debate approach, the

have to give up a little more control,

shop, “It was very helpful. We have

necessity to hear from the commu-

but with the prospect of receiving an

wrestled for a long time with com-

nity as well as speak to them, and the

engaged, trusting and motivated com-

munity involvement and how to roll

citizen-owner focus of effective com-

munity as the end result. In the long

it out for our district. Myself and one

munity engagement,” concluded Peifer.

term, this means having an inspired

of my colleagues who was here as well

Further community engagement

group of local residents and allies who

have already been talking about what

training opportunities will be avail-

will support the district ends, even if

we can do to begin to use this train-

able for Illinois board members in

those individuals may challenge some

ing in our district.”

the coming months. Members attend-

Evaluations of the workshop

ing the 2014 Joint Annual Confer-

showed that the training experience

ence will have the opportunity to

Those who attended the workshop

was a valuable tool for board members

attend several panel sessions focused

were quick to point out numerous poten-

and that they were returning to their

on community engagement. A pre-

tial benefits from engaging the com-

districts with a new perspective on

conference workshop is also avail-

munity. From improved transparency,

community engagement, Peifer said.

able for registration at the Conference

accountability, and public involvement,

“Participants indicated that they

of the actions that were necessary to get there.

website, www.iasb.com/jac14/.

GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050

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

HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security.

St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; email: janet.rivera@honeywell.com

FIRST MIDSTATE, INC. — Bond issue consultants.

Bloomington - 309/829-3311; email: paul@first midstate.com

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

GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenz cpa.com

OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene consulting specializing in indoor air quality, asbestos, lead paint, radon, microbiological evaluations and ergonomics. Chatham - 217/483-9296 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstenschmidt@ radonresults.com SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

Financial Services

HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; email: rbergland@hsemuni.com; rcoyne @hsemuni.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. Monitcello 217/762-4578 MATHIESON, MOYSKI, CELER & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago 312/281-2014

ROBERT W. BAIRD & CO., INC. — Financial consulting; debt issuance; referendum assistance. St. Charles - 630/584-4994; website: www. rwbaird.com; email: whepworth@rwbaird.com; garndt@rwbaird.com

BMO CAPITAL MARKETS/GKST, Inc. — Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; email: jamie.rachlin@bmo.com

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

J U LY- A U G U S T 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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23

MILESTONES

Milestones Achievements Tom Neeley, a

president of the

committees” that focus on the future

member of the

American Associ-

of education that will empower teach-

IASB Board of

ation of School

ers to try new things, he said.

Directors, recent-

Administrators

ly received an

(AASA). Schuler,

dent of Libertyville

award from the

the superintendent

SD 70, was honored

Central Illinois Valley Region of the

of northwest suburban Township High

recently with the

Illinois Association of School Admin-

School District 214, Arlington Heights

Richard Scofield

istrators (IASA). Neeley was honored

— one of the largest school districts

Recognition Award

with the Presidential Citation Award,

in the state — will serve as president-

by the Illinois After-

given to a non-educator for distin-

elect of AASA for the year 2014-15.

school Network [IAN]. Schumach-

guished service and contributions to

In 2015 he will be taking over as pres-

er is reportedly the first superintendent

public schools. The superintendent

ident of the national group with 10,000

and only school administrator to be

of his school district, Lindsey A. Hall,

members. “One of the reasons I was

honored with the award. The exem-

superintendent of Morton CUSD 709,

even able to run was because of the

plary service and leadership honor

acknowledged Neeley’s receipt of the

work of the incredible staff,” Schuler

is presented to a “person who has not

award at the May 7 board meeting.

said. “From the nanotechnology

only made a positive contribution to

Neeley also was recognized at the

lab to some of the flipped classrooms

the field of after school in Illinois, but

monthly CIV meeting of IASA on May

to the business incubator labs ... we

who exhibits career proficiency and

15 at Weaver Ridge. “It’s a nice hon-

have great stories to share because

personal excellence, serving as a mod-

or for all of Tom’s years in serving the

of the wonderful staff we have.” One

el for all after school professionals.”

Morton schools, as well as IASB,” said

of his key initiatives with AASA will

The award was presented at a May 3

Superintendent Hall.

be to encourage “collaborative inno-

ceremony in Springfield.

David Schuler has been elected

Guy Schumacher, superinten-

vation,” such as creating “innovation

In memoriam Robert Bergman, 85, died April 13, 2014. He previously served on the Mason City school board.

24

trustee for Brown County schools.

Max E. Castner, 96, died May

ber and past president of the Freeburg District 70 school board.

7, 2014. He was previously a mem-

Robert E. Gillenwater, 85, died

Jeffrey Boyd, 63, died April 10,

ber of the board of education of Prince-

April 14, 2014. He formerly served

2014. He formerly served as a mem-

ton High School and served as board

on the Beardstown CUSD 15 Board

ber of the Sesser school board.

president for several years.

of Education.

Daniel J. Buckley, 97, died April

Richard Leroy Ellison, 87, died

Bernard Joseph Grosse, 85, died

13, 2014. He was a past school board

April 12, 2014. He was a former mem-

continued on page 21

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 4

ASK THE STAFF

Election changes

by Anna Lovern

Q

uestion: Numerous changes

process of running for the board.

were made to the Election

As before, providing this service is

Code and sections of the School Code

a district decision.

Campaign Financing Act. • The election authority now conducts any necessary lotteries for simultaneous filers.

last year. How do these changes affect

• Posting a notice of when and where

the duties that have traditionally been

to file petitions also was not a legal

• The election authority now receives

performed by the district secretary

requirement, but most districts did

and files objections to nominating

or superintendent’s administrative

post the information. If districts

petitions. Objections are now heard

assistant?

choose to continue the practice,

by the county officers electoral

Answer: The Election Code has

the time and place for filing must

board. School board members no

long named the elected school board

reflect the office hours and loca-

longer have any duties in regard to

secretary, or a representative des-

tion of the election authority (coun-

ignated by the board, as the “local

ty clerk or county board of election

election official” for school board

commissioners).

objections.

• Withdrawal of candidacy forms are now filed with the election authority.

elections. In most districts, it is the

• Whether the district secretary will

district secretary or superintendent’s

provide information to those inter-

• The district secretary no longer

administrative assistant who per-

ested in running for the board or

certifies candidates to the election

forms all duties, serving as the des-

not is another district option. Dis-

authority.

ignated local election official for the

tricts may wish to instruct the sec-

To be clear, the only duties that

district.

retary to direct questions to the

remain the responsibility of the school

In 2013, almost all election

election authority or refer individ-

board secretary involve referenda,

duties changed. While the school

uals to the State Board of Elections

whether generated by a school board

website.

resolution or by a voter petition. The

board secretary is still the “local election official,” virtually all of the

• District secretaries will no longer

secretary certifies these items to the

duties previously assigned to that

receive and file nominating peti-

election authority and receives any

position are now assigned to the

tions. This is now the duty of the

objections. Objections are forward-

“election authority,” i.e., the coun-

election authority. It is possible

ed to the county officers electoral

ty clerk or county board of election

that candidates, especially incum-

board.

commissioners (if one has been

bent board members, may ask the

In the past IASB has provided

established).

secretary to review their materi-

regional workshops for district sec-

als, and perhaps to notarize signa-

retaries outlining the various elec-

changes:

tures. The district should decide

tion duties. These workshops will

• Providing nominating packets was

how much, if any, involvement the

not be offered this year; however,

never a legal requirement, but most

secretary should have in the process.

IASB is offering a number of ways to

districts did provide them as a com-

• The election authority now pro-

learn about the new requirements.

munity service and to facilitate the

vides the notice required by the

continued on page 4

Following is an outline of the

The question for this issue is answered by Anna Lovern, IASB director of policy services

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

www.iasb.com

INDISPENSABLE

SCHOOL LAW REFERENCES for today’s school leaders

CD-ROM: Your “all-in-one� legal reference!

ORDER YOUR BOOKS TODAY! visit the IASB Online Bookstore

www.iasb.com/shop for quick and easy purchasing, or contact IASB Publications: 217/528-9688, ext. 1108.