The Illinois School Board Journal

NOVEMBER/DECEMBER 2012

Vol. 80, No. 6

Safe deliveries like clockwork

READING • WRITING • ARITHMETIC • BEANS • BALLS • BUSES

ed from school bus crashes in 2009

tion. Teaching children to use the

and three fatalities in 2010. None

belts, even though most use seat belts

of them, however, were school-age

in the family car, and getting unhooked

ith this issue of The Journal,

(5 to 19) bus passengers or bus dri-

and out of the bus quickly in an emer-

we wrap up our year-long look

vers.

gency would also be a drawback.

W

at the “three Rs and three Bs” of school

These statistics would seem to

The issue of seat belts on buses

board work. We have had the chance

support that transportation to school

resurfaces regularly, but crash infor-

to profile wonderful things that indi-

by a big yellow bus is safer than the

mation gathered in Illinois would not

vidual districts are doing.

family car. Passenger car accidents,

seem to support the need versus the

Peoria SD 150, Springfield SD

according to the 2009 and 2010 crash

cost.

186, the Illinois Math and Science

statistics, account for 78 percent of

Academy in Aurora, School District

all vehicle accidents.

*** And now, let’s end with a little

Even though school buses are

bus humor from http://www.ithap-

and Dixon Unit SD 170 graciously

safe, some people question why seat

pened-inschool.com/bushumor.html:

allowed us to feature them in previ-

belts are not required. Wouldn’t that

U-46 in Elgin, Minooka CHSD 111

ous issues. This issue features three

make them even safer?

“It was the first day of school, after summer vacations, and time for

of the largest land mass districts in

Maybe … maybe not. Studies

me to pick up the children in my

Illinois: Jasper County CUSD 1,

usually are inconclusive, even though

school bus and take them home again.

Olympia CUSD 16 and McLean Coun-

federal law requires buses under

After I had made the complete run

ty Unit District 5. We are grateful to

10,000 pounds (small six- to 12-seat

that afternoon, one little boy remained

all of them for sharing their infor-

buses) to have seat belts or similar

on the bus.

mation.

restraints.

“Thinking he had simply missed

The “bus” cover story, which

A 2010 MSNBC report stated that

his stop, I started driving slowly back

begins on page 18, focuses on how

for the rest of the 80 percent of stan-

through the neighborhood and asked

districts are stretching transporta-

dard yellow school buses used in the

him to be sure to let me know if any

tion dollars while not compromising

United States, students are riding in

of the houses or people looked famil-

service and safety. Those two issues

a much heavier, higher vehicle, mak-

iar. The boy sat in his seat content-

are uppermost in board members’

ing them safer during a collision.

edly and shook his head whenever

minds, as attested to by those con-

Just six states currently have seat

tacted in the three districts. But just

belt requirements for school buses:

how safe is school bus transporta-

California, Florida, Louisiana, New

tion?

Jersey, New York and Texas.

I asked him if he recognized a person or place.

“After the second unsuccessful tour of the area, I started back to the

The state Department of Trans-

Opponents of seat belt require-

school to ask for his address. When

portation’s 2010 Illinois Crash Facts

ments on school buses cite increased

we arrived, the child got off the bus

and Statistics show 1,510 school bus

cost, estimated between $8,000 and

and started walking away.

crashes, or one-half of 1 percent of

$15,000 per bus, and the fact that

“‘Wait!’ I called. ‘We have to go

the total crashes for the year in Illi-

three-point shoulder-lap restraints

inside and find out where you live.’

nois, the same percentage as in 2009.

would take up space so two, not three,

“‘I live right there,’ he said, point-

Injury crashes in 2010 were 295

students could sit in a row. It’s that

ing to a house across the street. ‘I just

compared to 281 in 2009, but they

compartmentalization — tighter spac-

always wanted to ride in a school

were still below the 341 injury crash-

ing and thicker foam on seats — that

bus.’”

es in 2008. Just two fatalities result-

actually helps give students protec-

TABLE OF CONTENTS

COVER STORY 18 | Safe deliveries like clockwork Safe deliveries like clockwork

Getting students to school safely, economically and on time is the number one goal for three of the largest land mass districts in Illinois.

Linda Dawson

20 | Sidebar: Bus driver qualifications 21 | Sidebar: Getting to the game 22 | Sidebar: Why have costs risen?

FEATURE STORIES 8 | Locked out …

Strategies for complying with the Facebook Password Law A new law will have important effects for employers like public school districts.

Jackie Wernz

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

2 0 1 2

Vol. 80, No. 6

12 | Academic game changer …

Eating the elephant known as Common Core Standards A look at implementation costs, curricular impact, potential headaches and monitoring suggestions.

Rene Noppe, Carol Webb, Stuart Yager and Donna McCaw

16 | Programs seek to connect students, families to Internet Closing the digital divide is important for education goals.

Linda Dawson

24 | Yellow buses may become Illinois endangered species Cuts in state funding for transportation portend an ominous future for public schools.

Brent Clark

26 | Finding ‘north’ from a seat in a school bus A board member’s ride on a school bus gives perspective on what’s important.

Mark A. Clark

29 | Maximizing safety on non-district buses Schools are accountable when selecting services of outside motor carriers.

Patrick Labriola

31 | Preserving the public in public schools An excerpt from their book offers reasons for the importance of this mission.

Phil Boyle and Del Burns

36 | Viability of rural, small schools can be defended Bigger is not always better, according to research on school size.

Greg Reynolds and Vicki Van Tuyle

39 | Illinois Basic Skills Test narrows teacher pipeline Changes to a prescreening exam seem to exacerbate racial disparities in scores.

Matt Hlinak

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

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 Linda Dawson, Editor Gary Adkins, Contributing Editor Diane M. Cape, Design and Production Manager Dana Heckrodt, Advertising Manager

TOPICS FOR UPCOMING ISSUES January/February March/April

School design Dual credit growth

Cover by Corbin Design, Petersburg

BOILER ROOM

Gus sings along to transportation blues by “Gus”

Gus, the custodian at Eastside

obert Robertson (“Bob Bob”)

year. He said the new job was drivin’

subdivision, Sunny Meadows, we only

used to be our district’s trans-

him insane and he wanted his old job

have one-lane streets. This helps pre-

back.

serve the rustic, colonial look of our

R

portation director. Last year, Bob

Grammar, is the

resigned and took a similar posi-

Recently, Wilbur and I talked

beautiful neighborhood. Every block

creation of

tion with a neighboring school dis-

about his problems over a fried chick-

or so, there’s a black-topped area on

Richard W.

trict. No surprise … they paid him

en dinner at Bessie’s Hen Hut. Wilbur

the shoulder of the road, so that a car

Smelter, a retired

10 grand more a year!

said that, since day one of his new

can pull over to allow an oncoming

post, the complaint letters were more

vehicle to pass. Last week, one of

numerous than flies at a garbage dump.

YOUR buses came nose-to-nose with

He even showed me some of them.

a delivery van and neither driver

school principal,

Our board decided to promote

now a Chicago-

one of our veteran bus drivers, Wilbur

based college

Forest, to the director’s post. Wilbur’s

instructor and

been a driver for our district for more

author.

than 15 years.

Wilbur was elated, not only with the raise in pay, but also because he’d finally get to “call the shots,” as he put it. He even went out and bought some new ties and dress shirts, so he would look more like someone in authority.

(Wearin’ a tie indicates you’re in management. People give you more respect if you’re wearin’ a tie. Just last week, Mr. Keck got soup stains all over his tie at lunch and decided to take it off. Nobody paid any attention to him for the entire afternoon!)

Well, we were all surprised when Wilbur walked into the superintendent’s office and resigned his new position, after holdin’ it for only one

2

“Dear Mr. Forest, my son is hav-

would back up to the last passing area!

ing trouble with the school bullies.

They just sat there, scowling at each

Last week, he ran into Tommy Peters,

other! I can’t speak for the delivery

the worst-behaved delinquent at

van driver, but I’d expect our bus dri-

school, at his assigned bus stop at

vers to be more COOPERATIVE!”

Fifth and Waterberry. Tommy punched

Wow. This is a scene from an Old

my boy in the nose! So, the next day,

West movie … two gunfighters facin’

my son walked down to the stop at

off in a dusty street in Dodge City.

Fifth and Thompson, and you know

If you move again, lady, try a neigh-

what happened? There was Carl Jef-

borhood more designed for safety and

fries, the SECOND worst-behaved

convenience than for colonial charm.

kid at Eastside! My son got punched

“Forest, you DUNDERHEAD! As

in the nose again! Why can’t you

you should be aware, we live on a

assign all of the school’s bullies who

small farm set well back from Ben-

live on Fifth Street to the same bus

nett Road. Our driveway is around

stop? Bunch ’em up! See how they

an eighth of a mile long. On rainy

like getting punched in the nose for

days, my daughter gets soaking wet

a change!”

walking down to the bus stop on Ben-

Not a half bad idea, if you ask me.

nett. She’s going to get pneumonia

“Mr. Forest, as you know, in our

any time now! I blame you and the

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

school district and will forward all of

estimated value was somewhere

her medical bills! Why can’t your bus

between $4,000 and $5,000! The ice

come up our driveway and pick up

ball was thrown from YOUR SIDE OF

our daughter up at our front porch?”

THE ROAD!

I know Bennett Road. There are

“We will forget the cost of the

about 16 small farms on it, all with

window repair IF your school district

kids who attend Eastside. If our trans-

reimburses us for the broken vase.

portation department honored his

We feel this is more than reasonable.

request, it would have to do the same

In addition, the obvious solution to

for the other 15 families as well. Cou-

this ongoing problem is for your dis-

pled with a similar situation on Rur-

trict to hire security guards to patrol

al Route 9, the bus route would have

Stuart Road during the winter

to begin at around 4 a.m.

months.”

“Mr. Forest, I note with great dis-

Like it or not, the school district

tress that many of our school buses

has enough to do keepin’ the imme-

are more than 10 years old. How safe

diate area around their property safe.

can any vehicle be that’s this old?

As for this particular complaint? Hire

Huh? Go out and buy some new bus-

a Pinkerton detective to stand in front

es this weekend!”

of your front window, equipped with

Yes, 10 years is pretty old for a school bus, or any vehicle for that

a catcher’s mitt to catch incomin’ ice balls!

matter. Obviously, however, the author

Anyway, the board agreed to

of this letter doesn’t understand the

accept Wilbur’s resignation and to

school board’s role. Adequate funds

hire him instead as a part-time

… board approval … the letting of

mechanic. In no time, Wilbur returned

bids … etc. Believe me, Wilbur wish-

to his former, calmer self. The board

es he’d had this kind of authority.

went on to hire an experienced trans-

“Mr. Forest, now that you’re in charge, maybe you could correct a

portation director for the current school year.

long-standing problem. As you know, Stuart Road is the district’s east bound-

Mr. Keck’s take on this sums it up:

ary line. Your children gather at bus

“You know, Gus, being in charge

stops on the east side of Stuart, while

of safely transporting children to and

our children from Jasper Junction

from school is a great responsibility.

wait for our district’s school buses on

It takes an individual who can keep

the west side of Stuart.

his or her cool and who can sort out

“Every winter, there are MAS-

the more common-sense complaints

SIVE snowball fights between the two

from the ridiculous. You should see

groups, generally started by YOUR

some of the letters I get!”

kids! Last year, an ice ball broke our

He showed my some once, with

front window and knocked over a

the parents’ names blotted out. I don’t

16th century Chinese vase on the

think I could take readin’ another

coffee table, destroying it! The vase’s

batch!

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

President Carolyne Brooks

Immediate Past President Joseph Alesandrini

Vice President Karen Fisher

BOARD OF DIRECTORS Abe Lincoln Roger Edgecombe

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern John Coers

Cook South Tom Cunningham

Starved Rock Simon Kampwerth Jr.

Cook West Joanne Zendol

Three Rivers / Treasurer 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 Steve Larson

Kishwaukee Mary Stith

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

3

PRACTICAL PR

Details on curriculum can help explain tax bills

by Jim Szczepaniak

Jim Szczepaniak is community

s soon as the first property tax

dent, our constituents want to know

and staff, the board adopted a five-

phone call came into the office

if they are getting good value for their

year plan with five key strategies:

tax dollars.

• Advance and integrate Science,

A

on July 3, I knew there would be many

relations director

more calls to follow after tax bills

One of the main challenges pub-

Technology, Engineering and Math-

for Niles Town-

arrived in Niles Township. The ques-

lic schools face in today’s economy

ematics (STEM) and literacy across

ship High School

tions and comments from home-

is how to best communicate how

District 219,

owners were variations of the same

schools use taxpayer dollars to edu-

• Guarantee a rigorous curriculum

Skokie, and a

concerns:

cate children and prepare them for

to prepare students for college,

member of the

• Why does my tax bill keep going

a successful life.

including a common final exam for

Illinois chapter of NSPRA.

up even though the value of my

At District 219, we use a num-

• Offer anywhere/anytime learning,

we are doing with their tax dollars

in part by providing a netbook to

the high schools when my kids

(and why):

every incoming freshman.

graduated 20 years ago?

• Provide context about the key strate-

• Provide 21st century buildings with

gies to make students college- and

a capital plan that provides for

career-ready.

future needs and ensures equity

• Why do I have to pay so much when I don’t have any kids?

• What are you spending all this money on?

Given the complexity of the property tax system in Illinois, the sheer

• Provide an opportunity for parents,

across buildings.

students and community members

• Establish powerful partnerships

to have meaningful input on cur-

with parents, local businesses and

riculum and programs.

organizations, and community

number of local taxing bodies, and

• Promote a common understand-

the intricacies of school funding for-

ing about how we teach and learn

These five strategies drive bud-

mulas, no simple answers exist. Yet,

— and changes being made to bet-

get decisions and school improve-

homeowners and business owners

ter educate students.

ment plans. Administrator evaluations

enues (78 percent of Niles THSD 219’s

members.

and curriculum directors’ goals are

who pay the lion’s share of our rev-

4

each course.

ber of ways to inform the public what

home is going down?

• Why do I have to pay so much to

Columns are submitted by members of

the curriculum.

Context for key strategies

tied to measurable progress in meet-

revenues in 2011) deserve substan-

District 219 serves about 5,000

ing these strategies. Principals engage

tive answers. And, in a district that

students from four municipalities at

teachers and staff in discussion about

has a high operating expense per stu-

three high schools. The board of edu-

progress in the five areas during month-

cation’s goal is to increase the aca-

ly building meetings and keep par-

demic achievement of every one of

ents informed through monthly

those students.

meetings with advisory councils.

Four years ago, in order to pro-

We inform the wider commu-

vide clear direction to administration

nity via a standing section on the dis-

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

trict website (url.d219.org/5Year).

up being a good thing that the publi-

professionals to give struggling alge-

Short videos highlight each of the

cation arrived alongside their tax

bra students extra support, but what

strategies, accompanied by detailed

statement: those of us who spoke with

to cut to pay for the extra math

explanations of each key priority.

concerned taxpayers found it help-

resources engenders little consen-

The same site also provides details of a local growth model to monitor individual students’ academic progress.

We also print and mail an annual community report that updates

Research shows that while a number of dedicated parents follow

progress on the plan to each of the

school news via our web pages, principal blogs, web alerts and

38,000 residential postal addresses in Niles Township. Yes, an old-fashioned hard-copy sent via snail mail!

Research shows that while a num-

social media, taxpayers who do not have children in our schools cite local media as their chief source of news, followed by the publications they receive from the district.

ber of dedicated parents follow school news via our web pages, principal blogs, web alerts and social media, taxpayers who do not have children in our schools cite local media as their

ful to refer the callers to specific parts

sus. For example, when the district

chief source of news, followed by the

of the publication.

considered eliminating courses, scores of vocal parents and students came

publications they receive from the district. The report is available online

Meaningful input

to the board meeting, asking elected

“Community members rightful-

officials to eliminate something oth-

Although a full 99 percent of our

ly expect us to spend tax dollars respon-

er than each person’s treasured spe-

freshmen report having a home com-

sibly,” District 219 Board President

cialty course. Board members sought

puter, 60 percent of our students

Bob Silverman wrote in the most

to strike a delicate balance between

speak a language other than English

recent community report. “We have

offering a varied, robust curricu-

at home. We know anecdotally that

restructured programs for greater

lum and maintaining fiscal discipline.

many students whose parents are not

operating efficiency and are putting

These public discussions under-

proficient in English act as transla-

increased emphasis on making sure

scored that parents want to learn

tors for school materials, which is

that our students are making the nec-

more about, and give their opinions

another reason we decided to share

essary academic progress in math,

on, the curriculum offered in schools.

hard-copy versions of important school

English, reading and science. Over

To honor that desire, and better take

information.

the past three years we have main-

into account what parents, students

The timing of the community

tained a balanced budget by reduc-

and community members have to say

report is also important. When final-

ing in some areas and reinvesting our

about curriculum and programs, Dis-

izing the 2012 publishing schedule,

resources in others.”

trict 219 has formalized a process we

at url.d219.org/annualrept.

call the “Annual Review of Programs.”

we had expected tax bills to arrive by

District 219’s restructuring deci-

August at the earliest since they were

sions have included eliminating teach-

sent out later than scheduled the last

ing, support and administrative

The administration solicits sug-

three payment periods. We wanted

positions, and making significant cur-

gestions throughout the year for the

our report to get to homes well in

riculum changes, such as consoli-

annual review document from depart-

advance of the bills.

dating classes in elective areas like

ment directors, teachers, staff, par-

fine arts and family and consumer

ents and students. The document

sciences.

ensures that curricular programs are

As it turned out, however, the same week the tax bills showed up in

Here’s how it works:

mailboxes, so did District 219’s annu-

Almost everyone can agree it is

aligned with school board goals and

al community report. But it ended

a good thing to hire additional para-

the strategic plan in a fiscally respon-

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

5

ness.

Several years ago, we realized that nearly a third of Niles’ students

real response, but just wanted to

college. They were glad to hear the

express their frustration about high

district acknowledges that we need

taxes.

to do a better job — and that we are

were in classes in which they had less

Instead, they got a cogent expla-

working hard to find a way to do that.

than a 10 percent chance of meeting

nation about steps the district is tak-

And that’s a very important mes-

college readiness standards. Students

ing to better prepare students for

sage.

who earned an “A” in a lower-level algebra course had roughly the same low probability of attaining college readiness as students earning a “D” in regular algebra.

In response, we eliminated the two lowest levels of freshman math

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

and now require all freshmen to take

Executive

regular algebra. Because the affected students need additional support

SearchES

to succeed, we require incoming freshmen with low math skills to take summer school courses to prepare them for algebra. We also offer an extension course — a second period of

The Gold Standard of Executive Searches

math — for those who will benefit from individualized instruction and pre-teaching of skills and concepts they’ll learn in algebra.

Early results project a 33 percent increase in the number of students who will be college-ready. One important caveat: we are in the early stages and must continue to measure results. But, keeping that in mind, this is news worth sharing with the community.

Given that the teaching and learn-

Selecting a new superintendent is the most important decision a school board makes. Finding and hiring the right superintendent is critical to the success of your students and your district.

IASB is YOUR advocate.

ing that takes place in our classrooms is the reason our schools exist, it is surprising that districts don’t provide more information about specific curricular initiatives to the wider community. Maybe that’s because we assume that the details don’t interest the average person or are too hard to explain.

But some constituents are very interested. A few of the concerned residents who contacted District 219

• IASB’s superintendent search service will help your board choose the best superintendent for your district. We offer a comprehensive, integrated process that fully supports your board in recruiting quality candidates and selecting the right person to carry out your board’s vision and goals.

• Our team of consultants, working in conjunction with the board, will take care of the critical action steps that lay the ground work for a successful hiring process.

• When the search is over, our service to you continues. IASB offers a workshop, at no additional charge, for the new board-superintendent team up to six months after employment date.

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

said they did not expect to get any NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

6

tions from all constituent groups,

District 219 holds a town hall

The first draft of the annual review

including school and district com-

meeting in early November to solic-

is presented to the board in late August

mittees, department and building

it questions and comments from the

and then posted online and distrib-

meetings, student government, par-

public. Curriculum directors and

uted throughout the school commu-

ent organizations and our elemen-

administrators answer questions and

nity. (See this year’s document at

tary sender school districts. Anyone

provide explanation. All public and

url.d219.org/ROP.)

can comment via an online feedback

online comments are recorded and

form.

added to the document.

sible manner.

We welcome input and sugges-

The administration presents a formal recommendation to the board in November, with time for public comment. The board takes final action in December.

One of this year’s review items includes a proposal from students

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-designee 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 Dawn Miller, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director 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 7

and parents to begin the school year earlier so that the first semester ends

BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Angie Peifer, Associate Executive Director

before winter break, allowing stu-

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant

days of instruction before students

Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Andrea Dolgin, Consultant Jackie Griffith, Consultant Wayne Savageau, Consultant Brian Zumpf, Consultant

dents to relax over the holiday. The change also would provide 10 more take Advanced Placement (AP) and ACT/PSAE exams. The teachers’ union made several proposals, including one to encourage more students to enroll in AP classes.

Common understanding We highlight and explain the five key strategies when we talk with constituents outside school. For example, when residents point out that students are not scoring the highest in math on the ACT, we acknowledge their concern and let them know that one key strategy is to guarantee a rigorous curriculum. Then we explain exactly how we are revising math curriculum to better prepare students to succeed.

We try to avoid bureaucratic jargon, instead using clear language that is easily understood by the general public. Our most recent report doc-

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

uments how the structural changes we are making in math are leading to impressive gains in college readi-

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

FEATURE ARTICLE

Locked out …

Strategies for complying with the Facebook Password Law

by Jackie Wernz

Jackie Wernz is an attorney with

eginning January 1, 2013, a

• Employer “requests” or “require-

networks, which foster personal

new Illinois law will limit the

ments” that an employee or prospec-

communication even in other-

B

right of school districts and other

tive employee provide a password

wise professional relationships.

Franczek Radelet

employers to demand access to

or other account information to

School districts must thoroughly

in Chicago and

employee social networking accounts.

allow the employer access to the

investigate allegations of such

the author of

This “Facebook Password Law” arose

employee’s or prospective employ-

misconduct or risk liability.

Education Law

from good intentions but will have

ee’s social networking account or

Insights, an edu-

unintended consequences for employ-

cation law blog

ers, including public schools.

profile; and

Yet the Facebook Password Law contains no exceptions for

• Employer demands for access “in

even the most serious instances

On August 1, 2012, Illinois became

any manner” to an employee’s or

of workplace misconduct involv-

ers at www.

the second state to prohibit employ-

prospective employee’s social net-

ing social networks. The law

edlawinsights.

ers from requesting social network-

working account or profile.

thus arguably could prevent a

for school lead-

com.

ing passwords from current or

The Facebook Password Law thus

school district employer from

prospective employees. On the House

addresses both current and potential

obtaining offending messages

floor, Representative Mike Fortner

employees. The prohibition against

or other content from a social

explained the law would resolve a

demanding access “in any manner”

networking website, which are

conflict between employer requests

could go further than just prohibit-

perhaps the most relevant and

and the policies of websites like Face-

ing demands for passwords or account

decisive pieces of evidence in

book, which prohibit users from releas-

information to include asking for

such an investigation.

ing their passwords to any third party.

copies of information from within a

In a dispute between

Media reports suggested the law

password protected social network-

employees, the law would even

ing account.

prevent a school district from

was a response to an uptick in requests for social networking passwords dur-

The broad Facebook Password

asking a victim for a copy of an

ing job interviews, which many con-

Law likely will have important unfore-

offending or inappropriate com-

sider to violate privacy rights.

seen effects for employers like pub-

munication, let alone account

lic school districts. The following are

access.

However laudable the intention, the final bill signed by Governor Pat

8

just a few potential consequences:

Open access laws: School

Quinn went much further. Public Act

Investigations: Inappro-

districts must respond to

097-0875, which amends Illinois Code

priate employee communica-

requests for information under

provision 820 ILCS 55/10, prohibits,

tions with students, staff and

a number of open access laws:

with some exceptions, two types of

other community members

the Illinois Freedom of Infor-

employer conduct:

commonly occur through social

mation Act (FOIA); the Illinois

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

Personnel Records Review Act

lic court cases from 2010 and

(PRRA); the Illinois School Stu-

2011 in which social media evi-

Such language should not be

dent Records Act (ISSRA); and

dence played a significant role.

removed completely. The Facebook

Federal Educational Rights and

While a school district reason-

Password Law does not apply to oth-

Privacy Act (FERPA). These

ably may expect its adversary

er types of personal technology through

laws contain limitations pro-

to seek evidence about an

which employees may conduct school-

for school-related purposes.

viding that school districts must only provide records that they possess or control.

Yet, electronic records — even on a district employee’s personal social networking

School districts should revise any technology policies, procedures

account — might be subject to

and guidelines regarding language suggesting that administrators

these access laws.

may request or demand access to an employee’s social networking

For example, the Illinois Attorney General recently held

account or information found on such an account.

that records generated on a public official’s personal electronic device or email account at a public meeting are “public records” subject to a FOIA request. While its limitations are unclear, this opinion conceivably could reach records that the Facebook Password Law, to the contrary, places outside school districts’ reach.

The same reasoning could

employee’s social networking

related business, such as personal e-

website, the Facebook Pass-

mail or text messages on a personal

word Law would prevent the

phone. Therefore, governance doc-

school district from complying

uments should provide for access in

with this request. Courts can

those situations — but must not refer

issue sanctions to parties who

to social networking accounts.

unreasonably fail to respond to discovery requests.

other key personnel on the limita-

also be applied to other public access statutes. As a result, school districts may find themselves in a Catch-22, required to provide records from an employee’s social networking account in response to a request, but prohibited by the Facebook Password Law from attempting to access them.

Litigation requests: In litigation, parties may demand documents from the other side to better make their case. These documents may, and increasingly do, include evidence from social networking websites.

For instance, one discovery consultant found 689 pub-

School boards also should provide training for administrators and

How to respond

tions of the new law. School districts

In light of these uncertainties,

should then consider the following

school leaders may wonder how to

steps to minimize the Facebook Pass-

respond.

word Law’s effect on their operations:

First, school districts should revise any technology policies, procedures

Back to basics

and guidelines regarding language sug-

The new Facebook Password Law

gesting that administrators may request

may limit access to one type of evi-

or demand access to an employee’s

dence in employee misconduct inves-

social networking account or infor-

tigations, but it should not cripple

mation found on such an account.

those investigations. More traditional

This includes explicit language stat-

methods of investigation do not require

ing that administrators can demand

asking an employee for social net-

or ask for access to such websites in

work account access and so do not

an investigation, but also language

violate the law.

suggesting that employees do not have

Consider this hypothetical: A

an expectation of privacy when using

school board member receives a tele-

personal social networking accounts

phone call from the mother of a female

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

student. The mother says that her

message accounts if district poli-

state law, and FOIA procedures and

student is having an illicit relation-

cy or procedure allows it and there

response letters can include language

ship with a male teacher, which alleged-

is reason to believe that illicit com-

making clear that information cov-

ly has been occurring online, through

munication occurred through those

ered by the Facebook Password Law

private messages on the student’s and

accounts.

will not be released for that reason.

• Obtaining relevant documents in

Similarly, district counsel should dis-

possession of any law enforcement

cuss early on with opposing counsel

What can the school district do,

agency. The police are not limited

the court limitations that it will face

and what does the Facebook Pass-

by the Facebook Password Law,

in producing relevant evidence in

word Law prohibit? Asking for any

and may have copies of the offend-

light of the Facebook Password Law.

messages between the teacher and

ing messages. Requests can be made

the student would likely violate the

formally through FOIA or infor-

new law. But the Facebook Password

mally through relationships with

teacher’s password protected Twitter accounts.

Perhaps the most difficult deci-

local law enforcement officials.

sion the new law foists on school

• Determining if any other party can

boards is whether to strictly limit an

• Interviewing the teacher. The new

provide a copy of the message. If

employee’s ability to communicate

law does not limit asking an employ-

the student allows access to her

with students through social net-

ee about his social networking

social networking account, there

working websites. Educators com-

account.

is no violation of the law, even if

monly point to the benefits of

• Looking for publicly available online

the school district asks the student

communicating with students through

material. Perhaps the teacher has

or parent for access to the student’s

social networking websites. Yet the

account.

risks for the school district could

Law does not prevent the school district from:

a publicly accessible Facebook account with numerous postings

• Interviewing witnesses to obtain

be great if employees are allowed to

by the student on the teacher’s “wall.”

their description of what the mes-

use such methods of communication

• Demanding access to relevant e-

sages contained. Perhaps the moth-

without any employer supervision.

mail, text message, and instant

er saw a glimpse of a message and

School districts may wish to revise

can report the content. Perhaps the

employee communication policies,

student is willing to provide a state-

procedures or guidelines to prohibit

ment about the content of the mes-

use of social networking websites

sage or other details about the

to communicate on school-related

relationship.

business. The school district can dis-

IASB SERVICE ASSOCIATES The best of everything for schools IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

10

Shut ’em down

No matter what, school districts

cipline an employee who chooses to

should not hide behind the Facebook

violate that prohibition even with-

Password Law as an excuse to fail to

out knowledge of the specific content

conduct a thorough and prompt inves-

of the message. This move may not

tigation.

be popular, but it would limit a district’s exposure.

Lower expectations

Even if the legislature adds rea-

Although a school district can-

sonable exceptions for the Facebook

not avoid a conflict between the Face-

Password Law, school districts should

book Password Law and open access

prepare for its implementation.

laws and discovery requests it may

Although preparation will not com-

receive, it can set expectations ear-

pletely remove the hurdles created

ly to avoid surprise later.

by the Facebook Password Law for

For example, the Illinois FOIA

school districts, districts can at least

contains an exemption for records

minimize some of the impact of the

the release of which would violate

law on school district operations.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

FEATURE ARTICLE

Academic game changer …

Eating the elephant known as Common Core standards

by Rene Noppe, Carol Webb, Stuart Yager and Donna McCaw

The instructional and curricula Rene Noppe and Carol Webb are

Part IV

shifts that the Common Core State Standards require could be metaphor-

assistant profes-

ically compared to eating a herd of

The last article in this four-part series will help board mem-

sors in education-

elephants. First you have to decide

bers focus on the “so what” piece of implementing Common Core

al leadership at

which elephant you want to separate

State Standards and answer some of these questions: What does it

Western Illinois

and where to focus your time, effort

cost? What does it mean to our schools and/or our districts? What

University in

and energy. Next, you have to decide

does it mean for parents, teachers, students and administrators?

Macomb. Stuart

where on this selected elephant you

What if we do not adopt the Common Core? What if we ignore

Yager is an asso-

want to start chewing.

this latest “new thing”?

ciate professor educational leadership at WIU. Donna McCaw recently retired from WIU and currently works

You cannot expect it to be easy or necessarily tasty. But in the longrun you will feel satisfied and happy

menting the Common Core State

that you ate.

Standards (CCSS).

and will build capacity.

Although nothing as compre-

Budgets for professional devel-

hensive as implementing Common

opment might be tight, but imple-

Districts might decide to align

Core can be completely captured

mentation will take teacher and

existing curriculum to the Common

Curriculum

in just four articles, we hope we have

administrator training. Administra-

Core, which might not be the best

with the Com-

identified issues that school board

tion should be encouraged to con-

use of time and energy. The imple-

mon Core

members would be most interested

nect the dots from past training to

mentation clock is ticking, and no

Institute.

in understanding. As our final piece,

future CCSS professional develop-

resource will be as valuable as the

we will look at implementation costs,

ment needs.

resource of time.

curricular impact, potential headaches and monitoring suggestions.

Costs

12

If your district has been keeping

If your current instructional cur-

teachers trained in research-based

riculum (content that is actually

best practices and they have been

taught) has been aligned to the Illi-

expected to use them, less profes-

nois Learning Standards, then two-

Resource allocations should be

sional development may be needed.

thirds of what is currently being taught

on the minds of all school leaders.

But it will be impossible to move for-

will align.

Professional development, teaching

ward with little to no training.

It might be more beneficial to

materials and technology are already-

Building a “train the trainer”

start by examining the CCSS and map

identified costs related to imple-

model will help support dollars spent

backward from there. Examine the

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

standards and then the instruction-

lated instruction, curriculum and

to talk with administrators about

al curriculum to identify places where

assessments toward integrated con-

their frustrations. Giving into com-

they align. But be aware: every grade

cepts. Doing so will better prepare

plaints will not move your district

level has shifts toward more chal-

the next generation for successful

forward, but it could undermine

lenging content.

careers, employability and life.

your dreams and desires for a quality education for children. Refer

Deconstructing or “unwrapping” the standards is vital to understand-

Potential headaches

parents and community members

ing the complexities of the required

The Illinois Learning Standards

to the national PTA’s website

knowledge and skills within each one.

did not require students to problem-

(http://www.pta.org/common_core_

If your teachers have spent time this

solve or think at higher levels. They

state_standards.asp) and the Illi-

year deconstructing the standards,

did not require significant changes

nois State Board of Education’s

the richness of that time will mate-

in how teachers taught or how they

website (http://www.isbe.net/com-

rialize in the development of their

assessed student learning.

mon_core/htmls/resources.htm#par ent) for parent-friendly informa-

lesson plans and student assessments.

A genuine concern will be that

If they have not spent time decon-

parents will not appreciate the “hard-

structing the standards, we recom-

er” work and the need for an inter-

• Honor the work that has been done

mend that teachers and administrators

nationally rigorous curriculum.

to date. It may be a serious mis-

learn how to deconstruct some math

Additionally, students may be expect-

take not to connect the dots between

and English/language arts standards

ed to complete some projects or assign-

past excellent professional devel-

and then purchase or find some qual-

ments at performance levels

opment and future plans. Work

ity ones on the Internet. Moving anoth-

representing excellence.

er year closer to the release of the

In the world of work, it is com-

new state assessment reduces the

mon practice to re-do work until it is

time that your teachers will have to

completed at your supervisor’s level

spend deconstructing all math and

of acceptance. Complaining to get

language arts standards.

out of successfully completing the

tion on CCSS.

work doesn’t keep anyone employed.

Interdisciplinary and real-world

More rigorous levels of expecta-

In preparing for the real world,

tions will result in frustrated students

sixth-grade teachers through those

and subsequently, frustrated parents.

in high school must be encouraged

The new standards, curricular expec-

and supported to create cross-cur-

tations and assessment requirements

ricular lessons. The world of work

move us toward the responsibility of

does not separate math, science, read-

preparing students for success in col-

ing, writing and other subject areas

lege, technical schools and subse-

into isolated experiences.

quent employability.

The employee at the chain store lumber yard uses math, reads tech-

Monitoring suggestions

nical manuals, understands the sci-

So, going back to our original

ences of decomposition and writes

questions … what can and should

up work orders. The actuary reads

school board members do during the

and writes technical reports related

implementation of Common Core

to the statistical analysis of life-chang-

State Standards?

ing data sets.

• Understand that the required

Therefore it is important that the

changes for implementing CCSS

21st century secondary educational

will result in some unhappy teach-

system move away from content iso-

ers and parents. Encourage them

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

“Here’s my card. It has an area that you can scratch and and sniff.

13

with the administrative team to

Is your board ready to go paperless?

Do you want to save administrative time and expense in agenda preparation?

Then it’s time to look at BoardBook®.

develop an implementation and development plan.

• Support a reasonable timeline but expect the next five years to focus on implementing CCSS. • Hire administrators informed about implementation of CCSS processes, content, curriculum, assessments, etc.

• Support your administrators’ CCSS implementation plan.

• Stay informed about the standards and student assessments.

Just as the implementation of the CCSS is a work in progress so is staying aware of each new roll out of information. Board members, school leaders and teachers are highly encouraged to stay abreast of new developments within both PARCC

What is BoardBook?

BoardBook is a web-based application that streamlines the preparation, distribution and publishing of agenda packets. BoardBook enables districts to • build a searchable archive of meeting packets and approved minutes • electronically distribute the agenda packet to the board • post selected pieces of the packet to the public • link to IASB and local district resources • significantly reduce agenda preparation time • save on printing and distribution costs

and SMARTER Balanced assessment consortia, to share resources and to select with great care what expectations will be shared and the establishment of deadlines.

Putting this work off will only increase the stress and pressure placed on teachers and administrators. But expecting to be at full implementation of all standards with quality supporting student assessments by the 2014-2015 school year also is unrealistic.

Remember, how does one eat an elephant? One bite at a time.

So carefully and intelligently, monitoring your administrators and teacher leaders, select which bite(s) of the elephant your district will begin

While you are at this year’s Joint Annual Conference, stop by the Comiskey Room in the Hyatt Regency, November 16 or 17, for a BoardBook demonstration. Or contact Brian Zumpf, 630.629.3776 or 217.528.9688, both ext.

1214, or email bzumpf@iasb.com.

chewing on first. Bon appetite!

Part I: May/June — Common Core 101 Part II: July/August — Shifting the focus Part III: September/October — Charting the course

14

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

Board Member Testimonials: “This one hit on the topics I was missing before: fiduciary responsibility, Board/Admin relationship in financial matters, key terms in school finance, etc.”

AVAILABLE NOW AT IASB’S ONLINE LEARNING CENTER! Y R O T A D MAN ARD BO G N I N I A R T

“Kudos for establishing a core workshop [PDLT] that I could complete!”

“Very informative!”

Open Meetings Act Training for School Board Members This course satisfies the requirements for mandatory board member training per Public Act 097-504.

Who must receive the training?

• Every school board member in office on January 1, 2012, must complete the training within one year.

• Every school board member elected or appointed after January 1, 2012, must complete the training within 90 days of taking the oath.

Professional Development Leadership Training for School Board Members This course satisfies the requirements for mandatory board member training per Public Act 097-0008 including instruction in: education and labor law; financial oversight and accountability; fiduciary responsibilities.

Who must receive the training?

• Every school board member appointed after June 13, 2011, to fill a vacancy of at least one year’s duration.

• Every school board member elected for a term beginning AFTER June 13, 2011, must complete the training within the first year.

To enroll in the mandatory training courses visit http://www.iasb.com/training/onlinelearning.cfm

FEATURE ARTICLE

Programs seek to connect students, families to Internet

by Linda Dawson

Linda Dawson is IASB director/

S

Both programs require that the

ince the 1990s, “digital divide”

has been used to denote the

gap between those who have access

editorial services

to computers and the Internet and

and editor of The

those who do not. This gap can be

Illinois School

related to family income level, but it

Board Journal.

just as easily can be from lack of service and public accessibility in specific areas.

In 2009, the Federal Communications Commission began to develop its National Broadband Plan, aimed

Comcast, the nation’s largest cable provider, launched Internet Essentials in 2011, making it available in the 39 states where Comcast provides services, as well as the District of Columbia.

in the household, that they have not had Internet service within the past 90 days and that they do not have overdue cable bills or unreturned equipment from their local cable provider.

Internet Essentials is renewable each year as long as a student is still eligible for free or reduced lunch. An open enrollment period will contin-

to increase broadband access by pro-

ue for Comcast until the end of the

viding incentives for companies to

2013-14 school year.

The beauty of this program,

create low-cost access, educational this year with the intention of taking

according to Jack Segal, Comcast vice

With that push and recogniz-

it nationwide in 2013. It is dependent

president/corporate communications,

ing the digital gap, a non-profit orga-

on 17 funding partners and services

is that the children get all the bene-

nization and a cable television/Internet

from an additional 13 Internet

fits of having the Internet at home …

provider have launched programs to

providers.

and the parents benefit from the access

programs and more.

help connect more low-income fam-

The concept for both is simple.

ilies to today’s digital world. Both pro-

Families with students who qualify

grams offer Internet service to eligible

for free and reduced lunch through

Some families may have wireless

families for $9.95 a month, plus the

the National School Lunch Program

Internet connection through a phone,

option to buy a computer for as low

are eligible for either program.

but that’s not a substitute for a “wired

as well … all for the cost of about two gallons of gas a month.

Comcast works through schools,

connection,” according the Sara

Comcast, the nation’s largest

community- and faith-based organi-

Bernard, who writes for Edutopia.org.

cable provider, launched Internet

zations, and elected officials to spread

It can be very difficult to apply for a

Essentials in 2011, making it avail-

the word about its program.Con-

job or college on a mobile phone, she

able in the 39 states where Comcast

nect2Compete will work through

added.

provides services, as well as the Dis-

libraries and a system of 17 grass-

“Eighty percent of Fortune 500

trict of Columbia.

roots awareness organizations, like

companies only allow job applica-

4-H, United Way, and Boys and Girls

tions online,” said Segal, reinforcing

Clubs, to identify eligible families.

Bernard’s statements. “[Having a com-

as $150.

Connect2Compete launched its pilot program in San Diego earlier 16

family have at least one eligible child

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

puter at home] opens up a whole new

requires us starting today to invest

bridge the gap — one family at a time.”

world for parents as well, including

in people’s education and under-

For more information about the

access to health care information.”

standing of technology.”

Comcast’s Internet Essentials pro-

And in addition to the conve-

“By promoting the importance

gram, go to www.InternetEssen-

nience factors, dependence on using

of Internet access and spreading the

tials.com. For information about

the Internet only at school or at a

word about programs like Internet

Connect2Compete, go to www.Con-

library definitely has its drawbacks.

Essentials,” said Segal, “we can help

nect2Compete.org.

“It would be unfair to say that a community has Internet access because a cash-strapped local library has a DSL connection,” Bernard said.

Slow connections on public computers, limited time, waiting times, lack of access to public transportation and just the idea of bundling up to get to the library on a cold day or wanting access on a weekend when

A system of EVALUATION starts at the

TOP with the

school is closed can create barriers for students and families whose only access to the Internet is on a public computer.

With a Web-connected computer at home, Segal said, access can be

School Board!

How do you score?

more of a family experience, with parents able to assist children in searches and monitor what their children are viewing.

While Connect2Compete has multiple cable companies in line to eventually provide service, Comcast will be available in any area where the cable company already provides service, Segal said Internet Essentials began in Comcast areas of Illinois and other locations where it provides Internet service about a year ago, Segal said, and has

Contact your IASB field services director today!

been successful enrolling about 100,000 families nationally. With 7,000 enrollees

Annual board self-evaluation

____

Clear mission, vision and goals

____

Solid community connection

____

Productive meetings

____

Strong board-superintendent relationship

____

Does your score add up?

100% ____

so far, Chicago has more than any other city, and with 13,000, Illinois has more than any other state.

In its promotional materials, Comcast quotes Chicago Mayor Rahm Emauel as saying: “The ability to par-

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

ticipate in the economy of tomorrow

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

COVER STORY

Safe deliveries like clockwork

by Linda Dawson

Linda Dawson is IASB director/

he standard line … especially

to school, school buses remain the

346.6 million miles each day. To put

from Dad or Grandpa … when

dominant form of daily transporta-

that in a different perspective, it would

T

children complain about walking a

tion for students. According to 2009

take 17.3 million private vehicles,

editorial services

few blocks to the neighborhood ele-

statistics from the American School

using 3.1 billion gallons of fuel, to get

and editor of The

mentary school is usually: “Why,

Bus Council, 20 million U.S. students

those same students to school.

Illinois School

when I was in school, I walked five

— or 40 percent of the 49.3 million

Those statistics on school bus-

Board Journal.

miles, uphill both ways.”

students enrolled Pre-K-12 public

ing seem staggering, but actually few-

While health initiatives may be

schools — were transported by

er students are being transported on

encouraging some children to walk

480,000 school buses for a total of

buses than just a few years ago.

According to the Safe Routes to School initiative, 26 million or 53 percent of 49.1 million students were bused to school during the 2004-05 school year.

Safe Routes, in its national statistics on school transportation, said the percentage of students bused to school has been declining steadily since the mid-1980s when more than

Safe deliveries like clockwork

60 percent of students rode the bus.

Some of that decline might be attributed to Safe Routes, which seeks to help schools and districts find ways to encourage students to walk or bike to school if they live within established limits and there are no traffic hazards. But the number of students transported by bus each day from their home to school and back again safely is still significant.

In fact, according to board members and administrators in three of the largest land mass districts in Illinois, getting students to their school

18

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

… like mileage and fuel consump-

safely, economically and on time is

“Transportation was something

their number one transportation goal.

that didn’t require a lot of thought or

Without those familiar yellow

participation from the board,” Hud-

The district owns 53 buses and

school buses, the daily student com-

dlestun said, “because it carried itself

four shuttles, has 60 transportation

mute would be less efficient, less reli-

financially.”

employees (counting drivers, mechan-

able and more costly for their communities.

Here is a closer look at those three

tion.

Now transportation costs have

ics and transportation secretaries)

become a “matter of great concern”

and runs 24 routes, delivering 77 per-

for the board.

cent of the district’s students each

Illinois districts, and how they strug-

“We lost more than $500,000 in

day. In the past two years, those bus-

gle to keep costs down in areas where

revenue the first month I was here,”

es have logged more than a million

bus transportation to school is a neces-

Cox said, and the district has closed

miles with just one minor fender-ben-

sity.

seven schools in the past 10 years.

der, Parr said, where a bus slipped a

Cox credits the school board with

clutch and rolled back into another

making tough decisions that result-

vehicle.

Jasper County CUSD 1 With 462 square miles, Jasper

ed in the district’s ability to cut the

“It’s all about our kids’ safety.

County CUSD 1 (just east of Effing-

transportation budget by $60,000

Our parents trust us,” Parr said, adding

ham) is the largest transportation dis-

while also cutting route times for dri-

that all of his drivers and bus chap-

trict in the state, according to Dan

vers and students.

erones are defibrillator (AED) and

Cox, who is in his third year as super-

“We have made all the adjust-

intendent of the 1,400-student dis-

ments we can make,” Cox said. “We

trict.

run full buses. We’re the most effi-

This district’s story is one of try-

cient we can be.”

CPR certified with first aid certification through the state.

Cox said the district’s bus drivers tend to be older, and they are all

ing to do more with less … and get-

With the closing of most outly-

well-loved in the community. “We

ting the job done in a county where

ing schools, the junior and senior

have parents request bus drivers like

relying on parents to get their chil-

high schools and an elementary atten-

they do teachers,” he said with a laugh.

dren to school would be unworkable.

dance center, as well as the district

Parr called the District 1 trans-

District 1 transports students

office, are all located in Newton, which

portation program the “face” of the

within Jasper County as well as a few

is in the center of the county. Only

district, because the bus driver is the

students from parts of four other coun-

kindergarteners are bused to a build-

first face the student sees in the morn-

ties: Effingham, Clay, Richland and

ing in Ste. Marie, about 10 miles south-

ing and the last impression for the

Crawford.

east. That makes the transportation

afternoon.

“We have people on the fringes of the county,” Cox said, which can

pattern a wheel, with all spokes going to Newton at the hub.

With the large land mass district, luckily, only three routes are in the hour-and-a-quarter range, Parr said.

mean that some of them work in Eff-

In order to help make bus routes

ingham, Charleston or other com-

more efficient, the district purchased

munities. “To have them drive to

routing software last year, according

On a typical day, he said, the first

Newton (where three of the district’s

to Chris Parr, district transportation

buses roll out at between 6:15 and

four buildings are located) to bring

director. Previously, routing was a

6:30 a.m. About half the buses leave

their kids to school and then get them-

manual process of charting residences

from the bus facility in downtown

selves to work, we might have to open

and assigning students to buses.

Newton. It takes five minutes to get

buildings at 6 a.m.” And that would

“We give them some challenges

The rest are less than an hour.

21 buses on their way.

because we are such a big district,”

The rest of the drivers who live

When Fred Huddlestun, board

Parr said. While the software might

in outlying areas of the county are

president, was first elected, “we had

not have shaved more miles off the

allowed to park their buses at home

more buses, several outlying schools

routes, he added, it has really cut the

and leave from there, Parr said. That

still open and a large balance in the

time it takes to figure it out. And it

saves driving into Newton, picking

transportation fund.”

also allows him to track more things

up the bus and then driving back to

be costly as well.

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

the same area of the county to begin

square miles, it still ranks close to

trict’s superintendent who will retire

their routes.

Jasper County CUSD 1. But unlike

at the end of the year, “with a pri-

“As large as our school district

District 1, Olympia still maintains

mary goal each and every day to safe-

is, it is a given that students must be

buildings in outlying communities

ly transport students. It is THE most

transported,” Board President Hud-

that surround the junior high/high

important job we do.”

dlestun said. “Asking the parents to

school complex and administrative

To cut this important service is

pay for it is not a workable idea when

office that sit amidst the cornfields

unthinkable in this Central Illinois

roughly 50 percent of students are

southwest of Stanford, the official

district that lies just west of Bloom-

classified as low income or eligible

postal address for the district.

ington/Normal.

Olympia’s transportation direc-

“We’ve heard noise from the state

“If state funds for transporting

tor, Trent Keller, described the dis-

about school districts not having to

students are eliminated, we will have

trict’s bus routes much like Jasper

provide transportation,” said Board

to find a way to get the students to

County: a wheel with the high school

President Kevin Frazier. “This is unre-

school, but at this time, I don’t know

complex at the hub and routes that

alistic for a number of reasons, includ-

what it will be,” he added.

run to all parts of the district like

ing work schedules, the inability of

spokes.

parents to provide transportation for

for free and reduced lunches.

To eliminate bus service for Jasper County CUSD 1 is not an option.

Olympia CUSD 16 For many years, Olympia CUSD

District 16 operates 33 buses and

their students to and from school,

transports nearly 1,800 students,

and the fact that school facilities

traveling more than 4,100 miles each

throughout the state are not designed

day “at no cost to the student.”

to handle that kind of traffic volume

16 held the honor of being Illinois’

“We view transportation as a ser-

largest land mass district. At 377

vice,” said Brad Hutchison, the dis-

and flow.”

While the junior/senior high

Bus driver qualifications Anyone who wants to transport children to a public, private or religious school, including nursery schools up to grade 12, must have a valid school bus CDL permit from the state. This includes driving a traditional yellow bus or any other approved vehicle owned by

hol and TB testing • Obtain yearly reinstatement of a school bus driver permit • Submit to random drug and alcohol testing throughout the school year

the school, used for this purpose on a regularly sched-

Bus driver’s permits are only issued for one year and

uled route, according to information at http://www.cyber-

cost $50 if the person already has a valid Illinois driver’s

driveillinois.com/departments/drivers/drivers_license/CDL/

license.

On the state site, “good driving record” is further

schoolbus.html#schoolbus.

The Olympia CUSD 16 transportation handout for families includes the following criteria in that district:

defined for new applicants as: • Not having been under an order of court supervision

• Have a good driving record

or convicted of two or more serious traffic violations

• Obtain a school bus commercial driver’s license

in the 12-month period prior to the date of application.

• Not having been convicted of reckless driving, DUI or

• Be at least 21 years of age • Complete a state-mandated eight-hour school bus safe-

reckless homicide resulting while operating a motor vehicle within three years of the date of application.

ty training course • Complete a two-hour school bus safety refresher course

• Not having caused a fatal accident as a result of the unlawful operation of a motor vehicle.

each calendar year • Pass an annual physical examination, including drug/alco20

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

school near Stanford has large park-

to geographical size. We are constantly

According to Keller, the district

ing lots, they would be cramped if

looking at programs we can use to

owns all of its own buses and all dri-

every high school student, every

evaluate bus routes to provide safe,

vers are district employees. Total

teacher and every support staff per-

quality transportation in a cost-effi-

transportation expenses for the school

son drove and parked at the school

cient manner.”

year in 2011-12 were $1,716,128

each day.

“State funding cuts have put a

or about $2.53 per mile driven.

Realizing this and what it means

tremendous burden on our district

In order to save money, District

to have 16-year-olds driving every

in having to absorb a much larger

16 joined a fuel purchasing consor-

day to a rural high school campus,

amount of this cost,” Board President

tium through the Regional Office of

many older students drive into an

Frazier added. “To totally eliminate

Education that serves DeWitt, Liv-

elementary school near them and

the payments would have an earth-

ingston and McLean counties, he said.

then ride the bus to the high school.

shaking impact. We simply could not

The district, which maintains its own

When they return in the afternoon,

absorb the cost.”

storage tanks, runs diesel buses with

their cars are where they left them so they can take off for home or afterschool jobs, according to Hutchison.

If they do choose to drive to the high school, they pay $40 for a park-

Getting to the game

ing pass and receive an assigned spot.

One issue of increasing concern during cutbacks in transportation dol-

Knowing how those spots are

lars are the costs associated with transporting athletes to away games. And

assigned is not school board work,

if the teams are successful, the costs can become more stressful.

but much of what goes on with a dis-

Dan Cox, superintendent of Jasper County CUSD 1, said transporta-

trict transportation system is of con-

tion costs were one of the reasons Newton High School pulled out of the

cern to the board.

Apollo Conference and joined the Little Illini Conference this year. In Apol-

“Board members need to have a deep understanding of what is required

lo, one of their farthest trips was to Mt. Zion, which is more than two hours away.

as we provide service to our students,”

McLean County Unit District 5’s two high schools — Normal Commu-

Hutchison said, “and they should ask

nity and Normal West — are members of the Big 12 Conference, playing

for annual reports on transportation.”

each other as well as nearby Bloomington, two high schools in Decatur, two

Olympia’s transportation report

in Champaign, one in Urbana and Danville High School. Danville is the far-

for 2011-12 includes the number of full-size and specialty buses (26 and seven, respectively), special educa-

thest drive at more than 90 minutes.

Superintendent Gary Niehaus’ concern, however, is more about what happens after the athletic seasons rather than the regular game travel.

tion buses (six), spare buses (eight,

“Because we’re growing,” he said, “we’re getting into larger districts

down one from the year before), reg-

when we qualify for state playoffs.” That often means playing teams north

ular pupil transportation miles trav-

of I-80, which makes the trips all more than two hours, even with good

eled (380,069), extra-curricular and

traffic.

Pre-K miles traveled (66,115) the cost per student regular pupil routes ($580) and the cost per special education student ($2,648).

Niehaus’ assistant, Dayna Brown, said the district has changed the way it handles some local games and events.

“We may take them to the event, but they need to find a way home,” she said.

“Olympia’s transportation bud-

Superintendent Brad Hutchison in Olympia CUSD 16 cited both dis-

get is a significant portion (8.5 per-

tance and playoff travel as significant considerations for his rural district.

cent) of its total budget,” said board

As members of the Corn Belt Conference, their farthest trips would be to

member Laura Cremeens. “We are

Rantoul and Mahomet-Seymour. But when it comes to some other athlet-

spending more than most districts as

ic competitions, he said the school has traveled to Joliet for soccer, Orion

a relative percent of our budget due

for wrestling and Greenville for track.

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

2 percent biodiesel added since 2002.

all get shirts as a thank you for good

the driver and the district trans-

And since 2000, the district has

service, said the superintendent, who

portation office.

used transportation software that

has been with the district for 11 years.

The handout also lists bus rules

allows them to add locations for stu-

Olympia also treats its employ-

for student safety and behavior, what

dents that automatically plugs a stu-

ees well in terms of salary, benefits

to do in case of inclement weather,

dent into a route.

and training. “With 65 percent of our

the qualifications to be a bus driver

But even before tackling the ques-

employees living in the district, we’re

and how parents can help.

tion of routes, Hutchison said, the

reinvesting in our communities,”

“Personal attention and com-

district had to talk about bell sched-

Hutchison said. “We will try running

munication among the transporta-

ules. Those determine what time each

with one less route rather than not

tion director, bus drivers and parents

route has to begin in order to get stu-

giving raises.”

set Olympia apart,” Frazier said.

dents to the proper location at the

The longest-serving bus driver

proper time. High school students

has been with the district 34 years;

begin classes at 8:25 a.m., and ele-

the newest has been there two years,

mentary at 8 a.m., with breakfast

with average years of service at 12.

served at 7:45 a.m.

McLean County Unit District 5 Just east of Olympia CUSD 16 sits another large district with trans-

Cremeens said the district gets

portation challenges of its own …

“Our system runs like clockwork

positive feedback about the way it

partly because it is a high growth dis-

because it needs to,” Keller said. “And

transports students, its standards and

trict and partly because of its unique

we put people in place to transport

the way it maintains its bus fleet.

configuration.

every child as if he or she is their

That’s reflective of the personal “stu-

In the past three years, McLean

own.”

dent transportation” handout that

County Unit District 5 has added three

In fact, Olympia’s bus drivers are

each family receives, listing not only

and a half schools and has seen its

considered so important, their pic-

the name of the student’s bus dri-

enrollment rise from 6,010 in 1970

tures are in the yearbook and they

ver but phone numbers as well for

to 13,000 currently. The district trans-

Why have costs risen?

While the number of student riders may be declining nationwide, the cost of student transportation is ris-

Another big expense is salaries for personnel. The

ing. During the 2004-05 school year, the average cost to

national salary average for a school bus driver is $31,434,

get each child transported was $692 a year. In the mid-

with a range from $23,066 to $41,823 listed at school-

1980s, the cost was less than $300 per student.

busdrivers.org. Illinois is less, with an average of $27,434

A big expense for operating a school bus is its fuel consumption. According to www.schoolbusdrivers.org, “Fuel costs are the largest variable in a school board’s budget and are now also their greatest concern.”

Before the gas crisis in the 1970s, most school bus-

and a range from $20,131 to $36,501 with Chicago averages slightly higher.

Driver salaries at both McLean County Unit District 5 and Olympia CUSD 16 are very close to the state average. Jasper County CUSD 1 is about $200 lower.

es ran on gasoline. However, as a response to that cri-

But drivers’ salaries aren’t the only expense. All

sis, many buses were converted to diesel fuel. But between

three districts in the accompanying article employ trans-

1980 and 2011, the cost of diesel fuel rose from 82 cents

portations directors. And there are also salaries to con-

a gallon to $3.84.

sider for dispatch secretaries and mechanics, if the

Now districts are looking at or are changing to alter-

22

diesel-electric and gas-electric hybrids.

district owns its own buses.

native fuels in order to cut costs,among them: propane,

In an effort to cut costs, more districts, including

compressed natural gas, methanol, bio-diesels, and

Unit 5, are outsourcing their transportation opera-

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

Superintendent Gary Niehaus

times and the board went back to

describes the district as “literally a

more of a neighborhood school con-

In 1948, when the newly orga-

doughnut with a hole.” The “hole” is

cept when it redrew district atten-

nized district’s board of education

filled with Bloomington School Dis-

dance boundaries. Even with that,

first met, it authorized the purchase

trict 87. While the bus facility was

some of the neighborhoods can be

of three buses and an additional eight

built on the north side of the district,

rather expansive, according to Day-

buses at the next meeting. The dis-

just off I-55, almost all of the growth

na Brown, assistant to the superin-

trict was transporting just under a

has been on the east side.

tendent, who fields calls regarding

ports 11,000 of those students, or nearly 85 percent, by bus daily.

third of its 1,900 students.

“We have route run times of

what some citizens perceive as “bus irregularities.”

In 2001, the district opened a

maybe 40 minutes,” Niehaus said,

new transportation facility to accom-

“but the bus may run empty for 20

“Someone may call and say, ‘I

modate a fleet of 100 buses. Enroll-

minutes.” In trucker lingo, that’s “dead

saw a bus sitting in a Casey’s parking

ment for that school year was just

weight time.”

lot,’ ” she said, “but there’s no point

In order to make the most use of

in going back to the bus barn (which

its buses and its route times, the dis-

may be all the way across town), when

“Unit 5 has grown between 80

trict instituted a two-tier system so

it may be most cost effective to wait

and 600 students each year since

that the same bus runs two routes

for the next route in the same area

1986,” added Gail Ann Briggs, who

morning and afternoon. Currently,

for another school.”

has been a board member since 1976.

Niehaus said, they’re beginning to

“We’re trying to keep all the rides

more than 10,000 students. The district is now up to 142 buses.

Unlike the sprawling rural dis-

implement a three-tiered system in

to less than an hour,” Niehaus said,

tricts described above, Unit 5 packs

order to decrease the number of bus-

but unfortunately because of sheer

its students into about 220 square

es they have from 142 to 130.

distance, some of the routes … like

miles. But that doesn’t make routes easier because of the geography.

To accomplish those route changes, the district staggered start

continued on page 30

tion. In such cases, the district can retain their own bus-

be older, including retirees. “Because they are retired,”

es and just contract for drivers, or outsource the entire

Niehaus said, “they often have prior commitments and

operation.

like to take trips.” Finding replacement drivers when

Unit 5 superintendent Gary Niehaus said other than a projected cost savings of $1.5 million over the next three years, three issues were uppermost in the school

they are absent can be a problem.

And he added, if they are younger, they are looking for an eight-hour job and insurance benefits.

board’s decision to retain ownership of their buses but

For some, the idea of being a school bus driver may

outsource employment of bus drivers: driver retention,

be appealing, Niehaus said, until they get behind the

absenteeism and new drivers realizing that the job just

wheel and have 60 or 70 kids behind them in the bus.

isn’t for them.

“They spend six weeks in training,” he said, “and

By the time the district trains drivers and coaches

in the first two weeks they may start to question their

them through the licensing procedures, he said, other

decision because of discipline and other issues on the

opportunities for someone with a CDL license can open

bus.”

up that are more lucrative than driving a school bus.

Because of the nature of the job … early morning and late afternoon hours with a long break in between,

For a district to spend time and money on employees who decide that soon that the job is not for them can be very expensive in the long run.

many bus drivers are part-time employees and tend to NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

FEATURE ARTICLE

Yellow buses may become Illinois endangered species

by Brent Clark

Brent Clark is the

R

emember when we walked

for the classroom, but the ability to

school. Setting aside the fact that

three miles to school every

safely transport children to school

many families depend on both par-

day, uphill both ways through snow,

remains a basic fundamental of edu-

ents working full time, there are logis-

tor of the Illinois

sleet, hail and torrential rain? School

cating students.

tical factors that make parents dropping

Association of

children in Illinois may soon return

From a purely political stand-

their children at the school door vir-

School Adminis-

to those good old days. The bad news

point, cuts to school transportation

tually impossible in many school dis-

trators. His article

is we no longer live in “Leave It to

clearly have far less impact in Chica-

tricts.

was distributed

Beaver” times and safety is the over-

go than they do downstate where

Most schools were not designed

to superinten-

arching reason for public schools to

many school districts cover more

for hundreds of vehicles dropping off

dents and is

continue providing bus transporta-

than a hundred square miles. Even

children; most were designed with

reprinted here

tion for students.

executive direc-

with permission.

in the state’s largest cities, the path

lanes for relatively few buses. Factor

The yellow school bus may

to school often includes railroad cross-

just 30 seconds for a parent to pull

become an endangered species in Illi-

ings or busy highways, not to men-

up, say goodbye and drop off their

nois considering the 42 percent cut

tion child predators.

children. How long would that process

to state funding for public schools

There are those who believe it’s

take for just 100 cars? 200? 300?

transportation in the past three years

the responsibility of parents to get

Also consider the safety concerns

and the ominous clouds forming over

their kids to and from

with that much traffic while children

the state’s education budget for next year. There was talk about eliminating transportation funding altogether last spring, but the grassroots response by school administrators and citizens helped prevent that from happening. However,

that

battle may have to be fought again next spring.

No one can argue with the emphasis on maintaining funding 24

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

are arriving or departing school.

ages about $500. Realistically, what

result in fewer buses, fewer miles and

From an overall economic per-

school board would want to assess

fewer drivers.

spective, the cost of bus drivers, fuel

such a fee on parents who already

A story about a Missouri district,

and insurance is less than the fuel

pay school taxes? Districts could not

Bayless School District near St. Louis,

cost for hundreds of vehicles making

even assess the fee on families whose

related how the district eliminated

that daily trip.

students are enrolled in the free-and-

its bus transportation two years ago

reduced lunch program, a growing

only to see 150 students move to

population in many districts.

neighboring districts that provide bus

The notion that local districts should shoulder more of the transportation costs ignores the fact that

Certainly districts should look

transportation. The district actually

local taxpayers already pay a portion

at all feasible options to lower costs

ended up losing more money in state

of the transportation bill. The state

— and most districts have been

aid than the bus transportation cost.

already has cut General State Aid to

involved for years in cost-cutting ini-

The story underscores how impor-

schools by 11 percent, and leaders

tiatives like bid purchasing, contract

tant school transportation is to par-

in the House and Senate are talking

bargaining and shopping for the low-

ents.

about shifting the state’s portion of

est insurance costs. Districts that

The yellow school bus long has

pension costs for teachers to local

have not already done so may need

been a fundamental, vital part of our

districts. Illinois already ranks among

look at more of a mass transit busi-

public education system. It is not a

the nation’s highest in local school

ness model. For example, door-to-

luxurious benefit for children or par-

funding and dead last in state fund-

door service may need to be replaced

ents. It remains the safest, most effi-

ing for public education.

by establishing bus stops at strategic

cient way to transport our children

locations. In some districts, that could

to school.

The Illinois State Board of Education (ISBE) last spring proposed changing the formula for transportation from the current reimbursement formula to an “efficiency” formula based on either per-student or per-mile funding, but that proposal failed to make it out of a Senate committee. The proposal is expected to resurface in the 2013 spring session.

Recognizing that this is an attempt

by ISBE to retain at least some funding for transportation in the current political and economic atmosphere, this would be a paradigm shift in funding that would result in “winners” and “losers” among school districts.

Still, it is something that should be carefully considered if it rewards efficiency.

The ISBE proposal also would allow school districts to charge parents a fee to transport their children and ISBE data indicates the cost for transporting one child for a year aver-

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

FEATURE ARTICLE

Finding ‘north’ from a seat in a school bus

by Mark A. Clark

or millennia, travelers have

a morning route. I’ve visited class-

of those terms that originate in Wash-

relied on celestial bodies for

rooms and attended programs and

ington, D.C. Intentionally or unin-

board chair for

navigation. Sighting certain stars

events on campuses; however, a ride

tentionally, terms like this tend to

Fayetteville City

allows a traveler to assess his cur-

on a school bus would be an oppor-

mask their very meaning. It’s one

Schools in Fayet-

rent location, orient a coordinate

tunity to see students on their “turf”

thing to read a word on paper; it’s

teville, Tennes-

system, and chart a path to his desired

and experience an important part of

quite another thing to witness “socio-

see. His article

destination. Similarly, our life jour-

our school system firsthand.

economic” in the real world.

Mark A. Clark is

first appeared in the Winter 2012 issue of the Tennessee School Boards Associa-

F

neys benefit by witnessing goodness

The school bus rolled out at 6:50

On a school bus, “socio-eco-

around us, “stars” if you will, and

a.m. I had assumed the route would

nomic diversity” means some stu-

reflecting on what is truly impor-

begin earlier as in larger systems and

dents board wearing dirty clothes

tant. Today, I saw a star.

cities, but I suppose a more relaxed

and others with the latest clothes

It was a cool, crisp fall morning.

schedule is one of the many bless-

from Abercrombie. Some of the young

A day off work provided the oppor-

ings of a small city and a small school

ladies looked like they were headed

tion Journal and

tunity to do something I had not pre-

system. I selected a front-row seat

to a model agency photo shoot; oth-

is used with

viously done during my 13 years on

and waited for the action to begin.

ers obviously had not seen a hair

permission.

the Fayetteville Board of Education:

As sleepy-eyed students board-

brush that day. I can only imagine

ed the bus, my first impression was

what type of breakfast some must

how polite they were, most mak-

have had, if they had breakfast at all.

buses

ing eye contact with me and say-

I asked a couple of middle school stu-

during

ing, “good morning.” (Kudos to

dents if they had tests today and if

parents in our community

they were prepared; they said they

ride one of our city school

who are teaching prop-

Through the bus window, I wit-

children!) I knew a

nessed the loving goodbyes of par-

few of the students;

ents waving from front porch

most I didn’t. The young

steps. Undoubtedly, that morning I

people who boarded the bus

witnessed students who, for the sev-

represented a true cross-sec-

en hours of the school day, escape an

tion of our community, cutting

undesirable home life, find refuge and

across every category you might

support at school, and no doubt dread

see on a federal census

what awaits at home in the afternoon.

form: gender, race and socio-

Mind you, I saw no obvious signs of

economic.

such “at risk” students; however, I

“Socio-economic” is one 26

did, and they were.

er manners to their

know the statistics, and I know stu-

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

A few minutes before we arrived

can name a handful of teachers who

at her school for drop off, my new

made a lifelong impact on our lives. In

Each time the bus stopped, stu-

second-grade friend looked up with

the true circle of life, today our stu-

dents boarded, shuffled past me and

bright, blue eyes and confidently

dents are depending on us to give

found a seat. The mix of students

declared, “I need a hug.” For a

them the tools they need for life; that

included elementary, middle and high

moment, I reflected on how many

school ages. I was witnessing first-

children in our community must also

hand the future residents and lead-

need hugs. I leaned over, and as she

ers in our community, and I was

reached up to hug me, I renewed my

encouraged by what I saw.

appreciation for teachers and other

dents learn early how to mask problems at home.

About halfway through the route,

school personnel who every day make

a second-grade girl came up front and

sure this little girl and many others

sat down beside me. She had been

receive love, encouragement and sup-

I’ve reflected on my experience. I have

on the bus for several minutes, but

port.

a renewed appreciation for the amaz-

In the hours following my bus ride,

presumably only then mustered the

This morning’s passengers also

courage to move up front and intro-

included special ed students. We were

duce herself to this stranger who had

joined en route by one of our special

ria workers and custodians whose

joined her morning bus ride.

ed teachers, and I especially enjoyed

work undergirds everything we do as

My new friend was quite the chat-

our conversation about the challenges

terbox! She talked virtually non-stop,

and rewards of working with these

and I listened intently to her every

truly special students. We spoke in

word. I learned her favorite color, her

general terms about families from

favorite animals and about a recent

which these students come and sys-

dream she had about a Tyrannosaurus

tem plans for new facilities. I thanked

Rex! You could tell by her demeanor

her for all she does for the students;

and attitude that she loved school

she said it is a “calling.” Indeed.

ing work done by bus drivers, cafete-

a school system and yet, sadly, often goes unnoticed and unappreciated.

is a grave responsibility.

and her teacher. She asked if I want-

In the hours following my bus

ed to hear the song she wrote about

ride, I’ve reflected on my experi-

My little second-grade friend’s

burning her tongue on “hot, hot choco-

ence. I have a renewed appreciation

future is in our hands; we cannot let

late.” (How could I resist?)

for the amazing work done by bus

her down. To succeed, she must

During our conversation, I was

drivers, cafeteria workers and cus-

be challenged academically. As she

bopped in the head by a paper wad,

todians whose work undergirds every-

grows physically, we must ensure

which ricocheted and landed near

thing we do as a school system and

she grows intellectually and emo-

her feet. Without missing a beat or

yet, sadly, often goes unnoticed and

tionally. We must encourage her to

interrupting her story, she picked up

unappreciated. For some students,

dream — beyond whatever limita-

the paper and tossed it in the trash

the first smiles and kind, encour-

tions or bounds she may perceive —

can, noting that sometimes the bus

aging words of the day come from

and plan for her future. Only then

gets dirty.

these dedicated, caring folks. My

will she have hope of becoming all

After the bus dropped off the mid-

sincere thanks to school system staff

she was created to be.

dle and high school students, the ele-

members who take advantage of

Finally, during my bus ride this

mentary school students congregated

these opportunities to encourage

morning, I was reminded of the

closer to the front of the bus. A boy

children.

tremendous responsibilities we bear

asked if I was training to be their next

I also gained a renewed appre-

as school board members. Under Ten-

bus driver. A third-grade girl protest-

ciation for teachers and other sys-

nessee law, we are responsible for

ed, “It’s my turn to sit beside him!” My

tem professionals who dedicate their

approving budgets, approving poli-

second-grade friend refused to relin-

lives to helping students achieve and

cies and hiring a director of schools

quish her coveted seat.

become productive citizens. All of us

[superintendent]. However, may we

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

never forget the true purpose of our work: ensuring the best education possible in our districts and making sure our students are prepared for life. Shame on us if we ever let outside pressures, extracurricular activities or politics distract us from our true priorities: the children. The future of our students and our communities is in our hands; may we not fail in this noble pursuit.

I’m grateful for the opportunity to serve on Fayetteville’s school board. I’m honored to serve with board members, administrators, teachers and staff who focus on children. Since returning to Fayetteville

IASB Policy Services Provides custom, in-district services and workshops to assist your board with all aspects of its policymaking role:

in 1988, I’ve been honored to serve on the Industrial Development Board, as Fayetteville’s mayor, as an alderman and as a school board member.

When my current term is over, I will have completed 20 years in elected

Development – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends.

office.

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

I’ve been a part of is more important

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

I’m proud of many things we’ve accomplished over these two decades; however, I can honestly say nothing than ensuring our children have the education necessary to succeed in college, vocation and life. I completely concur with the adage that 100 years from now, none of my accomplishments will compare to the value of

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

having made a difference in the life

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

ond half of my personal life journey.

of a child.

I’m 50 years old and in the secToday I was blessed with the opportunity to stop and recalibrate after sighting a star. I spotted this star not

If your board needs assistance in any of these areas, contact IASB Policy Services today!

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

by looking up toward the night sky, but by riding a school bus and looking into the bright, blue eyes of a second grade girl.

Now, on with the journey!

28

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

FEATURE ARTICLE

Maximizing safety on non-district buses

by Patrick Labriola

s fall moves into winter, and

age limits, victims brought suit against

that the best possible motor carrier

weather conditions deterio-

the university and its liability insur-

is being selected, they are now able

ance carrier.

to more proactively identify these

A

rate, it is critical that schools feel con-

Patrick Labriola is president of

carriers by considering some of the

Transportation

following suggestions:

Safety Exchange

fident in the safety of motor coach

Bluffton was unable to prove the

carriers that sometimes provide stu-

university exercised appropriate duty

dent transportation for extracurric-

of care, and because of an ominous

ular trips. School administrators must

clause in Bluffton’s insurance cover-

take steps to ensure that children will

age, the Ohio State Supreme Court

Typically multiple carriers are

be transported to and from school-

ultimately ruled in 2011 against the

available in any given region, and

forms detailed

related activities on trusted carriers,

university and its insurance carrier.

administrators should perform due

investigations of

so parents can be assured that chil-

The result was a $25 million settle-

diligence in selecting one. Trip orga-

motor carriers to

dren will travel safely.

ment paid by Bluffton and its liabil-

nizers should review many different

ensure they are

ity insurance provider.

factors when comparing motor car-

Safe student transportation is no longer the sole responsibility of the

Additional high-profile cases

(TSX), a safety

Look beyond cost

riers — not just price.

carrier. It is important for both school

include:

administrators and parents to play a

• a tragic bus accident that injured

referrals from other schools that take

more active role. If a contracted bus

five third-graders while on a field

similar student trips, and review the

transporting students were to be

trip to Poughkeepsie, New York;

carriers’ safety records, reputation

involved in an injury-causing or fatal

• a charter bus filled with Georgia

accident, would the school adminis-

chorus students that overturned

trator be able to demonstrate he or

during a return trip from Florida;

she exercised the highest duty of care

and

Trip organizers should ask for

and performance.

meeting the highest possible safety standard available. He can be reached at plabriolatsx@

Ask the right questions School administrators and trip

• a charter bus accident that injured

organizers have the right to and should

carrier? Would parents feel secure

26 students on their way from Texas

investigate carriers’ safety policies,

knowing they had demanded pre-

to Orlando

procedures and records. Motor coach

These, among many others, have

companies need to have clearly writ-

The accountability for safety

catapulted the issue of transporta-

ten, easy-to-understand policies and

beyond the carrier was highlighted

tion safety to the top of school admin-

procedures for the operation and

in 2007 when the Bluffton Univer-

istrators’ list of priorities.

maintenance of their fleets that are

sity (Ohio) baseball team was involved

Since these incidents, a growing

regularly tracked and recorded by

in a horrific fatal accident near Atlanta,

number of academic institutions are

the company. Trip organizers should

Georgia. After the Georgia Depart-

looking to a third party expert for val-

request vehicle maintenance and

ment of Transportation and the motor

idation that the carriers they con-

inspection records, and qualifications

carrier insurer reached their cover-

tract with are safer. To be confident

of maintenance personnel.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

tion that per-

tsxcr.com.

in selecting a safer, higher-quality

cautions be taken?

rating organiza-

29

It also is crucial to inquire about

Reviewing all of this information

vice should include a risk assessment

driver safety records, the company’s

can be extremely useful when iden-

and evaluation of the level of safety

drug and alcohol policy, procedures

tifying a safer carrier. However, select-

compliance and effectiveness of safe-

regarding drivers’ hours of service,

ing a safer motor coach can be a much

ty management controls. If the motor

driver qualification files, accident

simpler process with the assistance

carrier has been rated, the rating

registers, etc.

of an independent rating service.

should be up-to-date.

Since most students are minors,

Third party validation from a

Several school systems across

trip organizers should also ask whether

safety rating service is helpful in deter-

the nation have already taken advan-

or not the driver has a criminal record.

mining a carrier’s record and can

tage of third party safety rating ser-

Individual driver performance should

practically eliminate the burden on

vices when selecting their motor

be a part of a motor carrier’s overall

trip organizers to gather the safety

carriers. Nearly 70 school districts

safety records and should be reviewed

information on their own from the

throughout Maryland and North Car-

by trip organizers prior to transporting

companies.

olina have begun to select carriers in

Inspections by a safety rating ser-

students.

this way.

Safety in motion Once a safer carrier has been selected, trip organizers need to continue safe practices on the road. Min-

Clockwork continued from page 23

imize driver distractions by requiring

the one for special education students

portation needs for the growing dis-

from Carlock … can be 40 minutes

trict. But field trips just faced a cut

even by car.

back, Niehaus said, because of a deficit

Brown also fields questions about

in the education fund … a fund used

why a child is on a bus for 45 min-

to reimburse the transportation fund

utes when it only takes 30 minutes

for such trips.

to get there by car. “Someone has to

And then there looms the mile

be the first on the bus,” she said, “and

and a half issue. In Illinois, students

I tell them, ‘Unfortunately, that’s you.’”

qualify for district transportation if

“We have had varying degrees

they live more than a mile and a half

of success in communicating effec-

from their school … or closer, if their

tively with our publics,” board mem-

way is considered too hazardous.

ber Briggs said. “The most confusing

“Ninety percent of Prairieland

issue is about which school district

(Elementary School) students live

educates students living in their neigh-

within a half mile of the school,”

borhoods. Bloomington Public School

Niehaus said, “but their parents don’t

District 87 does not educate all stu-

want the kids to walk because they

dents with Bloomington addresses.

do not feel it is safe.”

“We meet with real estate bro-

And that, of course, is the mantra

kers, developers and employers so

from all three districts. It was echoed

they can better understand our dis-

again by Unit 5 board member Brig-

trict configuration,” she said, “and

gs: “The goal is to provide on-time

our website is another resource.”

and safe delivery to the intended loca-

So far, Unit 5’s growth in equalized assessed valuation (EAV) has

tions of all students transported by the district.”

that students stay seated while the motorcoach is moving, avoid disruptive behavior and keep noise to a minimum.

If seatbelts are available, encourage students to wear them. If road conditions worsen, trip organizers are also responsible for using good judgment for the driver and students when determining whether to postpone or cancel a trip due to inclement weather.

As the school year progresses and weather becomes unpredictable, the main goal is to maximize the transportation safety provided to students, while minimizing liability.

Motor carriers that receive high safety ratings are considerably more likely to be the best option for safely delivering students to and from extracurricular activities. Combined with good safety practices on the road, they can provide your district with a significantly lower liability risk.

helped to support growing trans30

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

FEATURE ARTICLE

Preserving the public in public schools

by Phil Boyle and Del Burns

standing room-only crowd gath-

the new majority would use this first

ered for the nine-member Crest-

meeting to plant its flag in the board-

Phil Boyle is pres-

wich Board of Education’s first meeting

room. But few of those in attendance

ident of Leading

since the fall election. Supporters of

— not the chair, not the four minor-

and Governing

our newly elected members crowd-

ity board members, not the super-

Associates, a

ed the room and spilled into the hall-

intendent, not the staff and certainly

public purpose

way. The campaign had pitted

not the public at large — had any

consulting prac-

supporters of a district-wide policy

inkling that the swearing-in cer-

promoting socioeconomic diversity

emony and reception were only a

in all schools against supporters of a

prelude to a seismic shift about

return to neighborhood schools. The

to unfold when the board meet-

swearing-in ceremony marked the

ing resumed.

A

beginning of a new era in the Crest-

tice dedicated to preserving democracy and representative government. Del

Some tension around the board table, to be expected with

Burns is a consul-

The four board members-elect

so many new members, was pal-

tant and director

were seated in the audience, await-

pable as the meeting resumed.

of education ser-

ing their turn to come to the dais to

The meeting progressed first with

approval

vices for GHK

take the oath of office required as the

routine comments by the chair and

of the meeting agenda. The first wave

Associates and is

last official step before beginning their

the superintendent, followed by what

of change would culminate with being

a former North

service as a member of the board of

appeared to observers as routine board

ousted as chair.

Carolina school

education. Seated at the board table

business. The board’s code of ethics

The formerly lone minority mem-

for the last time were four outgoing

was distributed and signed by all mem-

ber of the board, now the de facto

This is an excerpt

board members who were about to

bers, in accord with a recently adopt-

leader of the majority, made a motion

from their book,

be replaced. The board chair wel-

ed board policy. Because one of the

to amend the agenda. The motion

comed the new board members, chal-

departing board members had served

proposed adding a number of items

lenging them to serve in the best

as vice-chair, the printed board agen-

to the agenda, listed in priority order,

interest of all of the children in Crest-

da included the election of a new vice-

and to precede all other agenda items.

wich Public Schools.

chair. A newly elected member was

All public comment would be delayed

nominated and quickly elected, fore-

until after board action was taken on

shadowing events to come.

all new items. None of the items was

the American

wich Public School system.

Everyone in attendance realized that the four new members joined

superintendent.

Preserving the Public in Public Schools, and is reprinted with the permission of

the now-longest serving member of

Never suspecting the tsunami of

listed on the public agenda distrib-

School Board

the nine-member board to form a new

change about to sweep over the board,

uted prior to the meeting, and no

Journal.

five-member majority. Most every-

following the completion of routine

materials were provided in advance

one in attendance anticipated that

business the board chair called for

to the board, staff or public.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

31

The newly introduced agenda

proceedings might ask, do these actions

items were not surprising in them-

by the board have to do with public

selves, as adamant criticism of the

schools?

separation of public from schools, no

Public contest of public schools

from the political. This lack of sep-

less, the speed with which they were

Public schools in America serve

aration can be troubling, particular-

announced and the manner in which

a variety of purposes. They conserve

ly to dedicated public school leaders

the new majority took control shocked

contemporary values, attitudes and

and professionals who very much

many in the audience. The amend-

social mores. They preserve social

want public schools to be about chil-

ed agenda included the following five

and class distinctions and thereby

dren rather than politics. Such a sep-

action items:

maintain social stability. They pro-

aration is neither possible nor desirable.

1. election of a new chair of the board

vide economic opportunity and social

Public schools carry out a pub-

mobility to children of less advan-

lic role in socializing children into

taged families and thereby promote

society, preparing the next genera-

a dynamic society. They ensure a sup-

tion to take their place as Americans

3. a resolution to ensure parental

ply of educated workers. They help

in what is today the oldest republic

choice for students attending year-

take care of and raise children whose

in the world. All other socialization

round schools;

parents carry out economic lives away

is a private responsibility — car-

4. a resolution to end all efforts and

from home. And they make a grow-

ried out by and through parents, fam-

expenditures on a site selected for

ing body of knowledge that is increas-

ilies, and sacred and community

a new high school by the previous

ingly difficult to collect, organize and

institutions. Public schools serve as

board and to seek an alternate site;

learn individually accessible to all

the public institution by which we

and

children.

transmit our collective knowledge

of education; 2. a motion to rescind the district’s student assignment policy;

But what’s public about public

and shared values of the good life to

system-wide spending and costs.

schools? What is public about pub-

each succeeding generation. If we are

Following the rules of order, the

lic education other than its funding?

serious about tasking public schools

gavel was passed to the superinten-

Why should we ask citizens rather

with such a purpose, then we must

dent to preside over this special meet-

than education professionals to gov-

be willing to engage in an equally seri-

ing. In a swift, second 5-4 vote, the

ern public schools? For what pur-

ous conversation about the meaning

current board chair was replaced by

pose, and toward what ends, do we

of “public” and the public purposes

the senior member of the new major-

invest in educating the next genera-

of public schools.

ity. When the gavel was handed to

tion of Americans? Let us be quite

the new chair, the remaining new

blunt. We procreate for a variety of

Discovering the public

items were added to the agenda and

reasons, but ultimately to preserve

in public schools

presented one by one by a new board

the human race. Similarly, we edu-

Alexis de Tocqueville predicted

member. Each of the motions and

cate for a number of reasons, but ulti-

that private interest would more

resolutions was adopted by a 5-4 vote.

mately to preserve our democratic

than ever become the chief if not

republic.

the only driving force behind all

5. a resolution to immediately reduce

The audience soon realized that

32

Similarly, there can be no absolute absolute separation of the educational

previous board and its policies dominated the election campaign. Nonethe-

government from society.

this was more than the planting of a

Public education and our demo-

behavior in modern society. Our

new majority flag. In a matter of mere

cratic republic have evolved over time

contemporary debate and discus-

moments, the new board had ousted

together. In spite of the efforts of some

sion about public education focus-

the chair, swept away a policy of

reformers, they cannot be separat-

es more on education as a private,

socioeconomic balance that had been

ed. In the Founders’ view of a classi-

economic good than as a public,

nurtured by board members and dis-

cal republic, government is inextricably

democratic good. This focus encour-

trict staff for more than three decades

linked with society. There is no only

ages us to see public education as

and made good on several campaign

public or only private. There can

an economic investment; to empha-

promises. What, an observer at these

be no absolute separation of state or

size individual student achievement,

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

albeit in aggregated form; to think

sonal freedom and individual dif-

lic education, the goals that make

of ways to privatize public schools;

ferences yet still maintain a United

education public, are the goals of

to operate public schools and class-

States of America. Second, it’s about

human potential, of the human spir-

rooms in accord with market prin-

how we forge a sense of “we” and of

it and of the possibilities of human

ciples; and to seek to give education

connection and belonging in a nation

character. Public education serves to

a competitive edge.

of individuals predicated on the prin-

shape human character and develop

Public education certainly has

ciple of self-interest. Third, it’s about

human potential by satisfying the

important economic considerations

how we grapple with issues of justice,

core public values of liberty, equali-

and benefits, but this by no means

fairness and equality in a nation less

ty, community and prosperity.

makes it only or even primarily an

homogenous than any other. And

In terms of liberty, public schools

economic enterprise. Our capacity

fourth, it’s about the role we expect

help create and perpetuate a nation

to discover and exploit the econom-

a market economy to play in our lives,

of free individuals dedicated to self-

ic benefits of all sorts of human endeav-

an economy central to the nation’s

government and capable of exercis-

ors does not limit the potential of

founding as a commercial republic.

ing rights, freedoms and choice

those endeavors to economic out-

To uncover the full sense of the

responsibly. They preserve and pass

public in public schools, we must ask,

on knowledge about what it means

comes.

The public in public schools is

as did Aristotle, what kind of human

to be an American. Public schools

many things, but to help us get start-

character our society aims at and

seek to provide a voice and become

ed, it’s about four big things. First, it’s

intends to form. In asking this ques-

the schools of first choice for every-

about how we preserve liberty, per-

tion we discover that the goals of pub-

one. Through public participation

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

33

and engagement, public schools pro-

In terms of prosperity, public

moral order. We can say that in pub-

vide opportunities for citizens to learn

schools prepare each individual to

lic schools, all of these goals matter,

and practice the arts and skills of

be economically self-sufficient in a

all of the time, although not every

democracy.

competitive national and global mar-

goal matters equally all of the time.

ket economy in whatever form that

While these are all goals of pub-

In terms of community, public

lic schooling, they are also means to a much larger goal and to a much broader purpose of public education.

In terms of equality, public schools serve as the great equalizer in

That broader goal and purpose is to

American society. They include everyone, equalize educational

preserve our pursuit of the good life that is only possible in a democratic

opportunity, teach children tolerance and fair play, model fairness

republic. In this context, the most

and treating people justly, and cultivate an acceptance of differ-

important purpose of public educa-

ences in preparing students for life in an increasingly diverse

tion is to preserve and perpetuate our

society.

democratic republic, without which all of these other goals are not possible.

Five reasons why public schools are ‘public’

schools extend the boundaries of

self-sufficiency might take. Schools

First, schools are not so much

home and help socialize children and

teach future producers, employers

about children as they are about

teens to assume roles and responsi-

and consumers to balance individ-

what kind of society we wish to devel-

bilities as adults, citizens, neighbors,

ual self-interest with concern for and

op and maintain. Because public

spouses, parents and members. They

contribution to the general welfare.

schools are populated with children,

transmit the values and mores of

We agree with Abraham Lincoln

we tend to think of public schools

American society to ensure adequate

when he said that, “Upon the subject

as institutions that serve children.

social and moral order to preserve

of education, not presuming to dic-

They are not. At their core, public

the republic. Public schools help

tate any plan or system respecting it,

schools are political and ideological

weave and maintain the social fabric

I can only say that I view it as the

institutions in which each adult gen-

of the nation by providing a common

most important subject which we as

eration battles among itself for

democratic experience for all chil-

a people may be engaged in.” Along

supremacy in determining the pur-

dren.

with Lincoln, we also cannot say

poses, goals and direction of public

In terms of equality, public schools

which is the most important goal of

education.

serve as the great equalizer in Amer-

American public education. There

Second, there are no new argu-

ican society. They include everyone,

are multiple goals, and at any given

ments or solutions in the battles over

equalize educational opportunity,

time, some people perceive some

the direction and future of public

teach children tolerance and fair play,

goals as more important than others.

schools. Generations, technology and

model fairness and treating people

For some it may be student

politicians change, but the arguments

justly, and cultivate an acceptance

achievement. For some, it may be

about public education do not. From

of differences in preparing students

ensuring equal educational oppor-

battles over school lunch to school

for life in an increasingly diverse soci-

tunity. And for some, it may be devel-

dress to school prayer, each gener-

ety. Public schools serve as the pri-

oping responsible citizens and adults.

ation reinterprets what it means to

mary public means by which we

For others, it may be developing a

be an American and recapitulates the

mitigate the effects of socioeconom-

competitive work force. And for still

political and ideological arguments

ic inequality.

others, it may be ensuring social and

of the founders and framers.

Third, there are no permanent

34

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

solutions to the seemingly endless

poration — do not suffice for the ful-

student test scores as a factor in

set of issues and challenges facing

fillment of human nature. According

deciding which teachers earn tenure.

public schools. More than two cen-

to Diamond, Aristotle explicitly char-

• A nationwide study by the Ford-

turies after the American Revolution,

acterized as sub-political those mere

ham University Center of Law and

public schools continue to serve as

alliances or contractual arrangements

Information Policy found that states

political battlefields for debates about

made solely for the sake of commerce.

often collect far more information

religious freedom and whether stu-

Societies based on such arrange-

about students than necessary and

dents should be allowed to wear U.S.

ments may have a thriving commerce,

fail to take adequate steps to pro-

flag t-shirts. What does freedom mean?

but they would lack a concern for the

How much freedom should we have?

development among citizens of cer-

• One state’s legislature passed a bill

Can we have too much freedom?

tain common ethical excellences and

permitting local school districts to

These are timeless questions with no

hence a common character. Focus-

promote “critical thinking” and

permanent answers.

ing public schools on the advance-

“objective discussion” about evo-

tect their privacy.

Fourth, the governing process-

ment of economic interests may help

lution, the origins of life and glob-

es and policy tools we use to decide

promote a thriving commerce, but it

al warming by allowing teachers

how to educate the next generation,

will not develop excellent human

to use supplementary materials to

what to teach them, how to distrib-

beings who can achieve the poten-

critique the standard text book.

ute educational opportunity, who

tial of their character. Public schools

• Because of the attention garnered

should go to school where and with

are public, then, because any lesser

by the list of books involved in book

whom and how to pay for public

form of education cannot come to

banning efforts announced each

schools reflect the social, political

terms with the challenges of the human

year by the American Library Asso-

and economic character of America.

condition.

ciation, a school district’s superintendent banned the list of banned

We have not been able to design a form of public schools governance

Public education is a moral,

separate from the fundamental polit-

ethical and political enterprise

books.

• Football cheerleaders at a public

ical principles of our democratic

Despite its technical and pro-

high school, wanting to make the

republic. As the numerous alterna-

fessional clothing, public education

Bible a bigger part of Friday night

tive governance proposals that fill the

is at its core a normative enterprise

games, painted messages like “Com-

skies of the polis like hot air balloons

— consisting of moral, ethical and

mit to the Lord” on giant paper

attest, this is not for lack of trying.

political beliefs about the meaning

banners that the players charged

Changing these principles requires

of the good life and a vision of soci-

through onto the field. After the

changing the essence and character

ety and of the future. Consider these

school was cautioned about the

of America, a process which the

examples drawn from public schools:

risk of a constitutional challenge

Founders made very difficult on pur-

• A first-grader was so excited about

due to an insufficient separation

joining the Cub Scouts that he

of church and state in school-spon-

pose.

Fifth, unless public schools oper-

brought a camping utensil that can

sored activities, the school board

ate at the level of a public or politi-

serve as a knife, fork and spoon to

struck down the eight-year-old

cal community they cannot satisfy

school to use at lunch. School offi-

the purposes we have invested them

cials decided he violated the dis-

• Selling candy didn’t raise much

with or achieve the goals we ask of

trict’s zero-tolerance policy on

money, so a middle school parent

them. As Martin Diamond wrote in

weapons and sentenced him to 45

advisory council recommended

an essay titled “Ethics and Politics:

days in the district’s reform school.

that a $20 donation should get a

The American Way,” Aristotle argued

After its 80-page code of conduct

student 20 test points — 10 extra

that human society must rise to the

received national attention, the

points on two tests of the student’s

level of a political community because

district rescinded the sentence.

choosing. The principal endorsed

the lesser forms of human associa-

• A mayor announced that the city-

tion — the family, tribe, village, cor-

run school system will begin using

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

tradition.

continued on page 41 35

FEATURE ARTICLE

Viability of rural, small schools can be defended

by Greg Reynolds and Vicki Van Tuyle

Greg Reynolds is a visiting assistant

espite the efforts of 70 years,

is no longer a viable option for chil-

dents in small schools do well in a

school consolidation remains

dren’s education. But is that really

number of different areas, including

true?

having higher attendance rates and

D

an issue of discussion and concern

professor in edu-

for rural and small districts in Illi-

cational leader-

nois.

ship at Southern

Since the Compulsory School

being much more likely to graduate

Attendance Law passed in 1883, Illi-

from high school.

In 1942, Illinois had 12,000 dis-

nois’ public education system has

• In 2001, Patricia Wasley and Richard

Illinois University-

tricts (more public school districts

been dominated by small schools.

Lear reported in “Small Schools,

Edwardsville.

than any other state) with more than

The Condition of Education 2011

Real Gains,” that schools-within-

Vicki Van Tuyle

“10,000 one-room schools having an

study found the largest percentage

schools in Chicago showed a sig-

is an assistant

average enrollment of 12 students,”

of public schools were in rural areas

nificantly lower dropout rate (4.8

professor of

according to Illinois School History.

(32 percent), followed by suburbs (28

percent) versus their host schools

educational

Three years later, Illinois citizens vot-

percent), cities (26 percent) and towns

(12.9 percent) or the district (10.8

ed to accept consolidation to reduce

(14 percent).

percent), even after only one or

leadership at SIU-E.

district numbers.

Before television, interstate highways, calculators and microcom-

• Building a Grad Nation (2012)

districts; by 1955, 2,242 districts; by

puters, hundreds of thousands of

reported the national graduation

1966, 1,340 districts. Currently we

children learned arithmetic, civics,

rate increased by 3.5 percentage

have 861 districts, with the dissolu-

geography and other lessons in a small

points, from 72 percent in 2001 to

tion and annexation of three districts

(often one-room) school. In most cas-

75.5 percent in 2009. State statis-

effective July 1, 2012. Of these, the

es, students learned independently

tics show Illinois’ graduation rate

majority are rural.

and progressed at their own rate.

increased from 77.1 percent in

In 2011, Governor Pat Quinn

While older pupils helped younger

2002 to 77.7 percent in 2009, but

recommended consolidation of Illi-

ones, the teacher was able to take

more importantly, the rural high

nois’ school districts to no more than

time to individualize lessons and pro-

school graduation rate in Illinois

300. His reasoning: consolidating

vide personal contact with each stu-

was at 88 percent for 2008-09.

smaller districts could make schools

dent daily. Younger pupils were aware

• Kathleen Cotton, while reviewing

more equitable and efficient, as well

of what was expected of them in the

31 studies in 1996, found that stu-

as enhance education.

next grade because they could see

dents in small schools performed

and hear older children working on

equal to or better than their larg-

Those supporting Quinn’s plan believed substantial savings would

advanced lessons.

be experienced throughout the state.

Even though the push for forced con-

36

two years.

By1950 there were 4,480 school

er schools counterparts.

• Newer research, Consolidation of

What the research shows

Schools and Districts: What the

solidation stalled, the belief lingers

Existing research and literature

Research Says and What It Means,

that the small, rural school district

on small schools indicates that stu-

found that “increasing the size of

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

elementary schools (partly by school

in 1984’s A Nation at Risk was the

ents had fewer opportunities to par-

consolidations) lowered student

dilution of the curriculum by elec-

ticipate in their children’s education

achievement significantly, with a

tive courses. In 1994, Herbert J. Wal-

either formally as board members or

predictable future economic cost

berg and Herbert J. Walberg III found

informally as class room volunteers.

that, according to the researcher,

that course offerings available in small

far outweighed the marginal fiscal

schools served the students well

savings of sustaining smaller

because almost all students took a

In addition to the issues above,

schools.”

strong core curriculum. They also

small schools also offer students a

‘Climate’ advantages

The authors of that information

found that small schools were less

personalized learning environment,

also summarized: “Research also sug-

likely to continue ineffective pro-

where they are well known by local

gests that impoverished regions in

grams than were large schools.

teachers. Students in large schools

particular often benefit from smaller schools and districts, and they can suffer irreversible damage if consolidation occurs.”

Curriculum

sometimes fall through the cracks Activities

because it is easier for them to go

Advantages also spilled over into

unnoticed. In a small school, a stu-

extracurricular activities as well, with

dent is usually only one in 300 to 400

students in small schools more involved

students, rather than maybe one in

in clubs and teams. With fewer stu-

2,000.

While a popular notion, curric-

dents, it is easier to participate in a

Teachers talk about how students

ular offerings also may not be better

small school environment. Students

are doing, and compare information

in larger schools. Almost 50 years

report that they have a greater sense

across classes and over the years. All

ago, R.G. Barker and Paul Gump pro-

of belonging; they feel like they are

of the students know each other. If a

posed that even though larger schools

a part of something.

student is having trouble, all the stu-

were more impressive on the outside,

The Rural America report also

dent’s teachers can meet with the stu-

on closer look a small school provided

stated that “in 2003, greater per-

dent and/or parents to talk about the

a better quality of education.

centages of students in rural areas

problem and create a plan to help.

Robert Pittman and Perri Haugh-

than in cities had parents who attend-

Two researchers, Faith Dunne in 1977

wout studied the influence of school

ed a school event (74 versus 65 per-

and Weldon Beckner in 1983, each

size on curricular diversity and in

cent) or served as a volunteer or on

found that a small school can offer

1987 reported that a 100 percent

a committee (42 versus 38 percent).

benefits in several areas: personal

increase in enrollment correspond-

In addition, a larger percentage of

relationships, students, teachers,

ed to only a 17 percent increase in

students in rural areas had parents

administration, and curriculum and

curricular offerings. Furthermore,

who reported taking their children

instruction.

size alone has not been found to guar-

to an athletic event outside of school

A sense of pride exists in a small

antee an adequate curriculum, let

than students in cities and suburbs

school, as well as an attitude and sense

alone a superior one.

(42 versus 34 and 38 percent, respec-

of personal possession and involve-

tively).

ment for all involved, from students

For example, researcher Craig Howley argued in 1994 that the val-

A 2011 National Education Pol-

to the greater community. To a great

ue of offering a wide range of spe-

icy Center report asserted that a study

degree, the school is the communi-

cialized courses might be overstated,

of the aftermath of a consolidation

ty center in many small towns and

and that a small school with a strong

effort in West Virginia found students

rural areas.

required core curriculum could pro-

“had fewer opportunities to partici-

The size of the school does not

duce student achievement at high

pate in co-curricular and extracur-

inhibit personal interaction; it encour-

levels. In fact, an excessive number

ricular activities (a result of both

ages it. Small schools typically serve

of elective courses can detract from

increased competition for limited

a community ownership. This invites

the basic curriculum.

spots and transportation issues).”

strong support from parents and com-

This same report indicated that par-

munity members as well as closer

One of the weaknesses described

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

37

working relationships among the

Center for Education Statistics (NCES),

tistics: “During the 2007-08 school

school staff.

only 7.9 percent of urban small schools

year, a greater percentage of teach-

In a small school, it is not unusu-

reported an incident of serious vio-

ers in city schools (10 percent) report-

al for teachers, administrators and

lent crime (physical attack or fight

ed being threatened with injury than

school board members to know each

with a weapon) while 26.5 percent

teachers in town schools (7 percent)

other well. This can lead to easy accep-

of urban schools with an enrollment

and suburban or rural schools (6 per-

tance of new ideas among friends

of 1,000 students or more reported

cent each) … . A greater percent-

as well as a strong sense of identifi-

such a crime to police.

age of teachers in city schools (5

The Rural America report states,

percent) and suburban schools (4

The 2007 Status of Education

“in general, smaller percentages of

percent) reported being physically

in Rural America report indicated

public school teachers in rural areas

attacked, compared to teachers in

“a larger percentage of public school

than across the nation as a whole

rural schools (3 percent).”

teachers in rural areas than in other

reported problems as ‘serious’ and

locales reported being satisfied with

behavioral problems as frequent

the teaching conditions in their school

(occurring at least once a week) in

in 2003-04.”

their schools in 2003-04.”

cation and belonging.

38

Small schools also are signifi-

Rural schools are generally con-

cantly safer than large schools. For

sidered less threatening, according

example, according to the National

to U.S. Department of Education sta-

Still viable The small country school of the past was the impetus from which many of today’s better known educontinued on page 41

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

OPINION

Illinois Basic Skills Test narrows teacher pipeline

by Matt Hlinak

ecent efforts by the state of Illi-

mandates “highly qualified” teach-

the pass rates by race/ethnicity for

nois to improve the quality of

ers as measured in part by perfor-

the 2008-09 test, which was admin-

mance on a “rigorous state test.”

istered under the old standard. Even

R

teachers have failed to do so, with

Matt Hlinak is assistant provost for continuing

the additional unintended conse-

Illinois has been administering

under this more lenient standard, a

quence of reducing the pipeline of

a basic skills test since 1998. The

significant racial disparity can be

studies and spe-

minority teacher candidates.

IBST was uncontroversial until 2010

seen. A white test-taker was 50 per-

cial initiatives at

The Illinois Basic Skills Test

due to a generally high pass rate. For

cent more likely to pass than an

Dominican Uni-

(IBST) is a pre-professional exami-

2008-09, 86 percent of test-takers

African-American test-taker.

versity in River

nation administered to college and

passed; for 2009-10, 84 percent passed.

The new requirements exacer-

Forest, where he

university students seeking teacher

Urged on by the Chicago Tribune

bated the racial disparity, which can

teaches courses

certification. Students must pass the

editorial board and an influential

be seen in Table 2 in the pass rates by

in legal studies

test in order to be admitted to a teacher

report by the Illinois Education

race/ethnicity for the 2010-11 test.

and English. He

education program in Illinois. By state

Research Council, the state raised

Under the new standards, a white test-

writes and

statute, the exam must assess “the

the standards for a passing score on

taker is 100 percent more likely to

basic skills of reading, writing, gram-

the IBST from 50 percent correct

pass than a Latina/o test-taker and

mar and mathematics.”

answers to 75 percent. Under these

300 percent more likely to pass than

new standards, the 2010-11 pass rate

an African-American test-taker.

The Chicago Tribune described the test’s difficulty as “roughly eighth-

plummeted to 41 percent.

in the wake of the heightened stan-

grade to 11th-grade level.” According to its designers, the IBST “assures

The increasing racial disparity

Racial disparities It surely came as no surprise that

nationwide survey of teacher certi-

lic school educators exceed a uni-

making the IBST harder to pass would

fication standards found that all state

form minimum skill standard.”

result in a lower pass rate, although

licensure tests examined had lower

Illinois is not alone in its use of

cutting the potential teacher pipeline

pass rates for minority candidates

a prescreening exam to weed out

in half was likely not the objective of

and that raising passing test score

prospective teachers with an insuf-

advocates for tougher standards. Rais-

requirements impacted minority can-

ficient mastery of “basic skills.” Since

ing the bar for entry into the teach-

didates more than white candidates.

at least the 1980s, states have increas-

ing profession certainly falls within

No evidence exists that Illinois

ingly demanded higher admissions

the purview of the state and would

or other states are using basic skills

standards for teacher preparation

not normally be a legal issue. The

tests to intentionally discriminate

programs, with more than 40 states

problem, however, is that raising the

against minority candidates. Indeed,

now requiring a passing score on a

bar impacted different racial and eth-

the developer of the IBST seems to

basic skills test. At the federal level,

nic groups differently.

have gone to great lengths to elimi-

Table 1 on the next page reflects

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

on employment law and professional education issues.

dard raises legal red flags. A 2001

Illinois citizens that all of their pub-

the No Child Left Behind Act of 2001

speaks frequently

nate bias from the test and to “include 39

content, language and perspectives

In disparate impact cases, the

The research strongly suggests

that reflect the diversity of the Illi-

burden initially falls on the plaintiff

that pre-licensure tests like the IBST

nois population.”

to show that a testing procedure has

either lack “a manifest relationship”

This lack of what Supreme Court

a discriminatory impact. The burden

to teaching or that less discrimina-

Justice Warren Burger called “invid-

then shifts to the defendant, who can

tory means of evaluating potential

ious intent,” however, does not immu-

offer evidence that the testing pro-

teachers exist. However, applying fed-

nize Illinois from a charge of racial

cedure demonstrates what Justice

eral employment discrimination law

discrimination.

Burger called “a manifest relation-

to teacher pre-licensing exams is not

ship to the employment in question.”

that simple because the responsibil-

The plaintiff can still prevail where

ity for this possible discriminatory

The U.S. Supreme Court first

a test is shown to be job-related if

impact is divided.

dealt with the issue of pre-employ-

other less discriminatory means of

The federal NCLB Act requires a

ment testing in the landmark 1971

evaluating applicants are available.

“rigorous state test,” but the federal

Testing and Title VII

case of Griggs v. Duke Power Co. Pri-

In teacher pre-licensing cases,

government does not specify what

or to the passage of Title VII of the

proponents of rigorous testing point

test should be used nor does it employ

Civil Rights Act of 1964, the employ-

to the time and effort states put into

teachers. The states, in part to sat-

er in Griggs followed a blatantly dis-

validating their exams. Despite these

isfy these federal requirements, select

criminatory policy of restricting

efforts, however, multiple studies

the tests, but do not employ the teach-

African-American employees to the

have found weak or nonexistent pre-

ers. Local school boards employ the

low-paying labor department.

dictive correlation between pre-licens-

teachers, but play no role at all in set-

The day Title VII took effect, the

ing exam scores and student teaching

ting licensure requirements.

employer instituted new testing and

evaluations. Going beyond student

But whatever the area of respon-

education requirements for employ-

teaching to real classroom experi-

sibility, the data clearly show that so

ment in all departments, except labor,

ence, Jerome D’Agostino of The Ohio

far, the result of changes to the ITBS

with an exception for individuals cur-

State University and Sonya Powers

cut score has affected minority teacher

rently working in those departments.

of the University of Iowa, who spe-

candidates in a much more dramat-

The practical effect of this policy was

cialize in evaluation and assessment

ic way than it has their white coun-

to exclude African-Americans from

issues, recently reviewed 123 stud-

terparts.

higher-paying positions and to pro-

ies and found “that test scores were

Editor’s note: References avail-

tect the jobs of white incumbents

at best modestly related to teaching

able online at www.iasb.com/jour-

who would be unable to satisfy the

competence.”

nal/j111212_01.cfm.

new requirements.

The District Court, rather curiously, found no discriminatory intent in the new testing and education requirements instituted the very day Title VII took effect and that perpetuated the employer’s segregated workforce by other means. The Supreme

Table 1 Race/Ethnicity

Test Takers

Passers

Percentage

14,235

12,896

91%

African-American

1,615

959

59%

Latina/o

1,351

951

70%

603

481

80%

White

Asian-American/Pacific Islander

Court accepted this finding, but nev-

Table 2

ertheless held that Title VII “proscribes not only overt discrimination

Race/Ethnicity

but also practices that are fair in form,

White

but discriminatory in operation.”

This has come to be known as the “disparate impact theory” of dis-

Asian-American/Pacific Islander

Test Takers

Passers

Percentage

10,284

4,866

47%

African-American

1,566

229

15%

Latina/o

1,275

290

23%

436

173

40%

crimination.

40

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

Preserving continued from page 35 in schools only to have students and

of political extinction. If public schools

These examples raise several big

parents observe board members bul-

serve no other purpose, they should

questions for public schools. First,

lying each other? What good is edu-

serve this one.

what purposes do public schools serve,

cation, ask Henry Giroux and Kenneth

Authors’ Note: While the Crest-

why do we educate children, toward

Saltman, if it does not inculcate any

wich school district is fictional, the

what ends, and what do we want and

sense of political, ethical and moral

issues and choices are real. If any

expect from public schools? Second,

responsibility in its citizens?

of these bear resemblance to your

this idea.

school district, the resemblance is

what should we teach children and

We cannot preserve our repub-

what is the best way to educate the

lic without preserving the democ-

next generation of Americans? Third,

ratic virtues that make our republic

who should educate children, and

possible in the first place. And we

how? Fourth, what role should pub-

cannot preserve the public in public

Preserving the Public in Public

lic schools play in our children’s lives,

schools without taking responsibil-

Schools by Phil Boyle and Del Burns

how do our communities benefit from

ity as citizens for governing public

is published by Rowman & Littlefield

public schools, and how might our

schools. For as Tocqueville noted, in

Education, a division of Rowman &

communities be different without

the habit and practice of self-gov-

Littlefield Publishers Inc., and is avail-

public schools? And fifth, why do

ernment American character reach-

able through the IASB Online Book-

public schools give rise to so many

es up toward the republican virtues.

store at http://iasb.com/shop/ details.

controversial issues, and what should

Should we fail in this task our repub-

cfm? Item_Num=PPPS.

citizens and public school leaders do

lic will edge ever closer to the precipice

completely intentional.

Editor’s note

about these issues?

Notice that these questions are about the “public” in public schools.

They involve our visions of the good life and our understanding of the public good. They are not technical or

Viability continued from page 38

expert questions about how we teach

cational “innovations” originated.

Children fall through the cracks and

arithmetic or about whether state

Notions such as non-graded class-

their needs, both academic and per-

history should precede U.S. history

rooms, individualized instruction,

sonal, fail to be addressed. They feel

in the curriculum or vice versa. They

low student/teacher ratios, cross-age

even more isolated, frustrated and

are value-based questions about the

grouping, peer tutoring, using the

hopeless. Discipline problems esca-

social and political context of public

community as a resource, “main-

late. Security becomes a serious issue.

schools and about our vision for the

streaming” mildly handicapped pupils,

Teachers end up becoming nothing

future. Public values are the values

and emphasizing the basics all have

more than traffic cops. Quality of

of public education, because public

their roots in small schools of the

instruction deteriorates. The vast

schools comprise the public institu-

past.

majority of these students simply do not have a chance to achieve their

tion by which we prepare each gen-

Public schools with populations

eration of Americans to become

of 2,000 to 3,000 students were built

Americans.

on the premise that their large size

So even with the push for con-

If our democratic experiment is

allowed economies of all kinds. They

solidation, small size in education is

to survive, we must teach our chil-

were theoretically more efficient at

still a viable option for today’s stu-

dren the moral, ethical and political

delivering the educational product.

dents.

fullest potential.

obligations of living in a free society.

The problem is that these large

Editor’s note: References avail-

What good does it do, for example,

schools are too big. Their students

able online at www.iasb.com/jour-

to promote anti-bullying campaigns

become numbers, not individuals.

nal/j111212_01.cfm.

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

41

A Directory of your

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Appraisal Services

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WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899.

Fairview Heights - 618/624-2080

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LZT ASSOCIATES, INC./LARSON & DARBY GROUP Architecture, planning, engineering. Peoria - 309/6733100; Rockford - 815/484/0739; St. Charles, MO 630/444-2112; website: www.larsondarby.com; email: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 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; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231

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 TURNER CONSTRUCTION COMPANY — Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; Web Site: www.turnerconstruction.com; Email: ghill@tcco.com

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

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Con-trols, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford - 815-227-4000; Peoria - 309-688-7411; Springfield - 217-529-3111; Toll-Free - 866-ALPHA-01

RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.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; e-mail: rbennett@thectsgroup. com

SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: sartiarch@sartiarch.com

ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

Itasca - 630/773-7203

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: bpaulsen@wightco.com

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

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

Milestones continued from page 44 the V.I.T. CUSD 2 school board, Table Grove.

Wayne L. Medlin, 85, died July 30, 2012.

He had been a member of the Pontiac CCSD 429 school board, and served as board president.

Daniel B. Molloy, 87, died September 8, 2012. He had served as a member and past president of the Rantoul THSD 193 school board.

Martha G. Patterson, 96, died July 23, 2012. She taught for nearly six decades, starting in a one-room schoolhouse and later had been a member of the Jacksonville SD 117 school board, serving for 12 years.

Glenwood H. Peters, 90, died September 13, 2012. He had served on the Pleasant View school board for many years.

Donald R. Raber, 77, died September 6, 2012. He had been a member of the former Chenoa CUSD 9 school

board.

Alan N. Ragel, 67, died September 11, 2012. He was a former member of the St. Elmo CUSD 202 school board.

Gerald E. “Jerry” Reed, 89, died August 3, 2012. He was a former member of the Elmwood CUSD 322 school board.

Paul Leo Ernest Riebe, 87, died July 29, 2012. He was a member of Waltham CCSD 185 school board during the 1970s.

Thomas M. Robertson, 73, died August 25, 2012. He was a former school board member in Brownstown CUSD 201, and also served as district superintendent for 16 years.

Jeanne H. Schwaba, 81, died August 25, 2012. She served on the Deerfield SD 109 school board from 197379 and on the former Highland Park-Deerfield board from 1979-83.

Richard C. Warfield, 97, died September 2, 2012. He served as superintendent for the Wauconda High School district from 1955 to 1962, and superintendent of Wauconda CUSD 118 from 1962 to 1975. He later was a consultant to IASB. Robert G. Westrom, 87, died August 9, 2012. He served on the West Chicago High School District 94 school board for 13 years, nine as board president.

Max Lewis Whited, 83, died Aug. 22, 2012. He served on the Mulberry Grove CUSD 1 school board and was a trustee of the Regional School Board of Bond, Fayette and Effingham counties.

Michael H. Wolf, 60, died August 2, 2012. He served on the Erie CUSD 1 school board and was a past president.

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

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

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: http://www.ehlers-inc.com; e-mail: slarson@ehlers-inc.com

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

FIRST MIDSTATE, INC. — Bond issue consultants.

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

OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene, microbiological evaluations and ergonomics.

Chatham - 217/483-9296 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: 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 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support.

Fairview Heights - 618/206-4180; Chicago - 800/3678757 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; e-mail: jamie.rachlin@bmo.com

GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: http://www.gorenzcpa.com; e-mail: tcustis@gorenz cpa.com HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: rbergland@hsemuni.com; rcoyne @hsemuni.com SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: dphillips@speerfinancial.com STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; e-mail: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: ehennessy@williamblair.com

NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Willowbrook - 630/560-2120

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

Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for worker's comp and insurance claims. Chicago - 800/654-9504

Office Equipment INTERIORS FOR BUSINESS, INC. — Classroom furniture and classroom technology services, classroom technology assessment, space planning, CEU’s, and ties to the USGBC (U.S. Green Building Council) for additional environmental assessments. Batavia 630/761-1070

Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD — Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465 43

MILESTONES

Milestones Achievements Curt Bradshaw, Naperville, has been appointed to the Illinois State Board of Education (ISBE) by Governor Pat Quinn.

Bradshaw has spent the last seven years serving on the Indian Prairie District 204 school board, including a threeyear stint as president. “As a senior vice president for an investment firm, his business acumen will be an asset as we continue to grapple with challenging budget issues,” said Illinois State Superintendent Chris Koch. Bradshaw replaces Chris Ward, who stepped down last fall.

Dawn McNamara, an Evergreen Park ESD 124 school board member, has been recognized by the General Motors’ “Our Town, Our Heroes” national program.

McNamara won the award because of her work with St. Baldrick’s Foundation, a childhood cancer research group, receiving more than half of the votes cast on DrivingtheMidwest.com. GM launched the monthly program in 2011 to celebrate unsung heroes who inspire and empower others in their communities. GM narrows the nominations and winners are selected by online public voting.

George Terry, a former Alton CUSD 11 school board member, recently had a junior college arena named in his honor. Lewis and Clark Community College (LCCC) honored Terry, a retired administrator at the college, by naming the River Bend Arena for him as a symbol of the college’s appreciation for his four decades of service. Terry served as vice president of student life until his retirement this past spring. He served on the Alton school board for more than 20 years and is a past president.

Keith H. Clapper, 97, died August 24, 2012. He was a former MahometSeymour CUSD 3 school board member.

Walter M. “Max” Fabert, 87, died September 7, 2012. He previously served on the Arthur CUSD 305 school board.

James T. Fagan, 81, died September 21, 2012. He had served on the Lincoln-Way CHSD 210, New Lenox, school board for 35 years.

Walter G. Fink, 79, died July 25, 2012.

He was a past president of the Harlem SD 122 school board.

C. Arlie Gough, 74, died August 27, 2012. He had served on the Kansas CUSD 3 school board.

Gerald Harper, 84, died September 2, 2012. He had served on the

Lawrenceville Unit 20 school board, and was Lawrenceville’s mayor for 20 years.

Elaine M. Hegy, 89, died September 20, 2012. She was a former president of the Aurora West USD 129 school board.

Robert William Hilarides, 89, died August 20, 2012. He had been a member of the Winnetka SD 36 school board.

Helen Patterson Hinde, 88, died July 24, 2012. She served two terms on the Jacksonville SD 17 school board.

Martin H. “Rusty” Knief, 101, died September 9, 2012. He served on the school board of Central CUSD 301, Burlington, for 14 years.

Carroll L. Kost, 88, died August 29, 2012. He was a former member of

In memoriam Harold Banser, 84, died September 18, 2012. He was the first superintendent of Lincolnshire’s Stevenson High School (1965) and was superintendent of LaSalle ESD 122 from 1976-1992.

Dwayne Barr, 87, died August 18, 2012.

He was a former school board member in Rankin ESD 98, Pekin.

Andrew E. Bauer, 90, died Sept. 22, 2012. He previously served on the Cissna Park CUSD 6 school board.

Deborah L. Beshoar, 55, died August 28, 2012. She had served on the Morris CHSD 101 school board, including as board secretary, vice president and president.

Donald C. “Don” Boyer, 95, died September 9, 2012. He was a former Casey school board member.

44

continued on page 43

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012

ASK THE STAFF

As boards’ primary work, policy should matter

by Brian Zumpf

uestion: Our district is inter-

apprising the members about cur-

ested in a Policy Manual Cus-

rent district practices and how new

Q

Brian Zumpf is

tomization to develop a new, up-to-date

The policy manual is a

policy directives will impact those

local school board policy manual.

powerful tool for the

practices. But ultimately, board pol-

consultant and

Why should board members be

board to convey to the

icy is the voice of the board, which

works out of the

involved in developing this manual?

district’s staff and

should reflect the intent of the board,

Association’s

because it was worked on by the board.

Lombard office.

Isn’t that what we hire IASB for? Why

community its

can’t IASB just work with our staff?

expectations for the

Answer: The Illinois School Code

IASB policy consultants work with a board during and after the pol-

gives school boards the power “[t]o

district, and its

icy manual development process to

adopt and enforce all necessary rules

promises with regard

aid boards in understanding policy

for the management and government

to those expectations.

requirements, intent and operation.

of the public schools of their district.”

Members of IASB’s Office of Gener-

[Section 10-20.5] It also provides that

al Counsel (responsible for drafting

“[t]he school board shall direct,

the sample policy content) are avail-

through policy, the superintendent

ties for board members to learn about

able to provide legal information and

in his or her charge of the adminis-

the district, but they also offer a board

legal resources.

tration of the school district … .”

the chance to include ends (mission,

The board attorney should be

[Section 10-16.7]

vision, and goals) in the district’s foun-

consulted when the board seeks legal

dational document.

advice concerning policy content and

The policy manual is where the

application.

board sets out its governance direc-

The policy manual is a powerful

tives for the district. Those directives

tool for the board to convey to the

Once the customization is com-

are then reviewed by administrators

district’s staff and community its

plete, IASB has tools such as PRESS

who create written administrative

expectations for the district, and its

and PRESS-Plus to help boards in

procedures in order for the district

promises with regard to those expec-

their policy maintenance work.

to “live” the board’s policy. At all times

tations. A board that limits its involve-

No matter what stage a board is

the board adopts policies, while

ment in the policy development or

at in its policy work, it is never alone.

the administration develops proce-

updating process to the final review

All of these people — from IASB pol-

dures to implement those policies.

and adoption of policies has given up

icy consultants and members of the

A board’s involvement in the pol-

a large part of its authority and respon-

office of general counsel to district

icy development process specifical-

sibility to people who were not elect-

administrative personnel and the

ly, and with board policy generally,

ed.

school district attorney — support

is beneficial to both the board and

Superintendents and other admin-

the board in what is unquestionably

the district. Not only are a board’s

istrators are instrumental in provid-

the work of the board: the board pol-

interactions with policy opportuni-

ing guidance to the board, including

icy manual.

an IASB policy

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

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

www.iasb.com

“Our challenge is to confront the reality of growing up in America today and to design in- and out-of-school supports that will allow children a fair shot at the American Dream.”

Linda Darling-Hammond, director, Stanford University Center for Opportunity Policy in Education, blog at forumforeducation.org

“The person whose problems are all behind them is probably a school bus driver.”

Anonymous

a school bus driver.”

“Dear Lord, guide me and help me to transport my precious angels to and from school safely. Amen.”

“Three good reasons to drive a school bus: June, July and August.”

“Think of it as a big yellow station wagon with the back chock full of screaming kids. I call that my job.

My daddy called that vacation.”

Assorted quotes from www.schoolbusfleet.com.

“Teamwork is the ability to work together toward a common vision.

The ability to direct individual accomplishments toward organization objectives. It is the fuel that allows common

people to attain uncommon results.”

Andrew Carnegie, Scottish/American industrialist and philanthropist, 1835-1919

“Learning is a treasure that will follow its owner everywhere.”

Chinese proverb

“Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”

Albert Einstein, German-born theoretical physicist, 1879-1955

“Effective teamwork is all about making a good, well-balanced salad, not whipping individuals into a single batch of V8.”

Sandra Richardson, from www.heartquotes.net

“In everyone’s life, at some time, our inner fire goes out. It is then burst into flame by an encounter with another human being. We should all be thankful for those people who rekindle the inner spirit.”

Albert Schweitzer, German/French theologian, philosopher, physician and medial missionary, 1875-1965

“Teamwork: Simply stated, it is less me and more we.”

Anonymous

“Only a school bus driver would turn their back on a bus load of kids.”

“The person who gets into a cage full of lions impresses everyone except

“Why were all the flatscreens on pause?”