The Illinois School Board Journal, January/February 2015

J ANUARY/F E BRUARY

2015

Vol. 83, No. 1

CYBERBULLYING AND THE COMPLEX RELATIONSHIP BETWEEN BULLYING AND SUICIDE

PLUS: PRINCIPAL INTERNSHIPS • JOINT ANNUAL CONFERENCE

Start the conversation.

“We always have been good

its mutual benefits for prospective

Jim Burgett, in his address to the

about knowing what we were opposed

principals and hosting schools.

second general session of the 2014

to in public education, but now we

A nother conversation that

Joint Annual Conference, encour-

have a plan that clearly outlines what

is definitely worth having — and

aged his audience to “Share the ben-

we are for,” said Brent Clark, exec-

indeed, was promised in the previous

efits of a stronger public education

utive director of the Illinois Asso-

issue of The Illinois School Board

system. Start the conversation.”

ciation of School Administrators.

Journal — is the second installment

Likewise, in the first general

“Our motto is ‘Fulfilling the promise

of the administrator salaries series.

session, John Draper brought his

of public education,’ and to do that

Because of data unavailability, that

audience “crucial conversations”

we now have to spread the word and

conversation will have to wait until

about public education. He empha-

turn this vision into a movement.”

March.

sized the differences between head-

This month’s Journal presents

Although we live in a digital age,

lines and reality, saying, “Think and

more conversations worth having.

the Illinois Association of School

talk about what you believe. Belief

In “Cyberbullying and the complex

Boards has no plans to abandon print

is contagious.”

relationship between bullying and

media (or the even more old-fash-

Not everyone can command an

suicide” on page 5 a team of authors

ioned face-to-face discussions).

audience the way the Burgett, Draper

from Indiana examines the relation-

However, IASB did join another con-

and social entrepreneur Craig Kiel-

ships and ramifications of bullying in

versation over the past few months,

burger did during Conference key-

the digital age. Bridget Roberts-Pitt-

by jumping into social media. The

notes. However, everyone can take

man, Julie M. Slavens, and Bradley V.

initial foray into “live-tweeting” from

part in the public education con-

Balch offer a look at school response,

Conference garnered favorites and

versation. Call or write a legislator.

especially how students’ access to

retweets by many, and we hope more

Share discussions at a roundtable.

technology has led to cyberbullying

will join for #ILjac15. In the mean-

Tweet from a smartphone. These

and ultimately changed school dis-

time, please follow @ILschoolboards

days, conversations come in dozens

cipline policies.

on Twitter and like us on Facebook.

of modes.

Also in this issue, Jim Herndon,

To start a new conversation, add

Vision 20/20, a partnership of

an instructor in the educational lead-

to one from Conference, or say some-

Illinois leaders in public education,

ership department at Southern Illi-

thing about the promise of public

received its formal introduction at

nois University Edwardsville, relates

education in Illinois, please write,

Conference. Taking the lead in the

conversations about the internship

post, call, or otherwise share it with

conversation will be vital to promot-

portion of the Illinois principal prepa-

the Journal. Let’s keep these con-

ing the program’s four pillars: Highly

ration program. In “Principal intern-

versations going.

Effective Educators, 21st Century

ships create exciting opportunities,”

Learning, Shared Accountability, and

page 14, Herndon shares his enthu-

— Theresa Kelly Gegen, Editor

Equitable and Adequate Funding.

siasm for the internship model and

tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 5 Cyberbullying and the complex relationship between bullying and suicide Access to technology has opened a new avenue for bullying behaviors, which can have severe consequences for students. While the relationship between bullying and suicide is a complex problem, school leaders have defined responsibilities to combat bullying, and resources to manage the challenge.

By Bridget Roberts-Pittman, Julie M. Slavens and Bradley V. Balch

8 Sidebar: Illinois law requires prevention, response

FEATURE ARTICLES 11 Illinois school board members make the connection Revisit highlights from the 2014 Joint Annual Conference in Chicago, at which over 10,000 attendees experienced educational and networking opportunities, introduced Vision 20/20, and established resolutions that will guide the Association’s work for the upcoming year.

Photos by Robert Levy

14 Principal internships create exciting opportunities The internship component of the Illinois principal preparation program offers benefits for mentoring school districts as well as their aspiring-principal protégés.

By Jim Herndon

18 Judicial challenges to educational funding, Part II: Illinois courts tackle equity vs. adequacy The Illinois Constitution calls for “an efficient system of high quality public education.”

Read how Illinois courts have applied and interpreted the education clause.

By Susan Farrell

23 Understanding fund balances Fund balances are not extra money: they are the useful, practical and often necessary, difference between a school district’s assets and liabilities.

By the Pennsylvania Association of School Boards Bulletin

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

J A N U A R Y / F E B R U A R Y

2 0 1 5

Vol. 83, No. 1 ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776.

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

Non-member subscription rate: Domestic $18.00 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 Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Dana Heckrodt, Advertising Manager Kara Kienzler, Design and Production

Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover Cover art ©iravgustin/Shutterstock.com

TOPICS FOR UPCOMING ISSUES www.iasb.com March/April

Common Core conversation; Administrative salaries, Part II

May/June

Rural schools face distinct challenges

@ILschoolboards

PRACTICAL PR

Data can help drive community engagement

By Cathy Kedjidjian

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

S

uccessful school districts

SurveyMonkey is an easy and

databases of results to compare

measure the impact of pro-

relatively inexpensive survey tool. A

one district to local, peer district,

grams and instruction on student

free option limits length of surveys

or national samples.

achievement. Similarly important is

and number of responses allowed;

measuring the impact of communi-

paid subscriptions cost $300–$780

cation efforts on community connec-

per year. Organizations can add

Email is the ultimate open door.

tions. Many measurement tools help

logos, customize color themes and

Districts should always encourage

district leaders learn, often in real

create custom URLs to share via

community members to contact

time, what stakeholders understand,

email, websites and social media.

administrators with questions, com-

or misunderstand, about the message.

Results appear, in real time, in

ments and concerns. If administra-

Educators also learn what stakehold-

an easy-to-analyze, easy-to-share

tors notice a trend in topics, they can

ers expect from schools and the best

graphic format that allows districts

develop a Frequently Asked Ques-

avenues to reach community mem-

to quickly inform the public about

tions page on the website to address

bers. Data allows leaders to highlight

results and actions taken based on

common questions. In District 109,

successes, respond to concerns before

the input. Districts that use Google

we enhance email communication

they grow into problems and gain

Apps for Education can build sur-

with a service called “Let’s Talk!”

support for their schools and public

veys and collect data free of charge

which allows community members

education. Measurement tools include

with Google Forms. The reporting

to submit questions or comments

surveys, instant feedback sources and

is less robust than SurveyMonkey,

online at any time. The “Let’s Talk!”

social media metrics.

but with staff skilled in data analysis

button appears on our district home-

and reporting, it’s not difficult to

page and that of every school, and

analyze feedback and share results

administrators have the logo on their

publicly.

email signatures.

Surveys Many cost-effective or cost-free

2

Instant feedback sources

tools allow school districts to learn

“Do-it-yourself” tools allow

The tool sorts topics and assigns

about community perspectives on

quick check-ins with stakeholders

the dialogue to the appropriate leader

any specific issue, gain insight into

on a specific topic or for informal

to respond. Over time, administra-

what the hot topics are, or track gen-

temperature checks. The results

tors see the topics the community

eral culture and climate. In Deerfield

can inform the content of in-depth,

is most interested in, allowing us to

Public Schools District 109, we sur-

annual or biennial climate or cul-

guide the content of more in-depth

vey stakeholders often with a com-

ture surveys. When conducted by

surveys and to target messages to the

bination of different surveys to get

professional research organiza-

community. It also provides data on

the data we need to ensure that we

tions that focus on the education

our response time and satisfaction

are connected with stakeholders.

world, in-depth surveys offer large

with responses.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

BOARD OF DIRECTORS Social media metrics

Take risks, take action

Communication professionals

A benefit of ongoing measure-

love social media not only for its abil-

ment of community engagement

ity to connect with target audience

and results reporting is that leaders

members directly and instantly, but

become comfortable taking risks.

also because Twitter, Facebook and

When you are in the habit of seek-

other social media tools are inher-

ing feedback, you don’t think about

ently measurable.

failure, but rather about striving to

Facebook has built-in, cost-free

the end goal of success, whatever

analytics. Page administrators see

the path. By measuring, reporting

the growth in page “likes,” post reach

and responding, you build trust

(the number of people who see the

with the community so that the

post), and engagement (the num-

public supports school leaders’

ber of people who like, comment or

efforts — even if at first they don’t

share any given post). Twitter also

succeed.

offers analytics, as do social media

When asking for input, whatev-

dashboards such as HootSuite and

er the method, create a clear and

TweetDeck, which allow adminis-

consistent feedback loop. Share

trators to track all social media sites

results publicly, develop a plan to

from one virtual place. Those met-

take necessary action based on the

rics allow communicators to target

results, and as you put changes in

the message, down to the words or

place, continue to point to the com-

phrases that make the most impact,

munity input and collaboration that

and schedule the best time to reach

led to the changes. Don’t ask if you

the target audience.

won’t act.

Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson

Wabash Valley Tim Blair

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jesse Ruiz Service Associates Glen Eriksson

Kishwaukee Mary Stith

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

J A N U A R Y - F E B R U A R Y 2 0 1 5 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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

3

INSIGHTS

Prioritize education “For most students, science, math, engineering, and technology (STEM) subjects are not intuitive or easy.

Learning in general — and STEM in particular — requires repeated trial and error, and a student’s lack of confidence can sometimes stand in her own way. And although teachers and parents may think they are doing otherwise, these adults inadvertently help kids make up their minds early on that they’re not natural scientists or ‘math people,’ which leads them to pursue other subjects instead.”

— “Too Many Kids Quit Science Because They Don’t Think They’re Smart,” by Alexandra Ossola, The Atlantic, November 3, 2014.

“I feel that the ball is moving forward on a solution to fix the education funding inequity problems OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

IASB OFFICES 2 921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

www.iasb.com 4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

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

in Illinois, albeit much too slowly.

We need to make sure that school districts receive the financial support they need so all students have opportunities to achieve at high levels. We need to ensure that a quality education isn’t determined by a student’s zip code. And we need to restore taxpayer’s confidence that they aren’t being asked to contribute more money to a funding model that isn’t working effectively or efficiently.”

— Illinois State Senator Jason Barickman, “It’s time to fix state’s education funding inequities,” The News-Gazette, Champaign, December 7, 2014.

FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940 THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

COVER STORY

Cyberbullying and the complex relationship between bullying and suicide

By Bridget Roberts-Pittman, Julie M. Slavens and Bradley V. Balch

R

ebecca Sedwick, Holly Grogan,

power imbalance. The behavior is

Another term found in the lit-

Megan Meier, and Ryan Hal-

repeated, or has the potential to be

erature is “electronic aggression.”

ligan are only a few of the names of

repeated, over time. Children who are

Electronic ag gression has been

teens that have committed suicide

bullied and those who bully others

defined by the U.S. Centers for Dis-

in the last few years. While their sto-

may have serious, lasting problems,”

ease Control and Prevention (CDC)

ries reached the attention of national

according to the U.S. Department of

as “any type of harassment or bul-

media, many more young lives are

Health and Human Services at the

lying that occurs through e-mail,

lost too early. News media frequently

website www.stopbullying.gov. The

a chat room, instant messaging, a

portray a direct link between bul-

department further defines cyberbul-

website (including blogs), or text

lying and suicide, yet the research

lying as “bullying that takes place

messaging.” Technology includes

indicates that teen suicide is a highly

using electronic technology. Exam-

devices and equipment such as cell

complex matter, which is why it is

ples of cyberbullying include mean

phones, computers and tablets as

critically important that educators

text messages or emails, rumors sent

well as communication tools includ-

and leaders working with school-age

by email or posted on social network-

ing social media sites, text messages,

children have accurate information.

ing sites, and embarrassing pictures,

chat and websites. Cyberbullying and

Only with accurate data can edu-

videos, websites, or fake profiles.”

electronic aggression have received

cators effectively intervene at the

Bridget RobertsPittman is associate professor of counseling at Indiana State University. Julie Slavens is a staff attorney with the Indiana School Boards.

Brad Balch is professor of educational leadership and dean emeritus of the Bayh College

much-needed level of advocacy, poli-

of Education at

cy, intervention and prevention. The

Indiana State

importance of a safe teaching and

University.

learning environment cannot be overstated.

Considered an act of aggression done in order to intentionally hurt another, bullying has been a focus of much research in the K-12 environment in the last few decades.

The U.S. Department of Health and Human Services offers definitions of bullying and cyberbullying. Bullying is defined as “unwanted, aggressive behavior among school-aged children, that involves a real or perceived JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

©iravgustin/Shutterstock.com

5

that nearly 20 percent of students

cyberbullies are able to reach a wide

in grades 9-12 reported experiencing

audience very quickly.

bullying. Relative to cyberbullying, in a study conducted by the Cyberbullying Research Center (www.

Bullying is a complicated phe-

cyberbullying.us), 24 percent of

nomenon and occurs within many

a great deal of attention in scholarly

middle and high school students

social systems. Suicide is a compli-

research and from national media.

reported being cyberbullied at some

cated phenomenon with its own set of

Such behavior in all forms can

time in their lifetime, with 8 percent

risk factors, protective factors, social

have serious consequences for young

stating it had occurred within the

influences and individual differenc-

people, other than on academic suc-

last 30 days.

es. Putting them together suggests

cess. The most severe of these consequences is when young people take their own lives.

that the relationship between bulBullying vs. cyberbullying

lying and suicide is also challeng-

The suicide of a student at Lou-

ing and complex. While there may

isville Male High School in Kentucky

be a relational link, to say that the

brought to the forefront the role of

relationship is a causal one is not

Suicide is a complicated picture.

social media in the lives of young

yet known. Much more research is

According to the CDC in 2014, sui-

people and that educators must

needed in this area.

cide ranked third in terms of cause

place great importance on social

As stated in 2013 by Justin

of death for young people between

media. According to an April, 2014

Patchin from the Cyberbullying

the ages of 10 and 24 with the top

article in Education Week, the Lou-

Research Center, “I think it is just

three methods of suicide being the

isville student had posted a suicide

as important to remember that as

use of firearms (45 percent), suffo-

note on YouTube before she commit-

inappropriate as it is to assert that

cation (40 percent) and poisoning (8

ted suicide. While media and others

‘bullying causes suicide,’ it is perhaps

percent). In addition, in a study of

may use such terms less discrim-

equally incorrect to say that ‘bullying

ninth- through 12th-graders, 16 per-

inatingly, there remain some key

does not cause suicide.’ The frank

cent reportedly had considered sui-

differences between bullying and

truth is that we really don’t know.”

cide, 13 percent had created a suicide

cyberbullying.

Prevalence rates

plan, and 8 percent had attempted suicide in the previous 12 months.

6

Causal relationship?

Cyberbullying does have com-

According to www.stopbullying. gov, four important points exist:

monalities with traditional bullying

• Bullying may lead to thoughts,

Nearly one in three students

(i.e., use of power, harmful intent);

feelings and behaviors that are

ages from 12 to 18 report some form

however, some distinct and import-

risk factors for suicide (i.e., feel-

of bullying in the school setting while

ant differences are present. The first

ings of rejection and exclusion,

one in five students report being

is the concept of power. Power in

behaviors such as isolation and

cyberbullied through electronic

cyberspace is not measured by phys-

withdrawal)

devices. Contrary to media claims,

ical size or family income. Instead,

• Many teens are victims of bully-

prevalence rates of bullying and

power lies in the anonymity that is

ing; however, the vast majority

cyberbullying have remained essen-

possible with cyber communication.

of them do not become suicidal.

tially unchanged. In other words,

If using a false name, a cyberbully

• Suicide is complex and teens

despite multiple repeated interven-

can go undetected. Similarly, cyber

that commit suicide had many

tion efforts, a dramatic decrease in

communication can be difficult,

risk factors

bullying behaviors in any form has

although not impossible, to track

not been achieved.

and trace. Further, cyberbullying,

suicide.

In a 2013 study conducted by

with the use of a computer or cell

It is important for parents,

the CDC, researchers indicated

phone, can occur anytime. Finally,

educators, administrators, and

• Some teens are at higher risk for

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

Illinois law requires prevention, response The definition of bullying in Illinois, according to

the section “Prevention of and Response to Bullying,

Illinois School Code 105 ILCS 5/27-23, includes cyber-

Intimidation and Harassment” was updated in response

bullying, and means any severe or pervasive physical or

to the change in Illinois law under Public Act 98-669,

verbal act or conduct, including communications made

which added 12 requirements for boards to cover in a

in writing or electronically, directed toward a student

bullying prevention policy. For more information, visit

or students, that has or can be reasonably predicted to

www.iasb.com/policy.

have the effect of one or more of the following: 1. Placing the student or students in reasonable fear of harm to the student’s or students’ person or property; 2. Causing a substantially detrimental effect on the

IASB also offers an Online Learning Center course, “Bullying Prevention: The Board’s Role,” at www.iasb. com/training/onlinelearning_courses.cfm#BULL. PRESS has resources regarding suicide as well,

student’s or students’ physical or mental health;

specifically 7:290 Adolescent Suicide Awareness and

3. Substantially interfering with the student’s or stu-

Prevention Programs. 105 ILCS 5/3-14.8 requires the

dents’ academic performance; or

regional superintendents to cover the warning signs of

4. Substantially interfering with the student’s or stu-

suicidal behavior in teacher institutes. 105 ILCS 5/10-

dents’ ability to participate in or benefit from the

22.39, amended by P.A. 96-951, requires that school

services, activities, or privileges provided by a school.

guidance counselors, teachers, school social workers,

The definition includes bullying of students during

and other school personnel who work with students in

school program or activity, while in school/property/

grades 7-12 be trained to identify the warning signs of

buses/bus stops or at school-sponsored events, or through

suicidal behavior in adolescents and teens along with

transmission of info from school computer and electronic

appropriate intervention and referral techniques. P.A.

equipment. Also included is transmission of information

96-951 added opportunities to earn continuing profes-

from a computer that is accessed at a non-school-related

sional development credits through participation in or

location, activity, function or program, or from the use

presenting at an in-service training program on suicide

of technology or an electronic device that is not owned,

prevention that is jointly approved by the State Teacher

leased, or used by the school district or school, if the

Certification Board and ISBE.

bullying causes a substantial disruption to the educational process or orderly operation of a school. This

Other available resources:

applies only when a school administrator or teacher

The Suicide Resource Center has a public prevention

receives a report that bullying through this means has

pilot program titled “It Only Takes One,” available at:

occurred; it does not require staff members to monitor

www.itonlytakesone.org

any non-school-related activity, function, or program.

School districts are required to have a bullying prevention and response plan consistent with the Illinois

National Suicide Prevention Center resources are available at: www.suicidepreventionlifeline.org/ GetHelp/WhatIfSomeoneIKnowNeedsHelp.aspx.

School Code 105 ILCS 5/27-23.7. Local school boards

Assessing Tips for Suicide Risk is available at: www.

must create and maintain a bullying policy, communicate

suicidepreventionlifeline.org/App_Files/Media/PDF/

the policy to students and parents annually and file it

NSPL_WalletCard_ AssessingRisk_GREEN.pdf

with ISBE every two years.

The policy services department of the Illinois Asso-

Sources:

ciation of School Boards offers subscribers the subscrip-

Illinois School Code 105 ILCS 5/27-23.7

tion service PRESS, which includes access to current

i-SAFE.org: www.nsba.org/sites/default/files/reports/State_ Anti-Bullying_ Statutes_table_04_ 2012.pdf

policy information, sample policies and procedures and legal references and footnotes. In August 2014,

PRESS Online, IASB policy and procedure information and updating serv

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

Legal considerations

School administrators in most

Before the current, explosive age

states also have statutory or legal

of technology, students who engaged in

authority to impose alternative dis-

bullying behavior at school, on school

cipline measures that are less severe

grounds or at school activities were

than suspension or expulsion but can

disciplined by school administrators

be effective in addressing the under-

members of communities at large

for violating student misconduct rules.

lying problems causing the bullying,

to remember that while some teens

With the advent of and round-the-clock

and in stopping the behavior alto-

commit suicide, the great majori-

access to technology devices, cyber-

gether. These alternative measures

ty do not. Media have portrayed a

bullying increased at a rapid pace.

include requiring counseling, rear-

causal relationship in some cases

As a result, some states have passed

ranging class schedules, assigning

and the reality is that bullying was

laws addressing the ability of school

additional work, restricting atten-

one of many factors that led a teen

administrators to discipline students for

dance at or participation in extra-

to make that decision.

bullying and cyberbullying conducted

curricular activities, assigning an

Individual differences refer to

during non-school hours and off school

alternative course of study, school

the unique set of traits, talents and

property because these behaviors ulti-

or program, and/or referral to the

skills each person possesses. Individ-

mately impact educational functions.

juvenile court system.

States that have not passed specific statutes addressing bullying or

“School officials must also keep in mind students have free speech rights and they cannot violate such rights

cyberbullying may have other laws allowing school administrators to address or discipline students for

by disciplining a student for engaging in a protected

such actions. Some states have laws

speech activity.”

that allow school administrators to discipline students for unlawful activity engaged in by students during off-school hours and off of school

8

ual differences can place someone

School administrators should

grounds. The unlawful activity does

at a higher or lower risk for commit-

be sure their school’s student disci-

not necessarily have to be criminal

ting suicide. For adults in the lives

pline or misconduct rules contain

activity but may be a civil wrong such

of today’s youth, it is most import-

provisions prohibiting such activi-

as defamation or harassment.

ant to obtain information and use it

ty and clearly stating what conduct

The unlawful activity of the stu-

in ways that is supportive, helpful

will be considered violations. These

dent must have a nexus back to the

and nurturing. The days are gone

rules need to be enforced on a con-

school setting, such as the activity cre-

in which “bullying is something to

sistent basis and all reports of bully-

ates a risk of harm to other students,

learn to live with” as if it was a rite of

ing activity must be taken seriously

teachers or staff members while they

passage. Many teens do not come for-

and investigated promptly so that

are at school, or it cause an interfer-

ward about their experiences as vic-

students understand bullying is a

ence with the educational function of

tims of bullies, or about their darkest

serious offense and will be taken seri-

the school. Under the latter criteria,

thoughts, for fear of how it will be

ously by the school’s administration.

there must be an actual interference

received or if it will be received at

The investigation may not result in a

and not a perceived or an anticipated

all. Caring and compassionate adults

severe discipline action such as sus-

interference in order to discipline the

who demonstrate a plan of action

pension or expulsion, but some action

student under this type of state law.

represent a key part of the interven-

should be taken against a student who

tion efforts.

has engaged in bullying activity.

School officials must also keep in mind students have free speech

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

rights and they cannot violate such

address not only the student disci-

resources or through grants. Imple-

rights by disciplining a student for

pline issues surrounding bullying

menting such programs is another

engaging in a protected speech activ-

and cyberbullying, but also the

way for the school district to carry

ity. The vast majority of speech made

reporting of such activity especial-

out its duty of care for students.

in bullying or cyberbullying behav-

ly when it occurs of f of school

ior generally will not be protected

grounds and/or during non-school

References

speech. The key issue will, again, be

hours. W hile a school may not

whether persons are at risk of harm

always be able to discipline a student

Bullying. U.S. Department of Health and Human Services. Retrieved from Stopbullying.gov at http://www.stopbully-

when at school or the bully’s behavior

for such action, it can provide coun-

causes interference with the educa-

seling and/or intervention programs

tional function of the school. State

to help prevent future activity. Pro-

laws should be reviewed to determine

grams that address the well-being

the authority of school administra-

of the victim, and the bully while at

tors in that state to discipline stu-

school can be provided through col-

dents for cyberbullying that takes

laboration with other community

ing.gov/what-is-bullying/definition/ index.html.

Cyberbullying. U.S. Department of Health and Human Services. Retrieved from Stopbullying.gov at http://www. stopbullying.gov/cyber bullying/index.html

continued on page 10

place during non-school hours and off school grounds.

Is disciplining the bully the only action with which school administrators should be concerned? The answer is clearly “No.” School officials need to keep in mind that all students are affected by bullying,

setting district goals and direction

strategic planning values and beliefs/mission/vision/goals

clarifying the district’s purpose

including the bully. Many state

Setting District

laws that prohibit bullying and /

Goals and

or mandate discipline of students who engage in bullying also require

Direction

schools to provide educational and preventative programs on bullying to students, school staff members (not just classroom teachers) and parents. Implementing these programs for each of these school community groups provides an opportunity to create a safe environment for students. Many states and federal law require safe use of the Internet curriculum to be taught at all or most grade levels beginning at the

Whether you call it Setting District Goals and Direction, strategic planning, or values and beliefs/ mission/vision/goals work, school boards are responsible for clarifying the district’s purpose.

An IASB Field Services Director brings expertise about the school board’s role in this work.

elementary level. This curriculum should address issues surrounding cyberbullying, such as how to recognize it, report it and not engage in it.

School boards should adopt policies (see sidebar, page 7) to

For more information, contact your IASB field services director today!

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

Jan/Feb 2015

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Field Services 9

References, continued Cyberbullying Facts. (2014).

Cyberbullying Research Center.

Retrieved from http://cyberbullying.us/ research/facts/ Education Week. (April 16, 2014).

Louisville suicide highlights role of social media in schools’ crisis-response efforts.

Retrieved from http://blogs.edweek.org/ edweek/DigitalEducation/2014/04/ louisville_suicide_highlights_ .html?qs=Louisville Jacobsen, K.E. & Bauman, S. (2007).

Bullying in schools: School counselors’ responses to three types of bullying incidents. Professional School Counseling, 11, 1-8.

Information for educators A large body of information is available relative to bullying and a growing body relative to cyberbullying and suicide. The following links are offered as valuable links for school board members and educators.

Bullying and Cyberbullying Resources: www.bullying.org www.cyberbullyingstopsnow.com www.cyberbullying.org i-SAFE.org: www.nsba.org/sites/default/files/reports/State_ Anti-Bullying_Statutes_table_04_2012.pdf Bullying and Cyberbullying Programs: Second Step and Steps to Respect: www.cfchildren.org/ Seattle Public School District: www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=217021 Resources for Suicide Prevention: Preventing Suicide: A Toolkit for High Schools: store.samhsa.gov/product/Preventing-Suicide-A-Toolkit-for-HighSchools/SMA12-4669 U. S. Surgeon General Call to Action: w w w.surgeon general.gov/library/reports/national-strategy-suicideprevention/index.html PRESS Online, IASB policy and procedure information and updating service, 7:290 Adolescent Suicide Awareness and Prevention Programs Information from ISBE: Illinois: www.isbe.net/recognition/html/bullying_resources.htm

10

Hinjuda, S. & Patchin, J. W. (2010).

Cyberbullying fact sheet: Identification, prevention, and response. Cyberbullying Research Center. Retrieved from http:// www.cyberbullying.us/Cyberbullying_ Identification_Prevention_Response_ Fact_ Sheet.pdf Kowalski, R.M., Giumetti, G.W., Schroeder, A.N., & Lattenner, M.R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

Psychological Bulletin, 140(4), 10731137.

Patchin, J.W. (September 28, 2013.) Does bullying “cause” suicide? Retrieved from The Cyberbullying Research Center. http://cyberbullying.us/does-bullyingcause-suicide/ Robers, S., Zhang, J., & Truman, J. (2012). Indicators of school crime and safety: 2011 (NCES 2012-002/NCJ 236021). Washington, DC: National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.

Technology and youth: Protecting your child from electronic aggression. Center for Disease Control and Prevention.

Retrieved from http://www.cdc.gov/ violenceprevention/pdf/ea-tipsheet-a.pdf Youth Risk Behavior Surveillance, United States, 2013. Morbidity and Mortality Weekly Report, June 13, 2014. Retrieved from The Center for Disease Control and Prevention, http://www.cdc.gov/mmwr/ pdf/ss/ss6304.pdf.

Youth Suicide. Center for Disease Control and Prevention. (January 9, 2014).

Retrieved from http://www.cdc.gov/ violenceprevention/pub/youth_suicide. html.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

IASB•IASA•IASBO 82ND JOINT ANNUAL CONFERENCE

Illinois school board members make the connection

O

ver 10,000 attendees “Made the Connection” at the 2014 Joint Annual Confer-

ence, held Nov. 21-23 in Chicago.

Organized annually by the Illinois Association of School Boards, the Illinois Association of School Administrators, and the Illinois Association of School Business Officials, the conference offers educational and networking opportunities to public school leaders from across Illinois.

This year’s Conference opened with the introduction of the Vision 20/20 statewide public education initiative, and featured keynote speakers John Draper, Jim Burgett and Craig Kielburger.

Professional development is the primary purpose of the conference, offered through 267

Chicago welcomed attendees to the 2014 Joint Annual Conference.

exhibit booths, 104 panel sessions, 31 “carousel” panels, nine pre-conference workshops, five school tours, three general sessions, as well as the IASB Delegate Assembly, bookstore, and other learning and networking opportunities.

A complete review of the 2014 Joint Annual Conference is available on the IASB website: www.iasb.com/jac14 All photos by Robert Levy

John Draper speaks to a full house at the first general session: "America is the sweet spot of balance between creativity and structure."

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

11

Leaders in public education introducing Vision 20/20 included IASA’s Brent Clark, IASB’s Roger Eddy, Illinois ASBO’s Michael Jacoby, IPA’s Jason Leahy, SCSDD’s Creg Williams and Patricia Dal Santo from IARSS.

IASB Executive Director Roger Eddy addresses the participants in the Chicago Schools Tour.

Phoenix Military Academy of Chicago posted the colors to open the 2014 Joint Annual Conference.

Illinois Association of School Boards

@ILschoolboards #ILjac14 Participants followed the Joint Annual Conference on social media, via live-tweeting from the general sessions and the delegate assembly. Next year, look for #ILjac15.

Among the points Jim Burgett made during the keynote address of the second general session: “A better educated populace ... Would help solve the state’s problems.”

12

Conference participants took time to visit the exhibition hall, which featured 267 booths offering school districts information on their products and services — and many trinkets.

IASB Service Associates participated in the popular Bingo program.

The IASB board of directors and friends spent Thursday afternoon before Conference filling backpacks for the students at Chicago Public schools. Participants included Karen Fisher (left), her husband John (right), vice president Phil Pritzker and past president Carolyne Brooks.

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

The 2014 IASB Delegate Assembly included representatives from 352 school districts, who voted on 16 resolutions, providing direction to IASB officers and staff.

Included among the 31 topics at Saturday afternoon’s Carousel of Panels was Farmington Central CUSD 265’s conversation about “leading with clarity and purpose” by developing a district vision statement.

82nd IASB•IASA•IASBO

Joint Annual Conference N ove m ber 21-23, 2014• C hicago

Steve Webb, superintendent at Goreville CUSD 1, led the Rural Issues discussion at during Sunday morning’s Coffee and Conversation session.

Ray Lauk, author of Fuel for Learning, was one of 11 writers who met with readers and signed their books in the Conference bookstore.

Social entrepreneur Craig Kielburger brought the concept of minga — a riot for good — to the Joint Annual Conference’s third general session.

Kielburger also discussed We Day, a celebration of the power young people have to change the world. Illinois’ first We Day will take place April 30 at Allstate Arena in Rosemont.

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

FEATURE ARTICLE

Principal internships create exciting opportunities

By James Herndon

James “Jim” Herndon is an instructor at Southern Illinois University Edwardsville in the Educational Leadership department, most recently concentrating his work with program faculty on development of the principal preparation program internship.

C

hange is inevitable. In a school district setting, whether com-

ing from federal or state levels or locally via school board decision, change can be difficult to accept.

Often, change leads to opposition and emotionally involved debate, because stakeholders “wish it was like the old days.”

Forgotten in such a statement is that the world and society are not stagnant entities. On the contrary, they are constantly evolving. Because of this, we must embrace change to more effectively address the educational needs of students in this ©AnastasiaSonne/Shutterstock.com

ever-evolving world.

Effective school leadership is important in facilitating change in our schools today. Southern Illinois University Edwardsville’s principal preparation program has embraced

14

change by introducing principal

such excitement? Believe it or not,

coursework and internship to new

candidates to valuable leadership

it was recent education reform in

standards, and modified principal

experiences while building leader-

Illinois regarding administrative

internships. No longer could an

ship capacity in schools. In doing

licensure, specifically as it concerned

internship be successfully completed

so, the program has also energized

the internship portion of the state’s

by merely logging hours of activity,

this faculty supervisor.

new principal preparation program.

but only by leading complex, specific

Recently, at the age of 64, I found

Senate Bill 226, signed into law in

instructional leadership tasks. As

myself as excited as I had been on

2010 as PA 96-0903, required Illi-

the faculty supervisor for interns,

my first day as principal at the high

nois institutions to redesign principal

I wondered:

school from which I graduated.

preparation programs. The rede-

• Wo u l d m e n t o r p r i n c i p a l s

What in the world could generate

sign created new courses, aligned

embrace the new requirements

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

and accept the added responsi-

could enhance, change or grow the

energies of all stakeholders toward

bility in supervising principal

school. In many cases, the principal

understanding “who they are and

interns?

expressed a gratitude for being able

what they are all about” with the

• Would interns and mentors make

to have someone develop relevant

ultimate goal of embedding portfolio

the internship requirements

data sets. Working together, the team

elements into “everything they do …

meaningful and sustainable?

would analyze and postulate on the

every day they do it.”

I have overcome my temporary

meaning of the data and answer the

anxiety associated with change.

Through many emails and personal

question, “What do we do now?”

W hile interns’ experiences

In other words, evolving vision and mission statements for the school district serve as the foun-

conversations, I believe I have also eased the anxiety of mentors and interns. SIUE began accepting candidates into its new principal preparation program in the fall of 2012, enrolling candidates in the admissions class for spring of 2013.

As the first group of mentors and interns completed a semester

• Would

mentor

principals

embrace

the

new

requirements and accept the added responsibility in supervising principal interns?

• Would interns and mentors make the internship requirements meaningful and sustainable?

of internship, we experienced many positive outcomes of this change.

It is truly refreshing and exciting

varied, the value of the experiences

dation for collaborative efforts

to see the value of the redesigned

and the potential for positive, future

aimed at best practices, more effec-

internship.

change is significant. An underlying

tive instructional processes, and

My initial excitement came after

theme throughout the discussions is

improved student achievement. In

an on-site visit with an intern and her

the hidden value of the internship

one intern’s experience, the school

principal. We reviewed and discussed

experience that is fostering and facil-

used the portfolio and an analysis of

internship work accomplished during

itating school-wide improvement.

student test scores to identify gaps

the summer. Listening to the intern

The SIUE internship field expe-

in the district’s special education

describe the experience, I learned

rience consists of four sections:

curriculum. This led to discussion

the internship was focused and well-

Instructional Leadership and Super-

planned, and possessed significant

vision, Data Driven Decision-Mak-

depth of thought. Even more exciting

ing, Curriculum Leadership, and the

was the discussion with the principal

Principalship. The following excerpts

about how the intern’s work demon-

from site visits demonstrate the val-

strated value and could improve the

ue and power of the experience to

educational program of the school.

educational changes.

This same type of excitement

I n t wo sit u at ion s, i nt er n s

and discussion continued throughout

addressed the expectations for Data

meetings with interns and principal

Driven School Improvement and

mentors from small rural schools to

Accountability by creating a school

large urban settings. Principals were

portfolio, using Victoria Bernhardt’s

quick to volunteer their sense of val-

School Portfolio Toolkit. In both cas-

ue in the internship experience with

es, the portfolio serves as an ongo-

perceptions of how the interns’ work

ing tool to focus the thoughts and

J A N U A R Y - F E B R U A R Y 2 0 1 5 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

IASB 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.

115 5

of various stakeholders regarding

to create a matrix to develop student

Implementation” (SAPSI) to accu-

instructional methods and curricu-

schedules specifically focused on

mulate data. Once analyzed, that

lum design in an effort to close that

meeting the individual needs of the

data led to several recommendations

gap, if not eliminate it.

students.

to the administration, including a

In addition, an intern was able to

Another intern — to meet the

request to dedicate 20-30 minutes

serve as a consultant to elementary

requirements of both Data Driven

of each regularly scheduled SIP day

teachers preparing to align curricu-

School Improvement and Account-

with a focus on discussion and col-

lum. By creating a matrix designed

ability and Curriculum Leadership

laboration regarding RTI. In a second

to allow a fluid electronic document

expectations — had similar results.

step, the intern collaborated with

being made available to all teachers,

This came after identifying gaps

teachers and administration to cre-

the intern created an opportunity

with the school’s current Response

ate a master schedule that was more

for on-going and valuable growth in

to Intervention (RTI) approach with

conducive to implementing inter-

best practices for the educational

an evaluation tool called “Self-As-

ventions in order to improve student

program. The intern was also able

s e s s m e nt o f P r o b l e m S o l v i n g

achievement.

Another intern, by meeting Curriculum Leadership expectations, was able to assess the need for a more uniform and value-laden curricular approach to an advisory period designed to provide students with focused learning opportunities.

The intern and principal conducted extensive research to find a curriculum that would best meet the students’ needs. Then the intern created

Did you know?

• IASB facilitates searches for all size districts throughout the state.

a year’s worth of lesson plans and activities that teachers could use to develop an optimal experience for students that was also user-friendly for teachers.

One intern with an assignment

• IASB recruits potential candidates from across the country.

in a parochial school not only expe-

• IASB encourages and cultivates potential applicants via:

to work with staff in reviewing and

• Professional Advancement Seminars annually • University Presentations • State and National Conference Presentations

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

rienced the valuable opportunity re-developing curriculum, but as part of the process that included best practice, designed tools and instruments to aid in the process.

Of equal value was the opportunity to facilitate the process with a mix of experienced veteran educators and less-experienced educators. She experienced dealing with pushback by several members of the

16

Jan-Feb 2015

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

committee. The intern learned to

result of an extensive (and initially

approach the process diplomatically,

somewhat uncertain) system-wide

with the assistance of her principal

program change. The end product,

mentor, by separating fact from fic-

the interns or aspiring principals,

tion and helping the members under-

have been engaged in valuable,

stand the value and necessity to them

thoughtful, research and collabo-

as well as the students.

rative efforts. These have enhanced

The preceding examples, lim-

and added value to school districts’

ited in number, scratch the surface

educational programs now have the

of what is possible through the new

potential to become skillful, com-

principal preparation program

petent leaders who will lead schools

internship. In the old program, the

growth among faculty members,

from practical experience to create

experience was driven by the expec-

particularly those showing signs

optimal educational experiences for

tation that student interns collect

of developing into a future school

future students.

a variety of administrative expe-

leader. In a very real sense, it is an

At SIUE, the faculty has taken

riences with at least 150 hours of administrative activities. In some cases, hours were filled more with supervision than true instruction-

“... the new internship program has a genuine focus

al leadership. In my experience, a

on

certain amount of supervision is an appropriate activity. However,

key

areas

of

administrative

responsibilities,

leadership, supervision, data-driven improvement and

the new internship program is more

accountability, and curriculum development that are

rigorous and focused on demon-

part of the principalship.”

strating competency, rather than simply experiencing an administrative task. Furthermore, the new internship program has a genuine

opportunity to “grow your own”

the time to create an administrative

focus on key areas of administrative

school leaders who will understand

experience for potential administra-

responsibilities, leadership, super-

the culture, the fabric of the com-

tors that is focused on giving them

vision, data-driven improvement

munity, and the values of the school

the skills necessary to step into an

and accountability, and curriculum

district – as well as the nuts and bolts

administrative position with a strong

development that are part of the prin-

of educational leadership. These

foundation necessary to do the job

cipalship.

essential elements are often part of

of being a quality leader. I am pleased

a large learning curve when hiring

to be a part of this effort.

The difference between the old and new internship programs is the

outside of the school district.

Contributors

difference between going through the

The excitement expressed is that

motions and active engagement in

of a person with 27 years of adminis-

Vi cki VanTuyle , a ssi st ant

administrative tasks. Active engage-

trative experience during a 40-plus-

professor in SIUE’s Educational

ment requires critical thinking and

year career in education. I appreciate

Leadership department and Ali-

organized, sequential, well-planned

seeing the tremendous possibilities

son Reeves, also an assistant and

decision-making. Because there

for improving student achievement

program chair for the department’s

is value to the mentoring school

in Illinois and increasing the lead-

Educational Administration pro-

district, an opportunity exists for

ership capacity of principals as a

gram, contributed to this article.

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

FEATURE ARTICLE

Judicial challenges to educational funding, Part II:

Illinois courts tackle equity vs. adequacy

By Susan Farrell

Susan Farrell worked in school finance in Illinois between 1992 and 2013, including 13 years at the Special Education

educational development of all

Editor’s Note: This article is the second of a two-part series. In the November/December issue of The Illinois School Board Journal, the author examined the history of federal legal challenges to school funding issues. That article, available at www.iasb.com/journal/j111214_04.cfm, concluded with the United States Supreme Court’s 1973 decision in San Antonio Independent School District v. Rodriguez effectively closed education equity challenges at the federal level and moved school financing challenges to the state courts. This article examines the history of challenges to education funding in Illinois.

District of

recently received her doctorate in education in educational administration from Northern Illinois University.

Farrell resides in Stoke-on-Trent, England.

The State shall provide an efficient system of high quality public educational institutions and services. Education in public schools through the secondary level shall be free. There may be such other free education as the Gen-

H

The State has the primary

istorically, “equity” challeng-

clauses. The first Illinois Constitu-

responsibility for financing the

es to education funding have

tion, ratified in 1818, did not include

system of public education.

been an uphill battle. The nature of

an education provision. The second

Under the third Illinois Consti-

the argument is to polarize wealthy

constitution, ratified in 1848, allowed

tution, in 1877, the state Supreme

and poor districts, which increases

“school districts,” and other entities,

Court heard its first case on educa-

fear that a decision for equity will

the power to assess and collect taxes

tion funding. In a case from Cham-

produce winners and losers. While

for corporate purposes; such taxes

paign County, David G. Fisher v.

poorer districts envision funding and

were to be to be “uniform in respect to

The People of Illinois. A taxpayer

opportunities increasing, wealthier

persons and property within the juris-

contended that school trustees

districts envision losing the same. The

diction.” In 1870, education earned

were not a competent authority to

efforts to unite education at a state

its own article in the third Illinois

levy taxes. The school district had

level also exacerbate the fear of losing

constitution, which provided for a

been created by the township with

local control. The inconsistency of

free public education for all Illinois

the express purpose of building a

decisions in equity challenges at the

residents and created a state board

schoolhouse and supporting the

state level helped to move legal chal-

of education. In the current version

school. The taxpayer argued that

lenges from “equity” to “adequacy.”

adopted in 1970, the education clause

levying taxes was another purpose

All 50 state constitutions include

(Article X, Section 1) of the Illinois

altogether. The Illinois Supreme

Constitution states:

Court decided in favor of the school

an educational clause. These claus-

18

capacities.

eral Assembly provides by law.

McHenry County. She

persons to the limits of their

es vary from state to state and range

A f undamental goal of

district, stating when the power is

from very general to very specific

the People of the State is the

given to create a school, it is implied

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

that authority is given to execute

per capita spending had deprived

convention, the court affirmed the

the project.

students of a good education. In

lower court’s dismissal, holding that

In 1879, the Illinois Supreme

addition, the plaintiffs wanted edu-

the disputed provision was intended

Court heard a LaSalle County case

cational funds distributed based on

to express a goal or objective, not to

in which a taxpayer challenged the

educational need. However, the court

state a specific command.

county treasurer regarding a school

dismissed the case because the 14th

In 1995, an adequacy case, The

tax for a high school. In Richard v.

Amendment did not require equal

Committee for Educational Rights v.

Raymond, the taxpayer claimed

per-pupil expenditure. It also noted

Edgar challenged the legality of the

that the statute which authorized

that the variations did not result in

Illinois financing system based on

establishing common schools was

“invidious discrimination.” A specific

the inequity between district financ-

in conflict with the constitutional

concern stood out in the court’s deci-

es in Illinois. The plaintiffs argued

mandate to provide free schools. The

sion as a focus for future litigation:

that Illinois had failed to provide an

court noted that a free public high

the court held that there were no

“efficient system.” It was also argued

school was a “common school” and

“judicially manageable standards”

that districts with little wealth could

that no particular course of studies

to determine educational needs and,

not provide a “high quality” educa-

constituted a common school educa-

ultimately, educational funding.

tion, especially for at-risk students.

tion. The court upheld the tax levy and the collection of the tax.

In Blase v Illinois, a 1973 case

The court rejected this claim, relying

heard by the Illinois Supreme Court,

on the1968 McInnis decision, and

By 1899, schools in Chicago

the plaintiffs claimed that the state

restated that “efficient system” does

were struggling with a lack of fund-

of Illinois had primary responsibility

not mean a system that guarantees

ing. The Chicago Teachers Federa-

for financing the public education

parity of funding. The court further

tion researched the issue and found property assessment abuse at a corporate level. After a proceeding was begun against the assessment board,

“The challenge further claimed that the state was

the board attempted to adopt new

required to provide for not less than 50 percent of

rules that would result in corpora-

the funds needed to operate the public elementary

tions being given lighter assessments.

A decision in favor of the Federation

and secondary institutions. After reviewing the

was determined, and the corpora-

history of the constitutional convention, the court

tions were reassessed at higher val-

affirmed the lower court’s dismissal, holding that

ues. The resulting taxes were taken to court and went to the federal level

the disputed provision was intended to express a

in The Chicago Union Traction Co.

goal or objective, not to state a specific command.”

v. The State Board of Equalization.

The court found in favor the State Board of Equalization, affirming the higher assessment values.

system based on the education clause

stated, “… questions relating to the

In 1968, the McInnis v. Shapiro

of the Illinois Constitution. The chal-

quality of education are solely for the

equity claim in Illinois stated that

lenge further claimed that the state

legislative branch to answer,” and

a funding system based on proper-

was required to provide for not less

not one to be resolved in the courts.

ty tax was in violation of the 14th

than 50 percent of the funds needed

In a 1999 case, 11 families

Amendment equal protection and

to operate the public elementary and

from East St. Louis argued that the

due process clause. The plaintiffs’

secondary institutions. After review-

school district had failed to provide

claim was that the variations in

ing the history of the constitutional

a “minimally adequate education.”

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

In Lewis E. et al, Appellees v. Joseph

the basic educational components

high quality education. One notable

A. Spagnolo, the plaintiffs argued

such as teachers and textbooks. The

point in this case was that the Illi-

that the buildings in the district

complaint stated that the high drop-

nois State Board of Education had

were in “wretched disrepair,” and

out rate and low test scores proved

appointed a financial oversight panel

that the district had not provided

that the district was not providing a

to the district in 1994. This case was dismissed, with the court restating that the quality of education is not a “judicially manageable standard” and that it belonged in the legislative arena.

In 20 08, Chicago Urban

Policy Services

League and Quad County Urban L eague v. the State of Illinois and the Illinois State Board of Education had three basic premises. Based on the Illinois Civil Rights Act of 2003, the claim first alleged that the funding formula was discriminatory in that it had a “demonstrable adverse” impact on African-American students, Latino students and other minority students. The second premise was that

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the formula violated the equal protection clause by failing to provide an “efficient system of high quality public educational institution and services.” There were two new components to the equal protection clause. The first was that No Child Left Behind standards provided a “judicially manageable standard” to determine if the state is providing a “high quality” education. The sec-

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for public schools in Illinois has decreased steadily, spiraling downward from a one time high of 48 percent, over thirty years ago in 1976.”

20

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The third premise was that the

alleged that property-poor districts

matter for the legislature, not the

funding formula breached the Unifor-

must levy taxes at a higher rate than

courts, to address.

mity of Taxation provision of the Illi-

property-wealthy districts in order

This case was dismissed by the

nois constitution, “Taxes upon real

to raise the same dollars. This suit

appellate court and the decision con-

property shall be levied uniformly.”

also referenced the general state aid

firmed by the Illinois Supreme Court.

The claim maintained that the edu-

formula in particular, as well as the

Historically, judicial challenges

cation clause would be considered a

state-directed Illinois Learning Stan-

to the state’s education financing

“non-delegable duty” and therefore

dards (ILS). The remedy sought was

system have been unsuccessful in

all taxation for education would be

that the Illinois education financ-

Illinois, whether addressing the issue

considered state funding, rather than

ing system is unconstitutional. The

from an adequacy perspective or one

local funding.

defendants filed a motion to dismiss

of equity. The Illinois courts have

the complaint stating:

continued to state that education is

The Illinois court dismissed plaintiffs’ education adequacy claims

[It] must be dismissed for

not a judicial issue, but rather a leg-

because of the precedent set in The

failure to state a claim under the

islative one. With the future of school

Committee for Educational Rights

equal protection clause based

funding under ongoing discussion in

v. Edgar. Plaintiffs are considering

upon the decision in Edgar. Defen-

the Illinois legislature, it might be

an appeal to the Supreme Court to

dants also argued that the ILS

difficult to predict the nature of

ask it to reconsider that precedent.

did not eliminate local control of

future court challenges. However,

In March, 2010 the lawsuit Carr

schools or the ability to tax prop-

the growing reliance on local funding

v. Koch, was filed. The suit was based

erty at different rates, and that the

along with the state’s fiscal problems

on the equal protection clause and

funding of public education is a

would indicate that Illinois can expect more legal challenges in the future.

Resource citations Ill. CONST. of 1970, art. X, § 1 (1970)

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

R

David G. Fisher v. The People of Illinois, 84 Ill. 491 (1877) Richard v. Raymond, 92 Ill. 612 (1879) The Chicago Union Traction Co. v. The State Board of Equalization, 112 F. 607

Field Services

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

22

McInnis v. Shapiro, 293 F Supp. 327 (1968) Blase v Illinois, 55 Ill. 2d 94; 302 N.E.2d 46; 1973 Ill. LEXIS 235 The Committee for Educational Rights v.

Edgar, 672 N.E.2d 1178 (1996) Lewis E. et al, Appellees v. Joseph A. Spagnolo, 186 Ill. 2d 198; 710 N.E.2d 798; 1999 Ill. LEXIS 666; 238 Ill. Dec. 1 Chicago Urban League and Quad County Urban League v. the State of Illinois and the Illinois State Board of Education, http://www.schoolfunding.info/news/ litigation/ILComplaint.pdf 20 USCS § 6311 Ill. CONST. of 1970, art. 1X, § 4 Carr v. Koch, 963 N.E.2d 244; 2012 Ill. LEXIS 94; 357 Ill. Dec. 291

Sept/Oct 2014 THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015 Jan/Feb 2015

FEATURE ARTICLE

Understanding fund balances By the Pennsylvania Association of School Boards Bulletin

T

he term “fund balance” can be

year-to-year variations in local and

the school district. Credit ratings of

a negative trigger, especially

state cash flow, such as a delay in a

school districts and other public enti-

during budget preparation and nego-

subsidy payment from the state. In

ties can be directly affected by fund

tiations. Portrayed in the media as

addition, fund balances enable dis-

balance levels. Those with little or

having “extra money,” school board

tricts to generate investment income

no money in reserve are considered

members know this is not a true

which, in turn, helps to keep tax

to be higher risks and their ratings,

depiction of this complex part of a

rates lower.”

along with cost of borrowing, suffer

school district budget.

W h i le ma ny may que st ion

accordingly.

A fund balance is the difference

how much money should be in a

A fund balance is divided into

between assets and liabilities. When

fund balance, the answer differs

four parts – restricted, committed,

assets are greater than liabilities,

for each school district. A higher

assigned and unassigned. A restrict-

the balance is positive. A fund bal-

fund balance may be appropriate

ed, committed or assigned fund

ance can include items such as cash

in a school district with a weaker

balance is earmarked for a special

and investments, amounts owed to

local economy, where the district

purpose, such as pre-payments,

the district but not yet received, the

relies heavily on state and federal

cash value of inventory and operating

sources of funding. These sources

surplus, or when revenues exceed

can change or be delayed without

expenditures.

notice. Districts carrying a sizable

“Just as an individual or family should maintain a savings account

This article appeared in the February, 2014 issue of the Pennsylvania School Board Association Bulletin.

Reprinted with permission and adapted for Illinois readers.

debt burden also may benefit from a larger fund balance.

for unforeseen expenses and emer-

School districts anticipating

gencies, school districts also should

a renovation project or other one-

have funds in reserve to pay for emer-

time expense may choose to build a

gency repairs or unexpected inter-

fund balance over time. This deci-

ruptions in revenues, such as a layoff

sion allows the district to essentially

at a major factory which suddenly

pay itself, rather than borrow money

affects tax collection,” said Todd

from a bank and repaying over time

Hosterman, Pennsylvania Associa-

with interest.

tion of School Boards acting director

There are additional benefits to

of Research and Evaluation. “Fund

maintaining a fund balance, includ-

balances also can be used to offset

ing improving the credit rating of

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

and inventory or board-established

when the unreserved fund balance

be limited to one-time expendi-

reserve for items like pension rate

exceeds between eight and 12 per-

tures and nonrecurring expenses.

increases. An unassigned fund bal-

cent of expenditures, depending on

An alternative use of excess fund

ance is available for use.

the size of the budget, the district

balance is to transfer the balance

While there is no right or wrong

must consume any fund balance

to capital reserve for future build-

answer about how much a school dis-

in excess of eight percent prior to

ing repairs. Additionally, the excess

trict should have in their unreserved

increasing taxes. Boards should have

funds could be designated for some

fund balance, three major bond rat-

a formal adopted policy in place con-

specific future use as determined

ing agencies – Moody’s, Standard

cerning the fund balance and what

by the board.

& Poor’s, and Fitch – recommend

is best for the district, in accordance

between five percent and 10 percent

with the laws in their state.

of current period operating expen-

If the unreserved fund balance

ditures. However, Section 688 of the

exceeds the standards set for the dis-

Pennsylvania School Code states that

trict, the use of excess funds should

“Because the use of a fund balance is equal to a one-time revenue, the expenditure should be a one-time expenditure,” Hosterman said.

According to the Pennsylvania Department of Education, unassigned fund balance data for Pennsylvania public school districts varied between 2006 and 2012, ranging from about $1.5 billion to $1.7 billion. These amounts rep-

Policy Services

resented between 6.2 percent and 7.26 percent of total district expenditures.

Save Time And Money With IASB Technology Services For Boards

“The reason for an increased number of districts with fund balances greater than 15 percent is a combination of trying to prepare for pension cost increases and also building … so they are being financially astute in planning for future facilities needs,” Hosterman said.

“Many districts have seen large

An accessible, affordable, and always available online board packet creation service, with digital and/or paper packet viewing.

decreases in their fund balances

Schedule a webinar with Brian Zumpf at 630/629-3776 ext. 1214, bzumpf@iasb.com; or Mike Elder at Mike.Elder@boardbook.org.

ance being depleted by the increase

due to these increased costs. The possibility of a district’s fund balin expenses is real.”

The Illinois Association of School Business Officers published a “Fund Balance White Paper” in

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2011. Details can be found at http:// p2p.iasbo.org/resources2/view/ profile/id/14796/vid/1

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24

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

Milestones

continued from page 28

Miles Allen, 92, died October 20, 2014. He formerly served on the

served on the Decatur school board

He had formerly served on the Mil-

for six years.

ford Area Public School District 124

Warren G. Hall, 90, died Octo-

Board of Education.

ber 11, 2014. He farmed in Moultrie

Paul K. Povlsen, Jr., 88, died

Lee Biesemeier, 68, died Novem-

and Coles counties for 47 years and

November 7, 2014. He previously

ber 18, 2014. He was a former Lena-

served on the Sullivan school board.

served as a member and president

Winslow CUSD 202 board member.

Samuel Andrew Hess, 93, died

of the Sycamore CUSD 427 Board

Wilbur E. Blake, 89, died October

November 17, 2014. He previously

19, 2014. He had served on the Nepon-

served as a trustee of the Elk Grove

set Grade School Board of Education.

Township school district.

San Jose school board.

of Education.

Harold D. Provart, 88, died November 13, 2014. He was a former

D o n a ld E . D a i ly, 81, d ie d

Stephen Major Hopkins, 70,

member of the DuQuoin school board.

November 23, 2014. He had served

died November 27, 2014. He served

Barbara J. “Jane” Rohrer, 84,

on the Summersville School Board

for 13 years on the school board for

died November 4, 2014. A former

for 14 years.

Rochelle Township High School.

teacher, she served on the Ches-

Earl L. Edmonds, 87, died Novem-

John Hutchings, 82, died Novem-

ber 9, 2014. He was a past director of

ber 17, 2014. A former teacher, he had

the Shawnee Division of the Illinois

served as a member of the Aurora

Association of School Boards (1983-

West USD 129 Board of Education.

ter-East Lincoln CCSD 61 Board of Education for eight years.

Eugene R. “Gene” Salch, 86, died October 22, 2014. He was a past

1991), and served on the Anna District

Robert Earl “Bob” Johnson, 92,

37 Board of Education for 29 years.

died September 26, 2014. He was a for-

Edmonds was also a member of Anna

mer East Lynn school board member.

Henry L. Schuckenbrock, 78,

Masonic Lodge 520 and past president

Dr. Philip Newton Jones, 90,

died November 17, 2014. He previ-

died on September 30, 2014. He was

ously served on the Greenfield CUSD

a past president of the Kenilworth

10 Board of Education for 11 years.

of the local Kiwanis.

John Donald Engel, 88, died November 1, 2014. He was a past member of the school board of the McLeansboro high school district.

Geraldine A. Fever, 84, died October 25, 2014. She was the first woman

School Board.

president of the Bloomington SD 87 Board of Education.

Victor G. Shubert Sr., 98, died

Jer r y E. Kemb er, 77, d ied

November 24, 2014. He previously

November 16, 2014. He previously

served on the Sparta grade school

served on the Serena CUSD 2 Board

and high school boards.

of Education.

Betty June “B.J.” Vangeison, 81,

to serve on the El Paso school board.

Raymond W. Kienzle, 91, died

died November 12, 2014. She was a

John Vernon Fridlund, 90, died

November 24, 2014. He was a former

past member and president of the

October 17, 2014. A teacher and edu-

member of the Scales Mound CUSD

Pawnee CUSD 11 Board of Education.

cator, he retired in 1980 after serving

211 Board of Education.

as Superintendent of Schools in Mt.

Frank Lux Jr., 87, died Septem-

Prospect. He later served as a school

ber 30, 2014. He was a former Bement

board member in Itasca.

School Board member.

A.B. Weddle, 90, died September 30, 2014. He served on the Monticello High School Board of Education.

B.J. Wolf, 65, died October 29,

Dale Charles Gerstenecker, 87,

Joan Marie Monbrum, 70, died

2014. A former teacher and principal

died November 11, 2014. He was a for-

October 12, 2014. She was a school-

in Sterling CUSD 5, he was later the

mer member of the Freeburg CHSD

teacher for 33 years with Marissa

superintendent of Rock Falls High

77 Board of Education.

School District 40. She was also a past

School. After retirement he served

member of the Marissa school board.

as a member of the Sterling CUSD 5

Douglas J. Giaudrone, Sr., 75, died November 21, 2014. He was a

Duane Thomas Morgan, 84,

former member of the school board

died October 30, 2014. He was a

Dean Richard Zehr, 82, died

for Chaney-Monge SD 88.

member of the Orion school board.

November 5, 2014. He previously

Adele Palmer Glenn, 96, died

Fr a ncis Sha ron “Fr a n n ie”

served on the school board of the

October 25, 2014. She had previously

Morts, 92, died October 23, 2014.

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Board of Education.

Pleasant View Grade School.

25

A Directory of your

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

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro - 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/787-1199; email: rmitchell@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca - 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning. Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.com

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

Architects/Engineers

FGM ARCHITECTS ENGINEERS, INC. — Architects.

Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/6243364; website: www.fgm-inc.com

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

HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/318-0072

Building Construction CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www.

COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; website: www.fquinncorp.com

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

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities.

Swansea - 618/277-8870

LEGAT ARCHITECTS, INC. — Architectural and Educational planners who specialize in creating effective student learning environments. Chicago 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545

MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria - 309/688-6845

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

CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com

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

26

WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

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

CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com

CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; email: rmont@cordogan clark.com

TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation and interior design. Burr Ridge - 630/455-4500

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

Fairview Heights - 618/624-2080

HEALY, BENDER & ASSOCIATES, INC. — Archi­ tects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dhealy@healybender.com

BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net/

STR PARTNERS — Architectural, interior design, planning, cost estimating and building enclosure/ roofing consulting. Chicago - 312/464-1444

FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools.

Park Ridge - 847/292-1039

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

BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987

SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield - 217/585-9111

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

GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com

BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com

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

ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355

BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015

RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231

PERKINS+WILL — Architects; Chicago - 312/755-0770

POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; email: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

Computer Software

Financial Services

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

AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights - 855/822-9168

Consulting eRATE PROGRAM, LLC — consulting services assisting districts in processing applications for receiving government funds to cover up to 90% of costs for local, long-distance and cellular phone service (purchased by the school), internet access and web hosting. St. Louis, MO - 314/282-3665 SEGAL CONSULTING — A comprehensive array of consulting services including Health & Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration & Technology; and Compensation and Bargaining. Chicago 312/984-8512

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866ALPHA-01 (866-252-4201); website: www.alphaACS. com; email: info@alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www. thectsgroup.com; email: rbennett@thectsgroup. com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808

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Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants.

Bloomington - 309/829-3311; email: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; web‑ site: www.gorenzcpa.com; email: tcustis@gorenz cpa.com KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616

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; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; email: ehennessy@williamblair.com WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont 630/560-2120

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

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

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

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

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

Itasca - 630/773-7203 GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security.

St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; email: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259 OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oakbrook 312/498-7792; email: sharon@opterraenergy.com RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstenschmidt@ radonresults.com

JANUARY-FEBRUARY 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

Milestones Achievements Pau l Her t el,

faced the challenge of filling a posi-

“It’s a great day to be a Sage” is a state-

a ssociate super-

tion that had been vacant for a con-

ment uttered daily by Zimmerman,

intendent of Des

siderable period of time, and there

whether he is speaking to a large

Plaines CCSD 62,

were many processes that needed

group through a phone notification

was recently hon-

to be updated and improved. His

or answering just one email. It was

ored by the I l l i-

expectations for excellence and his

also at the bottom of his electronic

nois State Board of Education with

forward-thinking process for hiring

response when asked his reaction to

a Those Who Excel Award in the

new staff have resulted in a highly

being named Superintendent of the

administrator category. Hertel had

competent and effective workforce,

Year. “It’s nice to be recognized for

no district office experience but great

according to superintendent Jane

our work to make Monticello CUSD

potential when he was asked to join

Westerhold.

25 a top school district in the state,”

the district’s senior leadership team

Victor Zimmerman, superin-

he added. “The joint effort of adminis-

nine years ago as director of human

tendent of Monti-

tration, faculty, staff and school board

resources. He exceeded expecta-

cello CUSD 25, was

all working together in coordination

tions and was promoted to assistant

r e c e nt l y n a m e d

with parents and students is what

superintendent for human resources,

Superintendent of

makes our district rich in a tradition

followed three years later by a pro-

the Year by the Abe

of educational excellence.” He was

motion to associate superintendent.

Lincoln Region of

nominated for the award by two Mon-

When Hertel joined District 62, he

the Illinois Principals Association.

ticello elementary school principals.

In memoriam John George Wargo, 88, died October 25, 2014. He served as executive director of the Illinois Association of School Administrators from 1969 to 1992. Wargo served in the South Pacific during WWII. Upon leaving military service, he enrolled at Eastern Illinois University and received a bachelor’s degree in 1950, a master’s degree in education from the University of Illinois in 1957, and a doctorate in education from Indiana University in 1967. Wargo had a long professional career in public education. He was actively involved at the local, state and national levels, serving as a teacher, principal and superintendent. He was also involved in higher education, serving on the staff at Western Illinois University, and as a member of the faculty at the University of Illinois, and serving on the Eastern Illinois University Foundation Board. Among his honors and awards, he was twice appointed as a U.S. Delegate to the World Conference on Education, and had received the American Association of School Administrators Distinguished Service Award and was a recipient of the Eastern Illinois University Distinguished Alumnus Award.

continued on page 25 28

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2015

ASK THE STAFF

Leadership Summit to focus on future of public education

By Dean Langdon

Q

uestion: What is the Alliance

A panel of political analysts will

Time is set aside for legislative

include Bernie Schoenburg, long-

visits to the Capitol and the Alliance

The Alliance Leadership Sum-

time political columnist for The

will host a legislative reception the

mit, scheduled for February 17-18 in

State Journal-Register; Jamey

evening of February 17.

Springfield, will focus on the future

Dunn, executive editor of Illinois

School leaders are encouraged

of public education in Illinois and

Issues magazine; and Dave McKin-

to work with their superintendents to

revolve around Vision 20/20, the

ney, who spent 19 years covering

assemble a district leadership team

statewide School Management Alli-

politics and state government as

and register for the summit, which

ance’s ambitious and comprehensive

the statehouse bureau chief of the

will take place Tuesday, February

blueprint for public education.

Chicago Sun-Times.

17 from 10 a.m. to 6:30 p.m. and

Leadership Summit?

The Summit offers an opportu-

The executive directors of the

Wednesday, February 18 from 7:30

nity for stakeholders to come togeth-

Alliance, Brent Clark (IASA), Roger

to 10:30 a.m. (meetings) and 10:30

er as a unified team to learn and to

Eddy (IASB), Michael Jacoby (Illi-

a.m. to 4 p.m. (legislative visits).

engage legislators at this critical time

nois ASBO), and Jason Leahy (IPA),

Reg istration is cu r rently

in the history of public education.

will participate in a panel discussion

o p e n o n t h e I A S A we b s it e a t

Districts are invited to send a team to

regarding hot topics such as Senate

www.iasaedu.org /iasaedu and

Springfield for the Summit. Ideally,

Bill 16, the education budget, pen-

shou ld t ake place throug h the

representatives would include the

sion reform and the cost shift.

district superintendent.

Dean Langdon, IASB associate executive director for Board Development/ TAG, answers the question for in this issue of the Journal.

superintendent, one board member, one principal, and one business official, but any combination

Leading our schools in our communities

is welcome.

Vision 20 /20 organizers will offer an engaging presentation regarding the four pillars of Vision 20/20: Highly Effective Educators, 21st Century Learning, Shared Accountability, and Equitable and Adequate Funding.

Join us in Springfield next February for the ALLIANCE LEADERSHIP SUMMIT A jointly sponsored event designed for district leadership teams: the SUPERINTENDENT, a SCHOOL BOARD MEMBER, a BUSINESS OFFICIAL and a BUILDING PRINCIPAL

The Summit will also feature Joseph Scherer, executive director of the Superintendents’ National Dialogue, presenting “School Leaders:

F E B R U A R17-18, Y 1 7 - 12015 8 , 2 015 February

Strong Minds Creating a Vision.”

SUPERINTENDENTS, ASSEMBLE YOUR DISTRICT LEADERSHIP TEAM AND MARK YOUR CALENDARS!

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