The Illinois School Board Journal July/August 2012

J U L Y / A U G U S T

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Vol. 80, No. 4

Problem-$olving $trategie$ $chool board$ can bank on

READING • WRITING • ARITHMETIC • BEANS • BALLS • BUSES

some wool too?”

insolvency.

We haven’t heard of any mowing

Yes, the current state of finan-

sheep in Illinois, but if you have inter-

cial affairs in education is tense and

esting ways of saving money in your

is likely to remain so, especially in

district, let others know.

Illinois. While the Legislature adjourned

According to the New York State

on May 31, plans are underway to call

ometimes you hear a joke and

School Boards Association, 651 of

a special session in order to deal with

you know that it has a much

675 budgets for local school districts

Teacher Retirement System pension

deeper meaning, or a connection to

passed on a vote held May 15. This

cost shifts. A number of scenarios

something that isn’t at first obvious.

was the first vote on budgets under

have been discussed, but the overall

Here’s one heard recently:

a new property tax cap structure.

result may be a shift of liability to

Here’s more from a NYSSBA report,

school districts. And that, in turn,

“The New Reality for Schools,” released

may mean an increase in local prop-

earlier that month:

erty taxes — always unpopular.

S

Past, present and future walked into a bar. It was tense.

Yes, on the surface it’s a grammar groaner, but its connection to

“In constructing their 2012-13

In addition, the state budget,

this issue of The Journal on school

budget proposals, school leaders had

which was approved before the leg-

finance should be obvious. Money for

to make tough decisions in order to

islative recess, calls for $208 million

education has been, is currently and

comply with the state’s new proper-

less for K-12 education in FY 2013.

will continue to be a tense situation

ty tax cap and cope with several years

This issue of The Journal fea-

in Illinois as well as elsewhere.

of state aid reductions which have

tures a cover story from two IASB

left many districts in precarious finan-

staff members — Dean Langdon and

cial situations. Although schools will

Tom Leahy — who regularly present

Take these examples from other states: On the National School Boards

receive an $805 million total aid

finance workshops. They offer great

Association website, using the search

increase in 2012-13, they are still

advice on how to navigate the tough

words “budget cuts,” we found an

reeling from state aid cuts of $1.3 bil-

decisions your district is likely to face

interesting blog entry from Pennsyl-

lion in 2011-12, $1.4 billion in 2010-

in the coming months.

vania from last summer:

11, and flat funding the year before

In addition, you’ll find a Practi-

“It’s back-to-basics time in Carlisle,

that. They are also losing $608 mil-

cal PR article detailing how to involve

Pennsylvania, reports the ‘Think

lion in federal Education Jobs Bill

your community in the budgeting

Progress’ blog. And what could be

funding.”

process and another article that

more basic than bringing in a flock

Which means, while their fund-

explains how “auditing” all of your

of sheep to cut the grass at two cam-

ing will increase this coming year,

departments can help make for a more

puses of the Carlisle School District.

school districts in New York are still

efficiently run district. And we’ve also

Superintendent John Friend esti-

receiving $2.5 billion less than they

included an article about educational

mates that the sheep — which belong

did in 2009-10.

foundations, which have helped some

to a middle school principal — will

In California, districts may also

save the district about $15,000 this

get an increase in funding … or maybe

year in mowing costs. …

not. The increase, according to a news

Even though we started with a

districts fund programs that would be unaffordable otherwise.

“And now for ‘the rest of the sto-

release from the California School

joke, the situation for education fund-

ry,’ as radio commentator Paul Har-

Boards Association, is contingent on

ing is no laughing matter. Wouldn’t

vey used to say: The district needs

voters approving a new revenue ini-

it be wonderful if the story could start

to save money — indeed, all Keystone

tiative in November. Of the 967 school

like this:

State districts need to save money —

districts that must submit semi-annu-

A board member, a superinten-

in large part because of Gov. Tom Cor-

al reports on financial status, 172

dent and a school business official all

bett’s devastating $900 million in cuts

(nearly 18 percent) have declared or

walked into a budget hearing with

to education. Maybe they could sell

are on the verge of declaring fiscal

smiles on their faces …

TABLE OF CONTENTS

COVER STORY 11 | Problem-$olving $trategie$ $chool board$ can bank on Well-known adages can offer sage advice when it comes to dealing with school district finances.

Dean Langdon and Tom Leahy

12 | Sidebar: A code of conduct for finances

FEATURE STORIES 4 | Taking the reins …

Varied experience brings Eddy to IASB leadership IASB’s new executive director shares how events in his life shaped the path that led him to this new career opportunity.

Roger Eddy

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Vol. 80, No. 4

8 | Academic game changer …

Common Core will shift reading across the board Teachers will need to make instructional shifts if the new standards are to accomplish their purpose.

Stuart Yager, Carol Webb, Rene Noppe and Donna McCaw

23 | Foundations give funds, life to school projects Within the past 20 years, K-12 educational foundations have grown to become a helpful source of funding for school districts.

Linda Dawson

28 | More than finances …

Department audits can lead to improvements Districts have financial audits every year, but using the same process can help districts determine departmental priorities.

Marion Hoyda

32 | How to have board-level insurance discussions Asking the right questions can help board members set expectations when the district needs to insure new technology acquisitions.

Mark Pullen

REGULAR FEATURES Boiler Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 630/629-3776.

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

Non-member subscription rate: Domestic $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year.

PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Linda Dawson, Editor Gary Adkins, Contributing Editor Diane M. Cape, Design and Production Manager Dana Heckrodt, Advertising Manager

Ask the staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES September/October November/December

Second B: Balls Third B: Buses

Cover by Corbin Design, Petersburg

BOILER ROOM

Evaluating teachers is nothin’ new in school

by Clifford Chaffee and David Carr

While “Gus” is on vacation, we chose a “From the Boiler Room” column from

ompetency testing is fast

that they have coming — and they

becomin’ a real buzz word

have proof that the money is being

C

well spent.”

around here. All the teachers with the exception of Bessie Waite are

After Keck left the

talkin’ about it. Bessie, of course, is

boiler room, I got to

one of those hard-liners. She says if

November/

the Good Lord wanted competency

thinkin’ about com-

December 1980

testing, he’d of had a form to be filled

petency testin’ and

when it was

out just before the blood test when a

co-written by

person wanted to get married.

Clifford Chaffee

Bessie said competency testing

all the things that might be tested …

Well, maybe Keck has the job chairin’ that committee because of what he’s said about competency testin’ — and what it’s for.

“You seem to be doin’ something right, boss,” I told him. “The number of good teachers at Eastside and the time they spend with our kids has

and David Carr

is for the new teachers and those state

paid off in how they’re doin’ at the

at Northern Illi-

fellas who don’t know how else to jus-

junior high.”

nois University in

tify their jobs. She says Vince Lom-

You see, last year one of our kids

DeKalb. Enjoy

bardi always felt the best defense was

from Eastside won both the spellin’

the similarities to today’s rhetoric regarding teachers.

a good offense, and this competency

what he calls “legislative reports.”

bee and the award for bein’ the out-

testing is very offensive to her.

But when he came down to the boil-

standing student in mathematics!

Mr. Keck, our principal, was also tellin’ me about the “competency

on me, I knew he was serious.

“Winnin’ these awards tells me that our teachers are makin’ our kids

syndrome.” Now, whenever you hear

“Before you go too far in the com-

the word “syndrome,” you know you’re

petency syndrome and get lost, Gus,

talkin’ about somethin’ important,

you need to clean out your mind and

“It’s like giving your word of hon-

’cause the word “syndrome” is one

look at it from the overall view,”

or, Gus, that if you say you’re going

you hafta use to let other people know

Mr. Keck began. “The first question

to do something … you go ahead and

you have all the dots on the dice and

to think about is ‘Why should we test

do it.”

both oars in the water.

competency?’”

Mr. Keck is carryin’ the burden

2

er room to test out some of his ideas

“Uh-huh.”

competent where it counts — in the basics,” I said proudly.

If that’s competency testing, it sure makes sense to me.

in our district ’cause he was appoint-

“This must be to make sure that

After Keck left the boiler room,

ed to chair a committee to report to

things go the way they should and

I got to thinkin’ about competency

the board what the schools are gonna

everyone’s doing what they said they

testin’ and all the things that might

do with testing programs. I know Mr.

would do,” he continued. “The state

be tested … even things that Keck

Keck is worried, especially since I

people like that because they can

didn’t say to me.

saw him carryin’ a lotta books, and

continue to give the money to schools

Just think … if Lamar down at

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

his garage passed the mechanic’s com-

Besides havin’ tests for kids and makin’

petency test, why I could get my slip-

them feel good about bein’ compe-

pin’ clutch fixed the first time and

tent, we could have tests for teach-

have it done right. I wouldn’t hafta

ers, principals, parents, legislators,

keep bringin’ it back and tryin’ to

businessmen, secretaries, cooks,

sound like the noise the clutch makes

coaches … everybody! Think how

so that Lamar can tell what part is

good they would all feel, too, bein’ all

actin’ up. I’d like that kinda test for

that competent.

Lamar, ’cause I wouldn’t hafta stand

Why we might even have a com-

in front of his other customers and

petency test for school board mem-

make a fool of myself tryin’ to imi-

bers. Maybe that’s why Mr. Keck is so

tate a slippin’ clutch.

concerned and worried about all these

Yep, the more I think about com-

competency tests — while they may

petency testin’ making my life easi-

be fine for Lamar and Duwayne, and

er, the more I think about Duwayne

the other fellow, it’s different when

down at the flower and garden shop.

it gets to the custodian and the school

If he was only tested, why my grass

board. That’s gettin’ a bit close to

would still be green today and the

home.

butternut squash wouldn’t have crowd-

Mr. Keck has handled some pret-

ed out the Missus’ prize tomatoes.

ty hot potatoes, and the more I think

Course Duwayne isn’t always wrong;

about this one, the hotter it gets, too.

he predicted snow for the winter of

Oh well, as the good book says, this

’79.

too will pass … and Mr. Keck knows Mr. Keck must have taken that

job of chairin’ the committee because

how to help things along, ’cause he’s the principal.

he could see all the good he could do.

President Carolyne Brooks

Immediate Past President Joseph Alesandrini

Vice President Karen Fisher

BOARD OF DIRECTORS Abe Lincoln Roger Edgecombe

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern John Coers

Cook South Tom Cunningham

Starved Rock Simon Kampwerth Jr.

Cook West Joanne Zendol

Three Rivers / Treasurer Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

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

Wabash Valley Tim Blair Western Sue McCance Chicago Board Jesse Ruiz Services Associates Steve Larson

Kishwaukee Mary Stith

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

The elephant in the room had it tough in school.

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

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FEATURE ARTICLE

Taking the reins …

Varied experience brings Eddy to IASB leadership

by Roger Eddy

Roger Eddy

I

f I hadn’t injured my arm playing

As I said before, my ambition was

from a heart operation. We spent five

baseball at Northern Illinois Uni-

to play baseball, but after two years

years there and added two more chil-

versity, my career path might have

at Joliet Junior College, an arm injury

dren — Beth and Jessica Jordan (J.J.),

full-time execu-

been different than teaching, coach-

and while obtaining a degree from

who was born the year of the Bulls’

tive director of

ing, school administration, the Illi-

Northern Illinois University, I took a

second “three-peat.”

the Illinois Asso-

nois Legislature and now the Illinois

job as baseball coach at Highland

Mom’s health improved and after

ciation of School

Association of School Boards.

Community College in Freeport, Illi-

five years at Watseka, I was lucky

nois.

enough to be hired again in Hutsonville.

became the sixth

Boards on July 1, 2012.

Then again, I knew after trying out in the Florida leagues that I was

In 1981, I began my teaching and

I was going back as superintendent.

not destined to be the major league

coaching career at Hutsonville CUSD

While I had other offers at that time,

pitcher I once dreamed of being. It

1 in Crawford County. We arrived in

I knew our children would get a good

was fortunate for me that when I went

Hutsonville, me with my ankle in a

education in a safe, nurturing envi-

to college to play baseball, they made

cast and Becca six months pregnant.

ronment by moving back.

me go to class.

I’m sure they wondered what they

I tell you this so you can begin

4

were getting into!

Life changer

to understand why I am so excited

I spent seven years in Hutsonville

Ten years ago, my life as a super-

about being at IASB and so passion-

as a teacher and coach, but I lost

intendent took an unexpected turn

ate about education and the mission

enough games that they made me

when I was asked to run for state rep-

of the Association.

high school principal. I was high school

resentative in the 109th district.

I came from a very modest

principal for three years. We loved

Although I had served on the city

upbringing in Newark, Illinois, about

Hutsonville because it was the same

council in Hutsonville, I had never

30 minutes southwest of Aurora. My

type of close community that Bec-

thought about being a state rep before.

dad worked for Caterpillar and my

ca and I had loved in Newark.

One of my first questions was:

mom mostly stayed at home with her

By this time, we had three chil-

Can I still keep my job at the school

five children while volunteering for

dren — Matthew, Lisa and Brenda —

district? I have always believed in

the Salvation Army. Newark was a

and even though we loved the com-

the concept of citizen legislators, and

small community where you knew

munity, when my mom’s health wors-

I wanted to be a practical voice for

everybody and everybody knew you.

ened, I applied for and was hired as

education. I won a contested prima-

I met my wife, Becca, when I was a

a principal in Watseka. Living in Wat-

ry and then won in the fall election.

junior high crossing guard and she

seka allowed us to be much closer to

I was now a superintendent and a

was the new girl in school.

mom and dad while mom recovered

legislator!

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

But if it had ever come to a ques-

the coming years.

to instill a renewed passion for what

tion of one or the other, there is no

The state board is trying to pro-

question I would have picked edu-

vide guidance, but rules and regula-

Just as with school districts,

cation.

tions can only go so far as the law will

human resources are the most impor-

If people call me biased during

allow. However, the basic philosophy

tant thing the Association has. As I

my time in the General Assembly

of performance rather than bench-

regarding education, they’re right.

marks is a good shift in public poli-

It’s because I believe in public edu-

cy.

they do.

cation so much. Public education is

NCLB proved that we can

a pillar in a democratic society and

improve, but all kids are not the same.

New training mandates for school

must provide an opportunity for all

That’s because we teach children with

board members present challenges as

children. As we strive to improve edu-

souls; we don’t make widgets.

cation in this country and in Illinois, it has to be better for all.

Now to IASB

well as opportunities. One challenge that IASB has embraced for a long time

As an example, when I returned

People assume and have asked

to Hutsonville, they had been send-

me if I will be lobbying the legislature

ing many special education students

in my new role as executive director

to schools outside the district. When

of IASB. That is definitely not my

programs and training before boards

I came back from Watseka, which

intention in coming here. My leg-

even realize that they will need them.

had a good mainstream program in

islative background is the icing, it’s

place, we started bringing our spe-

not the cake.

is to be proactive instead of reactive … by looking into the future and providing

cial ed kids back into the district.

I came to lead an organization

Not only that, we ended segregation

that has proven leadership and an

of special ed students in our build-

important role in supporting quality

meet and talk with each employee

ings by mainstreaming students not

governance in local schools.

one on one, I am finding varied back-

only in classes but in the hallways,

Early on in Hutsonville I had a

grounds. I am also finding passion-

locker assignments and the lunch

veteran board … an excellent board.

ate and dedicated individuals striving

room. Now almost every special edu-

As new board members came on, I

to meet the mission of IASB. That’s

cation student is housed at Hut-

encouraged them to attend IASB train-

so important for this organization. It

sonville. We even remodeled an

ing, division dinners and conferences

will be a challenge to maintain that

outdated shop building into an autism

so that they could understand their

and find people who share the same

center.

role as a board member — what it

passion for their work when we need

is and what it isn’t.

to hire someone.

Another example of trying to make public education better for

New training mandates for school

The IASB board of directors was

all is the 2012 Illinois Education

board members present challenges

very clear during the interview process

Reform Act. While I was a co-spon-

as well as opportunities. One chal-

that it was interested in leadership

sor of SB7, I also realize that imple-

lenge that IASB has embraced for a

to support IASB’s mission: excellence

mentation of this reform act will take

long time is to be proactive instead

in local school governance in sup-

years to accomplish. I believe we

of reactive … by looking into the

port of quality public education.

should be able to evaluate teachers

future and providing programs and

When I read the qualifications

based on students’ performance, but

training before boards even realize

for the job of executive director, I felt

it is much easier said than imple-

that they will need them. And it will

that my combination of past experi-

mented in a practical manner. We

be a challenge for districts as well as

ences were the perfect blend to lead

need to get it right, maybe just not

the Association to find funding to

this organization in the future. But I

right away. There is great potential

meet the new mandates.

also realize that I come from an admin-

in this reform act; the challenge will

I also believe veteran board mem-

istrator’s background, and I really

be fair implementation of the act over

bers will see this as an opportunity

need to come to a new understand-

J U LY- A U G U S T 2 0 1 2 / 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

5

ing of the board’s perspective. As such,

the children in their local commu-

public education is doing a good job.

I plan to attend some of the many

nities. I’m so appreciative that peo-

At the same time, we need to support

board training opportunities IASB

ple are willing to serve their

public policy initiatives that hold

has to offer.

communities as board members.

schools accountable to their communities.

We need to be the best cheer-

As we continue to hear negative

leader for public education. Board

comments regarding public educa-

Unfortunately, sometimes we

members who last have a passion for

tion, we need to support initiatives

limit the creativity of school districts

public service and they care about

that reinforce local control and show

with public mandates. The best ideas seldom come from the legislature.

They often come from the schools themselves.

Public education is still the great equalizer and today’s technology can provide even greater access to quality education programs. Wherever

STAFF OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director-designee Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Dawn Miller, Consultant Thomas Leahy, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Advocacy Cynthia Woods, Director

IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 www.iasb.com 6

we are now in technology represents a mere thimble of what is possible.

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

There’s more potential out there than

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant

tinuing theme for IASB will be to ask

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

ever.

It is my sincere hope that a conindividual school board members what they want and how the Association can support them in their work.

I thank Dr. Michael Johnson for sharing his historical perspective of the Association and its work over the past few months during this transition. I also look forward to reconnecting with the leaders of the other educational organizations — IPA, IASA and Illinois ASBO — and attending as many division meetings and workshops as possible to get to know all of you and the wonderful work that you do.

My wife and I both come from families of five children and we have five children. Those are big families by today’s standards.

Your Association staff members treat each other as a big family as well. And I’m honored and proud to

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

be part of this new extended family.

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

FEATURE ARTICLE

Academic game changer …

Common Core will shift reading across the board

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

Stuart Yager is an associate profes-

A

fter teachers and administrators are thoroughly familiar

with the implementation demands

Part II: Shifting the focus

sor of education-

of the Common Core State Standards

School reform movements are not new to policy and deci-

al leadership at

(CCSS), the next step is to identify

sion makers. Each decade seems to have brought at least one

Western Illinois

which changes in instructional prac-

new idea or program that would “fix” a system that many believed

University in

tices will be necessary in their build-

to be broken. This is the second in a four-part series giving school

Macomb. Carol

ings to take full advantage of the

board members background knowledge on the Common Core

Webb and Rene

potential within the standards for

State Standards (CCSS), the potential impact these new stan-

Noppe are assis-

improving student learning.

dards will have on teaching and learning, things for boards to

tant professors in

David Coleman, leading author

educational lead-

and architect of the CCSS, has given

ership at WIU. Donna McCaw recently retired from WIU and currently works with the Common Core Institute.

8

look for and district implementation issues.

educators advice for making the transition from the existing state standards to common core. He has

reported in 2005 that some 40 per-

taught in Algebra II (or its equiva-

identified six shifts in instruction that

cent of high school graduates who

lent) and four years of grade-level

teachers must be willing to adjust if

responded to their survey said they

English to earn a high school diplo-

the new standards are to accomplish

felt unprepared for either employ-

ma.

their purpose.

ment or college, and as many as 80

Coleman reports colleges are

percent wished they had taken a more

overrun with under-prepared stu-

rigorous high school program.

dents who take remedial classes upon

According to Coleman, these shifts are necessary because, on average, instruction in reading and writing has

Since that report, some things

entering college under academic pro-

been inadequate over the past 40 years

have improved and high school grad-

bationary status. The 2005 Achieve

in secondary schools. Although some

uation rates have risen. Achieve’s

survey showed that college profes-

progress has been made in the pri-

2011 report, “Closing the Achieve-

sors indicated two out of five college

mary grades, more students leave high

ment Gap,” found that 20 states and

students were unprepared for colle-

school unprepared to successfully

the District of Columbia have estab-

giate work. Instructional shifts must

enter college or a career.

lished requirements that all high

be made now in public schools in

Achieve, an independent, bi-par-

school graduates must complete a

order to be aligned with the common

tisan, non-profit education reform

college- and career-ready curricu-

core and enable students to be col-

organization founded following the

lum. This includes at least mathe-

lege- or career-ready when they grad-

1996 National Education Summit,

matics through content typically

uate from high school.

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

The necessary shifts The first shift is to increase the emphasis on informational texts.

and career-ready after high school is

read the text closely in order to pro-

the level of text difficulty that they

vide a correct answer. This empha-

can master.

sis has enabled students to forego a

Currently, students in elementary

Right now, in most high schools,

close analysis of the text as part of

schools spend most of their time read-

the level of text complexity is far

their learning. The core activity of

ing literary texts. This shift requires instruction to be balanced equally between literary and informational texts. By high school, students should be reading close to 80 percent non-

It challenges all teachers to take a lead role in teaching reading and

fiction and 20 percent fiction. This

writing in every subject area — especially social studies and sci-

represents a shift in secondary schools

ence. The common core standards in English and language arts

that is opposite of the current instructional focus.

The second shift is an emphasis on literacy standards in all content

require that teachers in history, social studies, science and other technical subjects take a strong role in educating students to gain knowledge through reading and writing.

areas. Years ago, educators began talking about “reading across the curriculum” as a method to increase reading comprehension of non-fiction texts. This shift means even more.

beneath what is required for the first

close reading is required in order for

It challenges all teachers to take

year of college. Text complexity is

students to master the common core

a lead role in teaching reading and

typically determined by sentence

standards.

writing in every subject area — espe-

length and word difficulty.

The fifth shift is to focus on evi-

cially social studies and science. The

While the complexity of college-

dence-based writing. Currently, the

common core standards in English

level texts has not declined over the

most common form of writing in

and language arts require that teach-

last 50 years (and in some cases actu-

schools today is narrative writing,

ers in history, social studies, science

ally increased), studies of high school

which focuses on personal opinion

and other technical subjects take a

text complexity show declines of up

or personal experience. At college or

strong role in educating students to

to four grade levels from textbook

in a career, presenting a personal

gain knowledge through reading and

reading levels of the 1960s and ’70s.

opinion is not emphasized. What mat-

In addition, college professors

ters most is the ability to argue based

writing.

on verifiable evidence.

The ability to read complex pri-

are much less likely to provide expla-

mary and secondary sources of infor-

nations of assigned readings and more

The ability to debate and advo-

mation is essential to students’

likely to require students to attain

cate from a position of evidence is

independent work both now and in

basic concept knowledge indepen-

critical for college- and career-readi-

the future. Their ability to draw knowl-

dently. That’s the exact opposite of

ness. In the common core, the abil-

edge from text is critical.

what occurs in many high school

ity to provide evidence-based answers

Practicing scientists spend half

classrooms. The common core stan-

will be required of students at every

their time reading in addition to the

dards require a staircase of text com-

grade level.

actual experiments they conduct.

plexity as students progress through

This shift in instruction puts the bur-

school.

The sixth and final shift is to emphasize academic vocabulary. In

den of teaching reading and writing

The fourth shift is structuring

most textbooks, subject-specific vocab-

on all subjects, not just language arts.

text-dependent questions across the

ulary is the highlighted focus, pre-

Shift number three is to main-

curriculum. Most questions teachers

sented in a glossary or index as a

tain an emphasis on text complexi-

ask students regarding a text selec-

list of literary terms or scientific terms

ty. The key for students to be college-

tion do not require that they must

necessary to learn specific content in

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

9

a subject. The crucial vocabulary,

emphasis on subject-specific terms

these shifts will be equipped to sup-

however, is academic vocabulary —

and increasing emphasis on vocab-

port teachers and administrators as

vocabulary used across content areas.

ulary where nuance and flexibility of

they make the necessary changes in

For example, “phenotype” is a

use matters. Building the use of aca-

instruction for successful imple-

biology term referring to all of the

demic vocabulary that typically sur-

mentation of the common core stan-

observable traits of an individual (cell

rounds subject-specific words in texts

dards.

or organism). Knowing what “phe-

is embedded throughout the com-

notype” means would be necessary

mon core standards.

Part I: May/June — Common

to understand specific units of biol-

It is vital that these six shifts

ogy and would be considered subject-

be made in instruction so students

specific vocabulary.

will be best ready for college and

Core 101 Part III: September/October — What to look for Part IV: November/December —

In contrast, “system” and “order”

career at the completion of high school.

are words that have meaning in sci-

Adoption and implementation of the

ence, social studies, math, literature,

Common Core State Standards will

visual art and music. It is imperative

drive teachers to make these nec-

References

that students increase their ability

essary shifts and ultimately ensure

to use academic vocabulary.

students are college- and career-ready.

Achieve, www.achieve.org “Closing the Expectation Gap,” Achieve, 2011

Teachers do this by placing less

School boards in-the-know about

Illinois Association of School Boards Field Services cordially invites you to a luncheon for new (and newer) superintendents.

The Illinois Association of School Boards Field Services Staff invites new (and newer) superintendents to a luncheon designed to introduce them to the Association. First time superintendents and those new to Illinois (or those who missed last year’s event) are invited to this complimentary event. A copy of Coming to Order, our popular publication on effective school board meetings, and a coupon to be redeemed for an IASB Division Dinner Meeting reservation will be available to attendees.

The event will run from 11:00 a.m. to 2:00 p.m.

Go online at www.iasb.com/calendar/calendar.cfm to register for this free event! For further information, please call Judy Niezgoda at 630/629-3776 ext. 1220 or e-mail jniezgoda@iasb.com (Lombard Office) or Brenda Watkins at 217/528-9688 ext. 1116 or e-mail bwatkins@iasb.com (Springfield Office). IASB’s mission is excellence in local school governance in support of quality public education.

10

Other parts in the series are:

Eating the elephant

Go online at www.iasb.com/ calendar/calendar.cfm to register for this free event.

Superintendents may select a location that is convenient:

August 9th IASB Lombard Office August 28th Mt. Vernon – Elks Lodge #819 August 29th IASB Springfield Office August 30th East Peoria – Jonah’s Seafood House

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

COVER STORY

Problem-$olving $trategie$ $chool board$ can bank on

by Dean Langdon and Tom Leahy

t’s budget approval time for school

Consider these adages as we help

previous March), and your staff has

districts in Illinois, so it should-

you determine your best problem-

already begun purchasing supplies

solving strategies.

and materials for the school year

I

n’t be a surprise to anyone that Illinois school finance continues to be a challenge needing constant attention.

“That ship has already sailed.”

In a few instances, the timing of

Dean Langdon is IASB field ser-

(most likely throughout the summer).

vices director for

What is the solution for this dilem-

the Blackhawk,

ma?

Central Illinois Valley, Corn Belt

While the financial problems of

financial decisions places the board’s

Best practice involves commu-

today are more daunting than ever,

legal responsibilities at odds with

nication and clear expectations for

and Western divi-

we must remember that local boards

what is practical and realistic. One

all parties.

sions. Tom Leahy

and administrators are in the prob-

example is the legal responsibility for

The levy discussion requires the

lem-solving business. Working togeth-

approving the school district budget.

board to think long term about tax-

tive search ser-

er, locally elected board members

By the time the board is legally

ing philosophy and the impact on

vices consultant.

and their superintendents and busi-

required to approve the school dis-

educational needs. Staffing decisions

ness officials should position them-

trict budget, the levy has already been

require projections of student enroll-

selves to continually establish and

approved (the previous December),

ment, programmatic impact and the

revise budget expectations and mon-

the teachers have been retained (the

connection to revenue.

itor the financial status of their school

is an IASB execu-

Both were Illinois school superintendents before joining IASB.

district.

The school district budget should reflect the board’s priorities, give direction to the administration and track financial progress throughout the year. The work of preparing the budget through reasonable assumptions happens throughout the year.

Effective board/superintendent teams are continually communicating these assumptions at their monthly meetings. The board that waits for the formal approval process to begin to discussing budget expectations will find many decisions have already been made.

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

11

communication

ated by the previous board or issu-

ments to transfer money? What is

between the board and administra-

ing bonds for a project initiated months

our debt capacity?

tion throughout the year is crucial.

ago.

Continual

The good news is that you have expertise available to you — so use

It’s not unusual for new board members elected in April to experience

“You are never alone.”

it! If you are new to the board, you’re

this at their first meeting. At that

How do you know your district

arriving to an established organiza-

meeting, boards may be amending a

is following all of the rules regarding

tion with a past practice and a his-

budget for the year that is coming to

the establishment and management

tory. A veteran board member may

an end, approving a contract negoti-

of the budget? What are the require-

be able to help to bring you “up to

A code of conduct for finances 1. I will represent all school district constituents hon-

4. I will take no private action that might compromise

sibilities to special interest or partisan political groups.

the board or administration and will respect the con-

Rather than lobby for increased funding for the school

fidentiality of privileged information.

music program … ask your superintendent about the

Rather than negotiate with district administrators or

methods used to fund all programs and initiatives.

employees “on the side”… work with your board col-

How do we fund new programs? Growing programs?

leagues and superintendent on an agreed upon process.

The entire board has a responsibility to be sure these

Working as a team ensures that your negotiated set-

resources meet the board’s mission, vision and goals.

tlement will have the blessing of the entire board.

2. I will avoid any conflict of interest or the appearance

5. I will abide by majority decisions of the board,

of impropriety that could result from my position,

while retaining the right to seek changes in such deci-

and will not use my board membership for personal

sions through ethical and constructive channels.

gain or publicity.

Rather than continually and publicly criticizing the

Rather than accepting a position as the assistant coach

latest contract settlement or administrator salary …

(while continuing your board membership) … assist

be sure the board knows your opinion at the appro-

your administration in recruiting candidates. Encour-

priate time and ask, diplomatically, for a future dis-

age others to apply but be clear that the administra-

cussion at the next opportunity, according to the

tion will be doing the hiring. Although The Illinois

budget calendar or the settlement terms.

School Code allows board members to earn up to

6. I will encourage and respect the free expression of

$1,000 in other district jobs (aggregate amounts can-

opinion by my fellow board members and will par-

not exceed $2,000), your dual role could be trou-

ticipate in board discussions in an open, honest

blesome. Avoid it if possible.

and respectful manner, honoring differences of opin-

3. I will recognize that a board member has no legal

ion or perspective.

authority as an individual and that decisions can be

Rather than squelch the board discussion by point-

made only by a majority vote at a board meeting.

ing out the expense of a particular initiative … find

Rather than become involved in purchasing decisions

a way to link the discussion to district mission, vision,

because of your particular expertise (skilled trades-

goals. Yes, cost is a factor, but even expensive pro-

man, equipment salesman, etc.) … use your exper-

grams may be worth it if they are effective and aligned

tise to advise the entire board at a board meeting.

with district goals and priorities.

Knowing that only the entire board can make the decision, advise your colleagues and allow the entire board 12

to guide the district

estly and equally and refuse to surrender my respon-

7. I will prepare for, attend and actively participate in school board meetings.

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

speed” on the financial history of the

the superintendent) may help in a

build the kind of relationship that

district, the expectations of previous

further understanding of the laws that

will help you to get through the tough

boards and how they apply to the

apply.

decisions ahead.

budget.

Finally, the school auditor, a debt

The superintendent can assist

issue consultant and/or your school

with the specific reasoning behind

attorney may be able to schedule an

Good relationships are built on

the details of the budget. An appoint-

educational session with the board.

trust. We trust that fellow board mem-

ment with the business official (when

Talking to these individuals will help

bers are not inappropriate in their

applicable and with consultation of

your board gain more knowledge and

use of authority. We trust that our

“Trust but verify.”

Rather than expect your administration to know all

with the superintendent, respecting the superin-

of the details of the financial report … review your

tendent’s authority to advise the board, implement

packet in advance (with a pencil). Contact your super-

board policy and administer the district.

intendent prior to the meeting to ask any ques-

Rather than spend board meeting time to criticize

tions. If you feel the entire board should hear the

the purchase of a relatively inexpensive item, speak

information, your superintendent will be more pre-

with the superintendent about the purchasing process.

pared for the discussion.

Sometimes other factors are involved in the pur-

8. I will be sufficiently informed about and prepared to

chasing process including the delegation to others,

act on the specific issues before the board, and remain

service, vendor relationships and the quality of the

reasonably knowledgeable about local, state, nation-

item. Do we really need to discuss the purchase price

al and global education issues.

of grass seed, tennis balls or number two pencils?

Rather than publically criticize the financial deci-

11. I will model continuous learning and work to ensure

sions of previous boards … know that local, state and

good governance by taking advantage of board mem-

federal assumptions are always shifting. Those boards

ber development opportunities, such as those spon-

may have made the best decisions based on the infor-

sored by my state and national school board associations,

mation at the time. Now, it’s your turn to decide, so

and encourage my fellow board members to do the

stay in tune to educational funding issues that will

same.

impact the distinct.

Rather than assume your own background knowl-

9. I will respectfully listen to those who communicate

edge will be enough to guide and advise your district

with the board, seeking to understand their views,

… seek out opportunities to network with board mem-

while recognizing my responsibility to represent the

bers in other districts. What realities are they fac-

interests of the entire community.

ing and how have they dealt with their financial issues?

Rather than dismiss a new idea as not “the way we’ve

12. I will strive to keep my board focused on its prima-

done it in the past” … listen and analyze critically.

ry work of clarifying the district purpose, direction

Does the idea fit our district purpose? Is it effective

and goals, and monitoring district performance.

for all of the district’s stakeholders? Changing needs

Rather than assume others are monitoring financial

require changing programs. However, the board alone

status … ask questions, understand important trends

is responsible to monitor finances. Beginning a new

and ask your board to consider possible financial sce-

program requires asking critical questions about

narios. All might be well now, but what if the econo-

resources and costs.

my takes a down turn?

10. I will strive for a positive working relationship J U LY- A U G U S T 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

13

superintendent is competent in man-

of students must be considered

bers of the administrative team in

aging the finances of the district and

throughout the year and changing

setting financial goals for the district.

capable of decision making based on

conditions may impact district expen-

Good boards know the importance

the board’s expectations. We trust

ditures.

of expressing expectations as a gov-

that our business office has the appro-

On the revenue side, veteran

ernance team. Good school administrators will listen to those expectations and make daily decisions accordingly.

Both parties know that this relationship is a far from perfect. Board

The community is more likely to trust a board (and by extension the district) that is open and transparent regarding their financial sta-

members may have opinions regarding the appropriateness of some expenses, and school administrators

tus. The board has an obligation to model and lead this effort and

may disagree with the financial goals

to expect the same of the administration and staff.

of the board. To complicate matters, you won’t always find policy language that clarifies the expectation of the board.

For example, we all know that staff development programs are important to professional growth. Boards

priate internal controls in place so

board members will tell you that state

shouldn’t micromanage the decisions

that theft is unlikely.

and federal dollars, in particular, are

regarding “who” goes to “what” event

Trust is earned through compe-

always in flux. Increasing class sizes

— that should be based on the needs

tency, transparency and dependability

may require the hiring of addition-

of the organization. Policy and admin-

— all of which require review by a

al personnel, special education place-

istrative procedures can guide the

third party.

ments may send students off site, and

work of the administration in the

Effective boards fully use the

that plumbing project may be more

areas of expense reimbursements for

expertise of the district treasurer and

complicated than first thought. The

example, but you’re not likely to have

auditor. It is important to note that

experienced superintendent under-

written guidelines regarding distance

these individuals can and should

stands the importance of keeping the

from home, travel requirements and

report to the governing body, not as

board informed as the year progresses.

hotel accommodations.

a means to play “gotcha” but as a part

The effective board will discuss

The relationship must be strong

of the team that verifies the financial

how these changing circumstances

enough that both parties understand

work of the district.

fit within their long-term priorities

these decisions sometimes align past

The community is more likely

and what changes, if any, need to be

practice, and other times may deviate

to trust a board (and by extension

made in order to keep the focus on

from the norm. Communicating with

the district) that is open and trans-

students and their needs. The board

each other helps to keep both par-

parent regarding their financial sta-

and superintendent should always

ties singing from the same song book.

tus. The board has an obligation to

be planning with the best informa-

model and lead this effort and to expect

tion at the time and then working

the same of the administration and

with the plan as new information

staff.

becomes available.

“Focus on the big picture.”

Too often boards find themselves diving into the operations of the school in their role of approving the bills

“Plan your work and work your plan.”

A budget is only a plan. The needs 14

“Sing from the same song book.”

at the monthly board meeting.

It is important that members

Should board members review

of the board work together with mem-

the bill list and ask questions (in

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

advance with the business office or superintendent) in an effort to further understand district operations?

Yes! In fact, this monitoring function is important in establishing and maintaining a trusting relationship with the staff.

Keep in mind, however, the following points: • The board has already approved the budget through which these items were purchased. More than likely, the new equipment is already out of the box and in the classroom for use. It’s not practical to repackage these items and send them back at this point in the process.

• Any objections you have to the purchase of specific items may be based on your individual experience or expertise. Where and what type of paper the district purchases is a decision by the people who use paper and make the copies. Board authority lies with the collective board of education, not individual board members.

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

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

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

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

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

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

“A great man admits his mistakes, but a greater man — like me — doesn’t even make any.”

J U LY- A U G U S T 2 0 1 2 / 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

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

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

15

• Boards should always model the necessary delegation of authority.

And just as the effective board allows professionals to do their work, the effective superintendent does the same.

So, how do we use the monthly approval of the bills function to monitor district finances? We do that by asking questions (again, in advance of the meeting), learning more about the operations of the district and focusing on the big picture.

Rather than micromanaging the purchase of instructional materials, you might want to ask: “How do we determine the need for new materials?” “What process is in place to ensure quality for the best price?” or “Is there a schedule for replacement?”

Looking for help to navigate the complex issues of school finance? Look no further than Essentials of Illinois School Finance.

A focus on the big picture will help to communicate the board’s expectations so future administrative decisions align with those expectations.

“Communicate, communicate, communicate.”

Successful leaders know they

Just

$

25

Available from IASB’s Online Bookstore at www.iasb.com/shop

must repeat their message many times and in many ways in order for the public to hear it and understand it.

School boards should do the same.

If your board’s financial picture has improved — take credit

be involved in this work by estab-

the importance of asking good ques-

for it. Promote your recent decisions

lishing and communicating “talking

tions, using expertise and clarifying

designed to take control of district

points” regarding these decisions.

expectations, all while maintaining

finances. Publicize the board’s pri-

They will help the district by pro-

a positive relationship with fellow

orities in leading the district and do

moting transparency and increasing

board members and the superinten-

so multiple times.

trust with the community.

dent.

Conversely, if you have tough

The board’s role in the budget

The tough budget decisions ahead

decisions ahead of you, communi-

process is continuous throughout the

of you will still be difficult. But we

cate those issues early and often. Lay

year. While it may be too late to impact

can’t think of a more qualified group

the ground work for budget cuts or

the 2012-13 budget, now is the time

than locally elected boards and their

tax increases so that no one is sur-

to consider the board’s role through-

administrative team to make deci-

prised by the move.

out the coming year.

sions on behalf of the children in their

Board members can and should 16

Effective board members know

own communities.

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

PRACTICAL PR

Strategic budgeting involves community in annual process

by Brett Clark

chool districts cutting budgets

three categories:

has become as common in Illi-

1. function could withstand little (if

nois as Cubs fans talking about next

any) change or the function could

S

year in July. What isn’t as frequent

The strategic budget-

are school districts engaging the com-

ing process had five

munity in those decisions and implementing reductions with a strategic lens.

That engagement process was recently completed in Glenview School District 34, a K-8 school system with approximately 5,000 students and

steps, including several opportunities for community and staff input into the decision making.

be expanded 2. function could withstand a medium amount of change 3. function could maintain a lot of change Each group provided a perspec-

The second step involved anothative to their degree of direct align-

er group, the Citizen’s Finance Advi-

ment to, or impact on, district goals

sory Committee (CFAC). This

and the strategic plan.

long-standing board financial advi-

lowing role groups:

cial matters important to the district.

would take nearly a year to complete.

• Community (parents/community

CFAC includes six community mem-

members)

Public Relations Association and a member of the Illinois chapter of NSPRA.

bers with financial backgrounds, in

five steps, including several oppor-

• Operational (teachers/support staff)

addition to the teacher union presi-

tunities for community and staff input

• Tactical (administrators)

dent, a board member and four admin-

into the decision making.

• Strategic (superintendent/deputy

istrators.

The first step brought together

superintendent/board members)

This group was charged with pro-

more than 40 community members,

Each group received more than

viding financial projections and report-

parents, teachers, support staff, admin-

100 cards classifying the budget into

ed to the board in January. The report

istrators and board members. Known

understandable expenditure cate-

as the Budget Alignment Advisory

gories like “kindergarten,” “food ser-

Committee (BAAC), they were asked

vice” and “field trip transportation.”

to identify, sort and prioritize pre-

The groups were asked to categorize

sent and known potential costs rel-

every district expense into one of

J U LY- A U G U S T 2 0 1 2 / 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

34, North Central

sory group reports annually on finan-

outlined by the administration that The strategic budgeting process had

School District

National School

in December.

The group was split into the fol-

for Glenview

president for the

$400,000 deficit in the operating fund,

approved a strategic budgeting process

strategic planning

or more of the groups agreed as to This report was presented to the board

decision in June 2011, the board

cations and

Regional vice

lion. Fiscal year 2010-11 showed a

Rather than make a reactionary

tor of communi-

then highlighted areas where three where a function should be placed.

tural deficit through 2017.

executive direc-

tive to the full team. A final report

an annual budget of nearly $68 mil-

with financial forecasts of a struc-

Brett Clark is

Columns are submitted by members of

17

specified the projected deficit for the

mittees and developed an initial strate-

scenario was changed considerably

current year and beyond. It also out-

gic budgeting scenario. They also

in step five. That recommendation

lined each of the assumptions built

developed additional scenarios as

included (for the most part) reduc-

into the creation of the projections.

part of this third step in the process.

tions, although one program was

This was helpful when questions arose

These were lists of changes that could

expanded, for a total reduction of nearly $1.8 million for 2012-13.

As with any reduction, there was not universal agreement on the final decision. However, the board did lis-

While budget reductions are difficult, several positives resulted

ten to concerns and made adjust-

from the process. Foremost, the community made an impact in the

ments based on feedback from the

final recommendation by providing their input throughout the

community. In a parent survey following the reductions, 76 percent of

process. Additionally, by engaging the community in the decision,

respondents said they felt the strate-

many more parents and community members today understand

gic budgeting process provided oppor-

the financial challenges facing District 34.

tunities for parent opinions to be considered.

While budget reductions are difficult, several positives resulted from the process. Foremost, the commu-

later about what was included in the

be considered to help balance the

nity made an impact in the final rec-

financial projections.

budget. While most of that list includ-

ommendation by providing their input

Next, cabinet-level administra-

ed reductions, there also were addi-

throughout the process. Additional-

tors took the work of the two com-

tions based on the work of the BAAC.

ly, by engaging the community in the

That report from cabinet was pre-

decision, many more parents and

sented to the board in February.

community members today under-

In step four, the district took the administration’s work to the com-

18

District 34.

munity and staff for feedback. Sev-

They also have a deeper under-

eral sessions were held to hear

standing of the cause of those chal-

reactions to potential budget changes.

lenges. And that understanding is not

These sessions were promoted through

limited to just those who attended

multiple sources and were held in the

the meetings. Everyone in the com-

evening and on a Saturday to help

munity could follow the process and

encourage attendance.

provide input through the district’s

Attendees received an overview

“As a matter of fact, your resume ´ is making the rounds as we speak.”

stand the financial challenges facing

website.

of the work and then were allowed to

Since many of the charts can be

ask questions. Everyone received a

difficult to understand without a con-

feedback form to complete. One of

text, videos were produced through-

the most helpful questions asked

out the process and were included

respondents to list any potential reduc-

on the website to help with under-

tions they didn’t want to see imple-

standing.

mented as well as what similar cost

For additional information about

reduction might replace it. The feed-

District 34’s strategic budgeting process,

back form also was available on the

visit http://www.glenview34.org/

district’s website.

board/strategicbudgetingprocess/

Based on feedback, the initial

index.asp

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

Milestones continued from page 36 Richard

Lee

Illinois University.

“Dick” Comstock, 87, Gulf Breeze, Fla., for-

of directors for 19 years and was a former

Oliver

drainage ditch com-

merly of Casey, died

“Joe” Ehrnthaller, 77,

missioner and township

April 9, 2012. He had

Toluca, died April 28,

clerk for Meriden Town-

been a member of the

2012. He had served on

ship.

Casey school board. Comstock was for-

the Toluca school board.

merly employed in the oil and gas indus-

He farmed in that area

try.

his entire life, was a lifelong member

83, Thompsonville, died

of the American and Illinois Shorthorn

May 24, 2012. He served

associations and was a 4-H leader.

on the Thompsonville

Robert “Bob” E.

Joseph

William J. Harvey,

High School board from

Day, 79, Danville, died

1991 to 2007. A vet-

April 23, 2012. He had

Melvin Feik, 98, LaMoille, died

been a member of the

April 6, 2012. He previously served 20

erinarian, Harvey spent 53 years serv-

Bismarck-Henning

years on the LaMoille school board. He

ing the community and 30-plus years

CUSD 1 board. He was

farmed in the LaMoille area before retire-

on the village board. He helped orga-

owner-operator of D&D Food Market

ment, and also raised purebred hogs

nize the Thompsonville Fire Depart-

in Danville. He was also a Newell Town-

and cattle, showing hogs at the Illinois

ment in the early1960s.

ship tax assessor.

State and Bureau County fairs for 50 years.

Merle W. Heimerdinger, 86, Pearl City,

Shirley K. De Groot, 88, Washington,

Carol V. Fraker, 74, Bloomington,

died April 7, 2012. He

died March 30, 2012.

died May 11, 2012. A former teacher,

previously served 12

She served on the Eure-

she was active in Bloomington SD 87,

years on the Pearl City

ka CUSD 140 board

serving as president of the Washington

CUSD

from 1975 to 1981. A

School PTO and the District 87 Advi-

Heimerdinger was a lifelong farmer,

1941 Eureka High School graduate, she

sory Council. She was elected to the

active on his church council and an

studied journalism and was a member

school board in the mid-1970s and

avid White Sox fan.

of the Kappa Delta sorority at the Uni-

served until 1985, including one term

versity of Illinois.

as president.

200

board.

Jerry Lee Hoffman, 70, Danvers, died May

Glen L. Dehm, 90,

Leroy E. Fritz, 88,

16, 2012. Hoffman

Chatsworth, died May

Godfrey, died April 18,

served on the Olympia

20, 2012. He served on

2012. He had been a

CUSD16 school board.

the Chatsworth High

member of the Alton

He farmed in the Car-

School board for nine

CUSD 11 board. Fritz

lock and Danvers area his whole life,

years. He farmed in the

was employed as a

raising purebred Hampshire sheep, and

area until he retired at age 88. He also

teacher and administrator in Alton for

was retired from the Illinois Secretary

sold seed corn for 40 years.

32 years, retiring in 1981. He played

of State’s DMV office in Bloomington.

the violin in the Alton Civic Orchestra

He was also a member of the McLean

and was on the board of the Alton Sym-

County Zoning Board.

Donna V. Eastin, 59, Atwood, died April 12, 2012. She had served on the

phony.

Sarah “Sally” Hopper, 73, died May

Atwood-Hammond CUSD 39 board.

A day care provider, she also managed

Harold J. Gast, 86, Earlville, died

27, 2012. Hopper had been a mem-

the Casey’s General Store in Atwood.

May 15, 2012. He had served on the

ber of the North Greene USD 3 board.

She held an associate degree from Park-

Earlville CUSD 9 board. A lifelong farmer,

An owner/operator of Glenn’s TV and

land College and had attended Eastern

he served on the Earlville Co-Op board

Appliance in Roodhouse, she also was

J U LY- A U G U S T 2 0 1 2 / 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

19

a nursing assistant at

CUSD 10 board for 12 years. She had

White Hall Hospital, lat-

retired from Creative Business Forms

McCormick, 57, Lac Du

er working at Fashion

and Office Plus in Collinsville. She was

Flambeau, Wisconsin,

Bug and JC Penny’s.

active in Downtown Collinsville Inc.,

formerly of Poplar

She helped establish

where she was a board member for more

Grove, died April 16,

the Greene County

than 20 years.

2012. He had served as

Ambulance Service, serving on the Roodhouse squad for several years.

G.

a board member in North Boone CUSD Gary Dean Kirby, 77 Goreville,

200. He worked at Arnold Engineering

died May 2, 2012. He formerly served

and then for Chrysler upon retiring in 2004.

Richard C. “Dick”

on the school board for Goreville High

Jacobson, 83, Rock-

School. He was a breeder of purebred

ford, died May 1, 2012.

Limousin Cattle and one of the found-

Edward S. Milen, 86, Midlothian,

He was past president

ing members of the Limousin Associ-

died May 23, 2012. He was a former

of the Winnebago CUSD

ation, and a longtime 4-H leader.

Midlothian SD 143 board member. A

323 board. He farmed in Rockford, Win-

local small businessman and fireman,

nebago and Stillman Valley from 1958

Charles E. Leonard, 90, Rossville,

he also spent several years as a vil-

to 2010, raising dairy and beef cattle.

died May 29, 2012. He served on the

lage trustee and until recently was on

Potomac Grade School board. A long-

the board of A.S. Smith Federal Bank.

George Johnson

time farmer, he operated a 100-year-

Jr., 88, North Hender-

old family homestead. He was also a

Robert W. Miller,

son, died April 16, 2012.

seed dealer in Gibson City. After retir-

73, Wheaton, died

He served on the Alex-

ing, he continued to work at the USDA

March 29, 2012. He had

is school board for 12

Farm Services Agency.

served on the Wheaton Warrenville CUSD 200

years, four as the president. He farmed all of his life in the

Elizabeth

W.

school board during the

North Henderson area. He served 20

Lewis, 95, LaGrange,

1980s after the district experienced its

years on the Warren County Soil Con-

died March 27, 2012.

third teacher strike in seven years and

servation Board, including 10 years as

She received IASB’s

faced a lawsuit over placement of a high

president.

Award of Merit for her

school. Miller was a systems manager

work on LaGrange’s

with IBM until his retirement.

Sara Jane John-

school board from 1967-76. A 1938

son, 57, Hoopeston died

graduate of Bryn Mawr College, she

Thomas R. Monier, 86, Princeton,

April 26, 2012. She was

sailed, hiked and played tennis into her

died May 13, 2012. He had served on

a former Hoopeston

80s. She co-founded and co-chaired a

the Walnut school board. A lifelong

Area CUSD 11 board

Green Committee in her retirement

farmer, Monier was also a Bureau Coun-

member. Johnson owned and operat-

community.

ty board member, member and past president of the Illinois Livestock Feed-

ed Farming with Flowers Greenhouse in Hoopeston, was a former night man-

Elsie Mae Lund-

ers Association, president of the Nation-

ager at the Hoopeston IGA and former

gren, 80, Princeton,

al Livestock Feeders Association, and

home economics teacher at Rankin

died April 25, 2012. She

had served on the Illinois Beef Board.

High School.

had served on the Malden CCSD 84 board.

Alvin W. Mont-

She spent her early

gomery, 83, Washing-

Lane, 72, Edwardsville

career working at Harper-Wyman as a

ton, died May 22, 2012.

and

of

secretary. After retirement, she worked

He had served on the

Collinsville, died April

at the Bureau County Genealogical

Pleasant View school

7, 2012. She had served

Society.

board from 1961 to

Jane R. Judgeformerly

on the Collinsville 20

Ronald

1967 and the Washington High School T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J U LY- A U G U S T 2 0 1 2

board from 1967 to 1973. He retired as

died May 19, 2012. He

ing in 1981. He was a

a Caterpillar engineer after more than

served 12 years on the

school bus driver for

35 years, primarily at Mossville. He also

Winnebago CUSD 323

the district, and a 50

farmed on the north side of Washing-

board, including five

year member of Erie

ton.

years as president. He

Masonic Lodge. He had

was chairman of IASB’s

also served on the

Betty Fox Nichol-

Kishwaukee Division for three years.

Whiteside County Board.

son, 81, Winfield, died

He had farmed, managed an Interna-

April 29, 2012. Nichol-

tional Harvester dealership, and then

Paul Stiefel, 89,

son went to work for

managed Meridian True Value. He served

Skokie, died May 29,

Glenbard North High

37 years with the Win-Bur-Sew Fire

2012. He was a former

School in 1974, first in

Department and four years as village

president of the East

the cafeteria and later the attendance

trustee.

Prairie SD 73 school

office. She served on the CCSD 93, Car-

board. He was also a

ol Stream, school board, and was rec-

Winthrop E. “Ed”

ognized for her outstanding dedication

Schwallenstecker, 90,

and service as a member in 1978. She

Hamburg, died April

then worked for Allstate Insurance until

25, 2012. He had served

Paul C. Stout, 90,

her retirement in 1999.

on the Calhoun CUSD

Chatham, died May 3,

past president of the Oakton Community College board.

100 board. He had

2012. He served on the

Suzanne G. Porter, 81, Plano, died

served as a Lt. Col. in the U.S. Air Force,

Ball-Chatham CUSD 5

April 16, 2012. She was a member of

retiring in November 1968 after serv-

board for seven years,

the Plano school board for four years.

ing 27 years. He served on many boards,

during which time Glen-

A graduate of Hinsdale High School and

including his local ambulance board.

wood High School was built. He was also a member of the University of Illi-

William Woods College, she enjoyed painting and loved animals.

Robert G. “Bob” Sides, 88, Ver-

nois President’s Council. On April 29,

sailles, died April 21, 2012. He had

2012, he was inducted into the Glenwood High School Hall of Fame.

Ernest E. Rienbolt, 86, Metcalf,

served on the Brown County CSUD 1

died May 28, 2012. He was a past mem-

board. Sides was a lifelong farmer and

ber of the Shiloh school board. He retired

a veteran of World War II. He was also

Bobby J. Waddell

from General Motors in 1988 after work-

a past member of the Versailles Lions

Jr., 51, Creston, died

ing at the Danville facility for 35 years.

Club and the American Legion.

May 29, 2012. He served on the Creston school board and was past pres-

A. Eugene “Gene”

Eugene E. Skaggs,

Rennels, 80, West

91, Pawnee, died May

ident for four years and vice president

Chicago, died May 3,

5, 2012. He had served

for two years for the Creston PTA. He

2012. He was a mem-

on the Pawnee CUSD

worked for Ideal Industries in Sycamore

ber of the West Chica-

11 board. Skaggs was

and was an EMT for both Rochelle and

go SD 33 board for

a lifelong farmer and Sangamon Coun-

Creston fire departments.

seven years, had been an alderman,

ty Farmer of the Year in 2001. A 50-

city treasurer for two years and longest-

year member of Masons, he was

Harold Lee Weg -

serving mayor of West Chicago for 12

instrumental in the building of the

horst, 90, formerly of

years. He also served as member and

Pawnee Lodge Hall.

Tremont and Manito, died May 9, 2012. He

officer of the DuPage County Regional Planning Commission for more than a decade.

Robert N. Samsel, 85, Winnebago,

William C. Steinert, 93, Geneseo,

served two terms on the

died May 5, 2012. He had served on the

Tremont school board, serving as pres-

Erie CUSD 1 board. Steinert farmed in

ident and secretary. He farmed and

the Erie area his entire life before retir-

worked at Standard Brands in Pekin.

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

21

He later became a specialist in oil fittings at Caterpillar in East Peoria, retiring in 1978, after 30 years.

Ralph D. Weld, for-

ATTENTION ADMINISTRATORS Your Board has “shaped up” its policy manual. Now it’s time to “tone up” your administrative procedures to assure implementation of and alignment with those policies.

merly of Dana, died April 14, 2012. He had served several terms on the Minonk-Dana-Rutland board. Weld farmed in the Dana area for 75 years, and sold insurance for Thomas Jefferson Life.

Duane C. Wetzell, 87, Rock Falls, died April 26, 2012. He had served on the Riverdale and Crestview school boards. He farmed for 50 years in Hume Township, eventually retiring to Rock Falls. Wetzell also served on the Production Credit Association Board.

Daniel Yeoman, 95, formerly of Avon,

To help you with this task, IASB has “toned up” its Administrative Procedures Project. It’s now leaner, less time-consuming for busy administrators, and more cost effective.

died April 11, 2012. He had served on the Avon school board for seven years. A lifelong resi-

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

The Consultant will then work with the administrative team to customize the draft manual to align with current district practice.

This task can now be accomplished in no more than TWO MEETINGS.

dent of Fulton County, Yeoman farmed east of Avon until 1966. He served as a Union Township supervisor and in 1971 was elected chairman of the Fulton County board of supervisors.

The Illinois School Board Journal welcomes news about or from Illinois school leaders. News may include but need not be limited to accomplishments, changes in position or duties, retirement, death and other milestones related to board/district duties. For more

For more information: Anna Lovern Phone: 217-528-9688, ext. 1125 E-mail: alovern@iasb.com

22

Brian Zumpf Phone: 630-629-3776, ext. 1214 E-mail: bzumpf@iasb.com

information about submitting news items, phone the Communications Department at 217/528-9688, ext. 1138, or email gadkins@iasb. com.

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

FEATURE ARTICLE

Foundations give funds, life to school projects

by Linda Dawson

hat do an online auction, a

efit local school districts are a fairly

to get a better picture of how many

pizza war and an ugly dog

new phenomenon. According to Mil-

educational foundations have been

contest have in common with graph-

li Christner of Foundation Innova-

formed to help local districts.

ing calculators, a steel drum band

tion LLC and J.J. Baskin, president

Although all the numbers are not

editorial services

and a bus trip to a college campus?

and founder of Education Capital,

available as yet, they still have been

and editor of The

Without one of the first three as a

the vast majority of education foun-

able to identify eight important char-

Illinois School

fundraiser, none of the last three might

dations did not exist 20 years ago.

acteristics of what makes a founda-

Board Journal.

have existed!

W

Christner and Baskin presented sur-

tion successful.

That’s because the calculators,

vey results from more than 3,000 dis-

1. Successful foundations are “owned”

the band and the bus trip were all

tricts during the 2012 National School

by their communities. Even though

funded by school foundations that

Boards Association annual confer-

certain founders or a school admin-

rely on fundraising activities to pro-

ence in Boston.

istrator spearhead the founda-

vide “extras” that can be hard to fund

They admit that information is

tion’s creation, it must become an

for school districts under financial

difficult to come by because there is

ingrained part of the community

pressure.

no central clearing house regarding

as a whole in order to survive when

The Illinois chapter of the Nation-

educational foundations. Even two

a founder or an integral board

al School Public Relation Association

of the entities that serve as umbrel-

member leaves.

(INSPRA) sponsors an annual “Edu-

la organizations for many such foun-

2. While educational foundations

cation Foundations Conference” each

dations — the National School

often look to grants from other

winter. The event, which drew 72 par-

Foundation Association and the Amer-

foundations to sustain funding,

ticipants in 2012, allows INSPRA

ican School Foundation Alliance —

the majority of successful foun-

members who work with district foun-

are only 7 and 2 years old, respec-

dations rely on money from indi-

dations, or the foundation board mem-

tively.

viduals. Baskin and Christner said

bers themselves, to gather for a

NSFA designates 12 members

73 percent of all philanthropic giv-

day-long chance to learn from each

out of 54 named Illinois education

ing comes from individuals, accord-

other.

foundations on its website. ASFA

ing to Giving USA, a collaborative

What they’re trying to learn

shows 28 member school foundations

initiative of Giving USA Founda-

involves subjects like how to focus

in Illinois, including one that is a

tion™ and the Center on Philan-

their organizations on common goals,

member of both groups and four that

thropy at Indiana University.

how to raise money more efficiently

are on the NSFA list but not as mem-

and how to recruit foundation board

bers.

IASB director/

When considering donors, they said, education foundations

members who will help their cause.

And that’s exactly why Christ-

should not overlook district

Educational foundations to ben-

ner and Baskin conducted their study:

employees who can sometimes

J U LY- A U G U S T 2 0 1 2 / 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

Linda Dawson is

23

be the most reliable and consis-

but it is a good sign,” they said,

and they also adhere to standard

tent sources of funds.

that the foundation is viable and

accounting practices to maintain

growing.

donor confidence. Posting annu-

3. While the foundation may begin under the auspices of the district,

4. The most sustainable and estab-

al reports of income and outgo will

it can be like a child needing to

lished foundations create a strong

convey good stewardship of funds.

grow up and go out on its own.

memo of understanding between

5. The strongest foundation boards,

“Independence takes time to reach,

the district and the foundation,

not unlike strong school boards, make certain that new board members receive timely and appropriate training in how to be board members. While there is no minimum or maximum for the num-

A system of EVALUATION starts at the

TOP with the

ber of educational foundation board members, around 20 seems to be the most efficient.

6. It is more important to have foun-

School Board!

How do you score?

dation staff and board members who are knowledgeable about nonprofit, philanthropic work rather than school experts. Paid staff, they said, should be paid on a scale with other professional fundraisers, which can be different than paid school staff.

7. One of the biggest keys to sustainability for the foundation is to have diverse revenue streams.

While some organizations rely on one large fundraiser per year, others have found a way to tap into individual and corporate giving as

Contact your IASB field services director today!

Annual board self-evaluation

____

well as multiple events that appeal

Clear mission, vision and goals

____

to different sectors of the com-

Solid community connection

____

munity. Wise foundations find

Productive meetings

____

Strong board-superintendent relationship

____

Does your score add up?

100% ____

what is successful and seek to make it better each year.

8. No school district and no community are the same. While affluent districts may have been some of the first to create educational foundations, that doesn’t mean

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

they can’t be successful in a district or community of any size.

One foundation’s story Speaking at the INSPRA Foundations Conference, Jim Szczepani-

24

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

ak relayed what it took to revitalize

has, in turn, increased awareness

SD 4 — has also joined the umbrel-

a foundation in Niles THSD 219.

of what the foundation is and what it

la group, which is currently planning its fall fundraiser.

The District 219 Education Foun-

does. It also has partnered with the

dation for Excellence had originally

school’s main fundraising program,

Jean Hockensmith, community

been formed as a non-profit organi-

a dance marathon, to get 10 percent

relations coordinator for SD 45, said

zation to help a student theater group

of each year’s proceeds — establish-

each of the original foundations retains

fund a trip abroad, he said. While it

ing another stable revenue stream.

its own financial structure, and PIE

survived for a few years to help the

As mentioned in the eight impor-

then has its own account. The feed-

fine arts booster club and some relat-

tant characteristics above, the D-219

er districts and high school district

ed activities, it was dormant for a few

foundation also has an annual facul-

can fundraise themselves and keep

years until 2007, when a group of par-

ty/staff charity contribution drive.

those funds. PIE has a signature event as well as relying on contributions.

ents saw it as a vehicle to help the district.

The main goal, according to Hock-

A new idea for success

By 2010-11, the foundation was

One of the newest foundation

ensmith and Donna Cain, chair of

helping to fund approximately $38,000

ideas in Illinois is taking place in

the PIE board, is not to burn people

in grants to students in financial need.

DuPage County where a high school

out. They also want to continually

In order to raise the money, the group

district and its feeder schools have

ask: What can we do that will bene-

has streamlined its fundraising efforts

recognized the advantages of work-

fit all the children in the communi-

— dropping a labor-intensive golf out-

ing together.

ty?

ing in favor of a new, low-overhead,

While DuPage HSD 88, School

PIE has four board members from

low-cost “pizza war” that has drawn

District 45 and Salt Creek SD 48 all

each of the districts, one of whom

high participation and great com-

had their own foundations, they decid-

must be a school board member.

munity involvement.

ed that they could each benefit from

In the process, the D-219 foun-

an umbrella foundation. And that’s

dation broadened its base of support

how Partnership for Inspired Edu-

A January story in the South-

by adding two teachers and four stu-

cation (PIE) was born. Since then,

townStar featured a number of south

dents to its board of directors. That

the other feeder district — Addison

suburban foundations and the work

Keeping it going

Umbrella organizations emerging Because the vast majority of public school educa-

public education in the United States.”

tional foundations did not exist 20 years ago, it follows

According to information on the National School

that organizations seeking to help them prosper are rel-

Foundations Association (NSFA) website at http://

atively new as well.

www.schoolfoundations.org, the group formed in April

The American Schools Foundation Association (ASFA)

2005 when the Association of Education Foundations

was founded in 2010 and has its offices at 155 North Wack-

merged with the National Center for Public and Private

er in Chicago. Its website is http://www.asfalliance.org.

School Foundations, which was founded in 2002. The

The National School Boards Association and Illinois Asso-

Iowa Association of School Boards was designated to over-

ciation of School Boards are listed among its member

see NSFA growth and development.

organizations and Michael Johnson, IASB executive director emeritus, has been serving as vice chair of ASFA.

The mission of the organization is listed as “dedicated to encouraging K-12 school and school foundation

The organization’s mission is “to build a nationwide

personnel in the very rewarding and important process

community of education foundations, and to serve those

of establishing, developing and maintaining school foun-

foundations by providing essential and timely informa-

dations.”

tion through resources, tools and guidance to advance J U LY- A U G U S T 2 0 1 2 / 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

25

gaps and providing classroom extras.

were quoted as calling foundations

“Across the country and the

Their gifts come in a variety of shapes

“priceless.”

Southland,” the article said, “school

and sizes — as big as a football field

foundations … are making up for

and as small as a library book.”

they are doing.

financial shortfalls, filling in budget

Local school superintendents

But educational foundations do come at a price — time and commitment.

Many fall into what foundation surveyors Christner and Baskin would classify as “start-ups” or “emerging.”

Start-ups, they said, tend to be

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

newer with very strong ties to the school district. These foundations generally do not raise large sums of

Executive

SearchES The Gold Standard of Executive Searches

money and spend a majority of their funds on “booster” activities, like teacher recognition programs.

Emerging foundations are those that rely less on the district and possibly have a growing, specialized staff.

In addition to their events, they are beginning to move into annual giving campaigns, contacting individual and business donors in the private sector. Their giving, too, expands into classroom grants and campus projects.

The goal for most, however, would be to reach the established/sustaining level, where the foundation becomes independent from the district and more community oriented and reliant. These foundations, they said, “have a diverse philanthropic

An effective superintendent can mean the difference between a school district that achieves average results and a school district that excels. Let us help you find a leader who can take your school board's vision and turn it into reality.

IASB is YOUR advocate.

• Included with every superintendent search is an in-district workshop to assist the new boardsuperintendent team so they can hit the ground running.

• IASB's competitive search price means you receive the expertise of a highly specialized team of professionals for a tremendous value.

2921 Baker Drive One Imperial Place Springfield, IL 62703 1 East 22nd Street, Suite 20 217/528-9688, ext. 1217 Lombard, IL 60148 630/629-3776, ext. 1217 26

al campaigns, planned giving and estate planning, and major gift programs.”

• Each IASB search is comprehensive and customized to meet your individual district needs.

For information contact:

base including a major event, annu-

Moving from a start-up to an established level takes thought and planning, according to a trio of speakers at the INSPRA foundations conference.

Michelle Sherburn, president of Merlin Solutions, said foundation

www.iasb.com/ executive

boards, like school boards, need to make certain that they are focused on the right things.

“We have a tendency to focus on

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

things that are urgent but not nec-

“We needed to change our strat-

Comcast stepped forward in 2006 so

essarily important,” Sherburn said.

egy to make the foundation grow,”

that the academies could expand into

“Foundation boards need to ask: what

he said.

all five junior high schools. And in

do we really need for a break through

Even though the foundation was

2007, a new fundraiser — Yuks for

to fulfill the dream for what we want

efficient, effective and independent,

Youth — enabled NEF to expand into

our foundation to be?”

the money being spent was aimed at

the two high schools as well.

That, she said, takes strategic

both ends of the spectrum — those

“People give because of their pas-

planning and creation of SMART goals

students who needed remedial help

sion,” Schild said, echoing Diethrich’s

… those that are specific, measur-

and those who were in Advance Place-

message. And it’s the same message

able, attainable, realistic and time-

ment classes. The average students,

carried on the National School Foun-

ly.

he said, were not getting much extra

dation Association website.

In addition to a strategic plan,

“There is an old fundraising adage

help.

said Greg Diethrich, executive direc-

With assistance from business

which goes ‘People don’t give because

tor of the Stevenson High School

partners, the NEF started a Study

of the school’s need to have; they give

Foundation, a foundation needs to

Skills Academy program in each of

based on their need to give,’” said the

have written policies and procedures,

the district’s 14 elementary schools.

answer to a frequently asked ques-

a board member recruitment plan,

The academies, which operate after

tion about why people give. “Good

an orientation plan for new members,

school, help cultivate solid study

fundraisers must determine those

job descriptions for officers and board

habits so that children become life-

interests and try to match them with

members, and a good meeting struc-

long learners. Cable television provider

the needs of your school district.”

ture and culture.

Just as with the school board, he said, it’s important to use time in meetings effectively. That also includes

Starting Right:

making certain that board members remain interested in the foundation’s mission.

“If they aren’t interested,”

Board-building for the new Governance Team

Diethrich said, “maybe it’s time to roll them off the board.”

approach to be on their boards. Instead

An in-district workshop designed for a Board with one or more new members or a new superintendent

of looking for high profile names, his

Benefits of a Starting Right workshop include:

advice was to look for people of influ-

• Building quality communications and relationships,

He cautioned that foundations should be selective about those they

ence and affluence who also have a passion for the foundation’s mission.

• Creating agreement about roles and responsibilities, • Improving board meetings,

Moving to the next level Even though things in a foundation seem to be going well, said Ron

• Establishing a better board-superintendent partnership, and • Securing effective leadership for the district.

Schild, a former member of the Naperville (CUSD 203) Education Foundation (NEF) board, it may be time to take a step back and really look at where you are and where you

Contact your Field Services Director today for more information!

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

really want to be.

J U LY- A U G U S T 2 0 1 2 / 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

27

FEATURE ARTICLE

More than finances …

Department audits can lead to improvements

by Marion Hoyda

Marion Hoyda retired in 2011 after serving as superintendent

M

ost board members are

sented directly to the board.

ties.

knowledgeable about annu-

A financial audit may result

Wise boards and administrators

al district financial audits. The audi-

in recommendations for improve-

pay attention to the audit and its find-

tor’s team requests specific information

ments, and the board should use the

ings. Because this practice is so thor-

from the district business office and

audit to hold the administration

ough and informative, Community

of Community

analyzes it against generally accept-

accountable for implementing them.

Consolidated School District 146

Consolidated

ed accounting principles. Once the

The financial audit, while required

in the south Chicago suburbs extend-

School District

review is complete, the auditor’s team

by law, is accepted as a positive busi-

ed the process to review each depart-

146, which

creates a report that typically is pre-

ness practice for governmental enti-

ment within the district office while

includes parts of Tinley Park,

I was superintendent.

The board supported these audits

Orland Park and

as a means to validate the strengths

Oak Forest.

of each department and determine priorities for changes that could be planned, budgeted and implemented over a period of months and/or years. Consultant teams provided guidance and worked collaboratively with District 146 administrators and/or board members to determine the desired outcomes of the reviews and to develop the scope of the project, which included: • Issues to be addressed and their current status; • Probable time period for completion; • Methods (e.g., on-site inspections of materials, interviews/meetings/focus groups with selected staff, etc.);

28

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

• Audit costs (overall project amount,

offices ultimately became wireless

of wireless environments, but the

per hour payment or a combina-

as part of a three-year plan. We cred-

district leadership team determined

tion); and,

it the audit for nudging us to think

its priority for students and their

more proactively about the purpose

learning.

• Reports (e.g., executive summaries, recommendations, presentations).

As an example, the technology audit included a review of equipment, connectivity, security, core application performance and support services. The consultant team conducted its review through analysis at the district office and within each individual school.

The final report included recommendations of high, medium and low priority, accompanied by a time frame and cost for their implementation. These recommenda-

Announcing a new book written for school support professionals and everyone who deals with students and the public on a daily basis.

tions, and the way they were organized, served as a planning tool for the board and administration.

A copy

The audit recommended that the district develop a life cycle for network switches and routers, pur-

belongs

chase wireless laptops to replace desktops, establish a wireless environment and implement a work

in every

order processing system to support the needs of IT staff. The audit helped generate action plans

school

for improvements that were included in budgets for the tech department’s five-year plan.

office!

It is important to note that the board and administrators may or may not agree with the audit findings and recommendations.

2495

$

For example, the tech consultants indicated that implementing a

soft cover, 174 pages

wireless environment was a low priority. However, in District 146, it became a high priority in order to

Published by the Illinois Principals Association.

enhance the teaching and learning

To order, visit the Illinois Association of School Board’s bookstore at www.iasb.com/shop or call 217/528-9688, ext. 1108.

environment for faculty and students.

The schools and administrative

J U LY- A U G U S T 2 0 1 2 / 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

29

Here are some sample areas and topics for departmental reviews to help determine if your district should conduct additional audits: Operations and maintenance:

management and work order pre-

ments. The operations and mainte-

ventative maintenance;

nance audit presented information

Human resources: Technology

about custodial equipment, training

payroll integration and reporting capa-

and benchmark cleanliness levels

bilities, procedures/ functions and

that impacted new purchases, scheduled trainings for custodians and staffing levels. The human resources audit resulted in developing strict controls for information placed in

Board members and administrators should discuss the possibility

personnel files and the technology was upgraded.

of departmental audits as a normal business practice. These

The special education audit was

reviews do result in extra work for staff, so they need to be man-

designed with this focus: “How do

ageable. Multiple audits within the same time period could be dis-

special education processes and pro-

ruptive.

cedures support student academic and social/emotional and behavioral performance?” The audit had several parts that included face-to-face interviews with randomly selected faculty, focus groups with parapro-

Staffing levels, custodial schedules,

processes, and resources/policies and

fessionals and an analysis of student

levels of cleanliness, supplies, train-

administrative regulations;

IEP plans.

ing, equipment, maintenance pro-

Special education: Level of speci-

The consultants maintained the

grams, grounds staffing, energy

ficity of learner goals and objectives

confidentiality of responses for the

in IEPs, analysis of the district’s pre-

interviews and focus groups, and the

referral and referral process, the con-

consultant team identified recom-

tinuum of services for students,

mendations based on those respons-

assessments available for classroom

es.

teachers and professional develop-

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30

ment needs;

For example, they requested the district define “inclusion” and “con-

Curriculum: Student performance

tinuum of services.” Because we were

data from standardized tests and class-

committed to all students meeting or

room-based assessments, state man-

exceeding on state tests, the audit

dates, professional teaching standards,

also studied the level of specificity of

curriculum standards such as the

students’ IEP goals, and the consul-

Common Core State Standards and

tant analysis resulted in training

technological resources; and,

for faculty in writing specific, mea-

Business office: Office structures

surable goals.

and job descriptions, documented

Under what circumstances might

policies and procedures for financial

a board want to conduct such reviews?

management, technology support for

Departmental audits may benefit an

financial management and budget-

administrative team just beginning

ing, and assessing the district’s gen-

their leadership positions as well as

eral accounting functions.

boards that have a number of new-

Using the results

ly seated members. They also can

Each audit provided recom-

benefit a board and administrative

mendations that resulted in improve-

team if one particular department

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

needs assistance in developing meaningful and manageable goals.

communicated.

In so doing, a shared under-

Superintendents may want to

standing of expectations emerge and

develop a schedule of audits to be

the audits provide districts with infor-

mation to help develop strategic plans and departmental plans in productive and purposeful ways.

completed over a five- to seven-year period indicating when a department is scheduled for review. They may recommend rescheduling an audit based on specific circumstances. In other words, flexibility is a realistic expectation.

Board members and administrators should discuss the possibility of departmental audits as a normal business practice. These reviews do result in extra work for staff, so they need to be manageable. Multi-

The 2012-2013 Illinois School Code Service is now available from IASB.

A free copy of the 2012

Illinois School

ple audits within the same time peri-

Code is

od could be disruptive. The board,

also being

superintendent and other adminis-

mailed to

trators should discuss the audit ques-

superinten-

tions, areas of focus, time periods for

dents of

completion, and the ways in which

every IASB

the audit recommendations will be

member district.

The 2012 Illinois School Code and CD will be shipped upon receipt of order, while the 2013 School Code Supplement and CD will be automatically shipped in May 2013.

The newest edition package includes both the 2012 Illinois School Code and the 2013 School Code Supplement, in print and CD versions. Current through the 2011 legislative session, the Code also carries a large number of additional statutes pertinent to the public schools.

$70 (IASB members pay $60) plus $7 per order for shipping.

School District 123

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Written by school attorney Brian A. Braun, it is published in a Q&A format that allows readers to find answers to the most commonly-asked questions facing school superintendents, school boards and the general public. $45 (IASB members $35) plus $7 per order for shipping.

To order, call IASB at 217/528-9688, ext. 1108; mail or fax a printed order form; or visit the IASB bookstore and order online at: http://www.iasb.com/shop/.

“Nice! Did you learn anything else at the teamwork training seminar?”

J U LY- A U G U S T 2 0 1 2 / 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

31

FEATURE ARTICLE

How to have board-level insurance discussions

by Mark Pullen

Mark Pullen is a

A

s technology becomes ever more

netbooks, e-readers, iPods, or tablets,

Different school districts have dif-

powerful and more prevalent,

one thing is clear: many school dis-

ferent devices and areas of risk, so the

many districts are purchasing large

tricts have made (or are in the process

same insurance option is not best for

classroom

numbers of tech devices for students.

of making) a serious budgetary invest-

everyone. But the commonality is the

teacher in East

Whether the district provides a school

ment in technology.

questions that should be asked around

Grand Rapids,

or district-wide 1:1 laptop program,

Protecting that investment is

the board table. Once these questions

Michigan, and is

individual classrooms piloting the

essential, and as such, it falls to the

have been asked and answered, then

writing on behalf

use of iPads, or any other technolo-

district’s school board to have some

administrators or staff can seek the

of the Worth

gy initiative involving devices like

frank discussions regarding the com-

best fit in insurance carriers that match

Ave. Group,

puter investments themselves as well

the board’s expectations.

which provides

as how to protect that investment.

third-grade 1:1

laptop, table computer and iPad insurance to schools and universities.

For districts looking to insure

The board should be prepared

all student and teacher devices, a

to discuss what its expectations

group insurance policy is ideal. Here

are for higher deductibles vs. high-

are four key questions to consider

er payouts, the level of service

before bids are let for insurance

that is desired and whether students

carriers:

will be expected to help foot the bill

1. How willing is the board to sus-

‌ especially when there is loss or

tain additional costs down the line

breakage.

through insurance deductibles, or does the board want to incur a slightly higher payment and not need to worry about funding deductibles if and when a loss occurs?

Districts vary in how much risk they are willing to assume in terms of insuring tech devices. For some districts, getting all stakeholders to support a major technology investment (such as a large laptop purchase for a 1:1 program) comes most easily when unexpected costs are kept to a bare minimum.

32

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

In that case, a group insur-

• Are student devices protected

whether those risks can be mini-

ance plan with no deductible (or

both on and off school grounds?

mized. Should the district be espe-

a very low deductible) is recom-

• How time-consuming is the

cially concerned about theft?

mended. Although such a plan will

claims process?

Machine failure? Vandalism? Fire

cost more, that cost will be known ahead of time and can be budgeted into the rollout plan with exact certainty, providing reassurance to concerned taxpayers, parents and community members alike.

Other districts are willing to

Selecting the best insurance plan for the district requires more than just deciding on a deductible and hoping for the best. Be certain that

assume more risk in paying a high-

staff ask the right questions and dig deeply to ensure that the chosen

er deductible when needed; some

company will provide the level of service and claims support the

even set aside a small percentage of their overall technology bud-

board expects when it is needed.

get for just such a purpose. In a district like that, a higher deductible plan might be a great fit.

2. What level of service does the board want for the district if a claim must

Answers to these questions

or natural disasters?

may help when staff sifts through

Once the district’s key con-

The answer may seem obvi-

insurance options to find the one

cerns and risk areas are identified,

ous: the district likely wants an

that will meet the board’s expec-

the proposed group plan should

insurance company that will replace

tations. Selecting the best insur-

insure against those specific prob-

or pay for a broken or stolen item

ance plan for the district requires

lems. If the district is embarking

quickly (and, in the case of replace-

more than just deciding on a

on a new technology rollout, the

ment, with an identical replace-

deductible and hoping for the best.

number of anticipated claims will

ment item to what the student had

Be certain that staff ask the right

be an unknown. In that case, the

previously). Unfortunately, you

questions and dig deeply to ensure

superintendent might want to check

can’t always assume that this will

that the chosen company will pro-

with other districts that have sim-

be the case.

vide the level of service and claims

ilar technology programs in place

be made?

Before purchasing a group insurance policy, discuss the board’s expectations for service before the superintendent or staff asks

support the board expects when it is needed.

3. What are the risks inherent in our technology program?

to get an estimate of their claims.

4. Do we expect this to be entirely a district expense or will some costs be passed along to students?

For an elementary iPad pro-

For districts not looking to

insurance provider:

gram, the biggest risk area might

insure all teacher and student

• What is the average turnaround

be accidental student misuse of

devices themselves, it often makes

the machines. For a middle school

sense to provide an individual

• In the case of loss or damage,

take-home 1:1 laptop program,

insurance option for students and

will the insurance company

the biggest risk area might be the

their families, as well as for staff

send out an identical replace-

time in transit when students are

members.

ment item, a “similar” replace-

bringing the machine to and from

ment item, or a cash settlement?

school.

questions like these of a potential

time on claims?

In this case, staff would want to identify companies that not

• Are peripheral items like bat-

The district’s assortment of

only do everything described above

teries and power cords covered

tech devices will help determine

(such as covering the most likely

as well?

the greatest areas of risk and

continued on page 35

J U LY- A U G U S T 2 0 1 2 / 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

33

A Directory of your

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

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Architectural, construction management and roof consulting. Lombard - 630/495-1900; website: www.arconassoc.com; e-mail: smchassee@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987; website: http://www.bldd.com; e-mail: sam.johnson@bldd. com BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: rdewar@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities.

Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.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, remodel34

ing, O&M and owner's rep services. Itasca - 847/7424063; website: www.dla-ltd.com; e-mail: info@dlaltd.com DLR GROUP, INC. — Educational facility design and master planning. Chicago - 312/382-9980; website: www.dlrgroup.com; e-mail: jodonnell@dlrgroup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design, with a focus on K-12 schools.

Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects.

Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com HUFF ARCHITECTURAL GROUP, INC. — Architects, engineers, construction managers and school consultants. Springfield - 217/698-8250; Champaign 217/352-5887 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KJWW ENGINEERING CONSULTANTS — Facility assessments, infrastructure master planning, acoustical engineering, architectural lighting, construction administration, systems commissioning.

Naperville - 630/753-8500

RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: sartiarch@sartiarch.com WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899.

Fairview Heights - 618/624-2080 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

Building Construction BOVIS LEND LEASE — Construction Management/Program Management. Contact John Doherty. Chicago - 312/245-1393; website: www. bovislendlease.com; e-mail: john.doherty@bovislend lease.com 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; webite: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities.

Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845

LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545

POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507

LZT ASSOCIATES, INC./LARSON & DARBY GROUP Architecture, planning, engineering. Peoria - 309/6733100; Rockford - 815/484/0739; St. Charles, MO 630/444-2112; webite: www.larsondarby.com; e-mail: dhenebry@larsondarby.com

PROFESSIONAL CONSTRUCTION MANAGEMENT, INC. — Construction management. Mundelein - 847/ 382-3680

MECHANICAL SERVICES ASSOCIATES CORP. — HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service.

Springfield - 217/789-9515 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com PSA-DEWBERRY — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231

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; e-mail: info@sollitt.com TURNER CONSTRUCTION COMPANY — Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; website: http://www. turnerconstruction.com; e-mail: ghill@tcco.com

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

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

Discussions continued from page 33

areas of risk and providing excellent claims service when needed), but also find an insurance provider that makes the individual sign-up process quick and easy.

A simple, brief application form that the district can send out to all families is typically ideal.

Whatever the district’s specific needs, take the time to ask the important board-level questions up front and then have staff find the best way to protect what will be a significant investment in district technology.

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Con-trols, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford - 815-227-4000; Peoria - 309-688-7411; Springfield - 217-529-3111; Toll-Free - 866-ALPHA-01 CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

Itasca - 630/773-7203

“You’re leaving a paper trail.”

RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com RCM LABORATORIES, INC. — Environmental, health and safety services. Countryside - 708/485-8600 SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

Financial Services BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support.

Fairview Heights - 618/206-4180; Chicago - 800/3678757

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

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

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

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

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

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

FIRST MIDSTATE, INC. — Bond issue consultants.

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

MECHANICAL INCORPORATED — New construction, renovation, comprehensive and basic preventative maintenance service contracts. Freeport - 815/ 235-1955; Hillside - 708/449-8080; Rockford - 815/ 398-1973; Fox Lake - 847/973-1123; website: www. mechinc.com; e-mail: pattie@mechinc.com

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

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

Chatham - 217/483-9296

HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: rbergland@hsemuni.com; rcoyne @hsemuni.com RAYMOND JAMES & ASSOCIATES, INC. — Full service Investment Banking firm. Chicago - 312/6127814

J U LY- A U G U S T 2 0 1 2 / 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

ROBERT W. BAIRD & CO. INC. — Financial consulting; debt issuance specialist; bond underwriting; referendum assistance. St. Charles - 630-584-4994; website: www.rwbaird.com; e-mail: whepworth@ rwbaird.com SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: dphillips@speerfinancial.com STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; e-mail: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: ehennessy@williamblair.com WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Willowbrook - 630/560-2120

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

Insurance HINZ CLAIM MANAGEMENT, INC. — Third party administrator for workers 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 35

MILESTONES

Milestones Sam H. McGowen

board member of the

board in the 1970s. She

retired in June as super-

Peru School District

later chaired the sub-

intendent of Mascoutah

124. He was an elec-

urban transit agency,

CUSD 19. McGowen

trical engineer for Illi-

Pace, and was active

built a 45-year career

nois Power, retiring after

with Lyric Opera of

in education, beginning

38 years.

Chicago. She served as

as a social studies teacher in Bonne

village president of Glencoe during the

Terre, Missouri. He was superintendent

Wilbur C. Bastian, 90, Hinckley,

for several Missouri districts before

died March 30, 2012. He was a for-

coming to Illinois, also serving as super-

mer Hinckley-Big Rock school board

Edward L. Bradley,

intendent of Paris School District 95

member. Bastian worked as an elec-

86, Glenview, died May

from 1988 to 1994.

trician and later started Bastian Elec-

14, 2012. He formerly

1970s and 1980s.

tric. At age 89 he was “discovered” at

served as president of

Jesse H. Ruiz,

the local barber shop and cast with a

the Glenview CCSD 34

board vice president

speaking part in a motion picture filmed

board. He was an exec-

for Chicago Public

in DeKalb County.

utive with Pioneer Service and Engi-

Schools District 299,

neering, and Fluor Power Systems.

and his wife, Michelle,

Wayne E. Beeth,

were honored during

78, Stockton, died May

Lee “Dick” Bunton, 83, Mendo-

the Lawyers Lend-A-Hand to Youth

5, 2012. He served on

ta, died May 26, 2012. He served and

spring dinner for their volunteer work

the Stockton school

was past president of the Mendota High

involving Chicago-area children. Ruiz

board from 1969 to

School board. He had been employed

also is a member of IASB’s board of

1975 and worked for

by King Implement and was a real estate

directors representing CPS.

Nicor Gas from 1956 to 1993. He also

appraiser. He also farmed in Lee and

served 27 years on the Stockton Fire

La Salle counties and was active with

Department.

Lee County Soil and Water Conserva-

Robert Suriano, former board member

tion District, which once named him

for CCSD 62, Des

John H. Biggerstaff, 67, Enfield,

Plaines, received a clock

died April 20, 2012. He had served on

from board president

the former Enfield school board. A life-

R. Mick Clarke, 78,

Brenda Murphy in

long farmer, he served 28 years on the

Thayer, died April 10,

appreciation of his contributions to the

Hamilton County Soil and Water Con-

2012. He served on the

students and staff of the district. A board

servation District and 32 years on the

Virden school board,

member from 2005 until December 2011,

Hamilton County Farm Service Agency

serving as president for

Suriano, a general contractor, resigned

committee. He was a current member

12 years. He worked for

due to a family member’s illness.

of the Crook Township Board.

Kroger in Virden for 33 years and lat-

“Farmer of the Year.”

er worked for the Illinois State Police.

In memoriam

36

Florence H. Boone, 93, Glencoe,

John E. Alderson, 86, Peru, died

died April 29, 2012. She served as pres-

May 29, 2012. He was a former school

ident of the New Trier THSD 203 school

He also retired as trustee of the Virden Fire Protection District. continued on page 19

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

ASK THE STAFF

Using old Law Survey may cost more than the book

by Linda Dawson

Q

uestion: We have a copy of the

last Illinois School Law Survey

certification • Revoking a teaching certificate

questions about the laws that govern Illinois public schools.

Linda Dawson, IASB

that came out in 2010. Isn’t that

• Requirements for substitute teachers

Answers are based on state and

enough or do we need a new copy?

• Training requirements for school

federal statutes and case law in force

director/editorial

and reported as of January 1, 2012,

services and Jour-

Answer: While much of the infor-

board members

mation in your old edition of the Law

• Trespassers in “safe school zones”

and administrative rules and regula-

nal editor,

Survey may still be correct, changes

• Required care for students with

tions current as of December 15, 2011.

answers the

in the Illinois School Code in any

diabetes

The 12th edition includes 58 new

two-year period can make it nearly

• Education of military children

questions and 95 answers that either

imperative to buy a new edition just

• Dealing with drop-outs and truancy

have been updated and/or expand-

to keep pace with the Illinois legis-

• Instruction for students hospital-

ed, and 21 others that have been

lature.

If you have watched as issues develop and new laws are passed, you know that plenty has changed in the statutes affecting public education in the past two years. Not keeping up with those changes, both through

ized or ill at home • Responding to threats over the Internet • Privacy of individual cell phone records • Sharing services among school districts

revised. That’s in addition to 60 new court decisions that alter the application of existing laws.

Two other features enable a reader to find information quickly: • A Quick Reference Index provides a detailed listing of topics and sub-

legal reference materials and district

• Caps on IMRF pension earnings

topics arranged alphabetically with

policy manuals, can land school dis-

• Changes to the Freedom of Infor-

a list of the questions where the

tricts in serious trouble if they are

mation Act

matter is discussed in the book.

not in legal compliance on new issues.

These represent just the tip of

• Court cases are compiled in a table

When considering whether to

the iceberg when you consider the

in alphabetical order by name of

buy the newest edition of this invalu-

tidal wave of changes that were swept

plaintiff. Each court decision is list-

able school law reference book, here

in with the passage of the Illinois Edu-

ed in the table with full legal cita-

are just a few of the changes since

cation Reform Act (SB7).

tions and a note as to where the

the last edition was published in 2010:

Brian A. Braun, an attorney who

decision is referenced in the book.

• Probationary teachers and how

specializes in education law, writes

Having the newest information

they acquire tenure

the Illinois School Law Survey, a

available can help a district avoid

• The sequence of dismissals in staff

convenient, all-in-one legal resource.

costly penalties or possible law suits

reductions and reduced impor-

He uses a question-and-answer for-

for not being complaint.

tance of seniority

mat, written in plain English, for edu-

The Illinois School Law Survey

cators as well as laymen. A CD version

is available through the IASB Online

that accompanies the book provides

Bookstore at: http://www.iasb.com/

quick computer access to common

shop/.

• Role of “joint committees” in reducing staff • Alternate routes to teacher

question for this issue.

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

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

www.iasb.com

it does not help the teachers and students who desperately need promises fulfilled.”

Solomon Ortiz, former 13-term U.S. Representative from Texas

“We are quite rich enough to defend ourselves, whatever the cost.

We must now learn that we are quite rich enough to educate ourselves as we need to be educated.”

Walter Lippmann, American writer, reporter and political commentator, 1889-1974

“The passion behind policy arguments suggests conflict over different values, but the paradox of difference is that it is the values we have in common that give rise to our policy conflicts.”

“The world is now 24/7/52, but education is not. That has to change.”

David Houle and Jeff Cobb, Shift ED: A Call to Action for Transforming K-12 Education, 2011

“In education, nothing works if the students don’t.”

Donald E. Simanek, American physicist, educator and humorist

“People with clear, written goals accomplish more in a shorter period of time than people without them could ever imagine.”

Brian Tracy, training and development consultant

“There are countless ways of achieving greatness, but any road to achieving one’s maximum potential must be built on a bedrock of respect for the individual, a commitment to excellence and a rejection of mediocrity.”

Robert LeRoy “Buck” Rogers, American baseball player and manager

Phil Boyle and Del Burns, Preserving the Public in Public Schools, Rowman & Littlefield Education, 2012

“One’s belief that one is sincere is not so dangerous as one’s conviction that one is right. We all feel we are right; but we felt the same 20 years ago and today we know we weren’t always right.”

Igor Stravinsky, composer, pianist and conductor, 1882-1971

“I am strongly in favor of equalization as long as nothing changes.”

Anonymous Texas political leader

“Education should be one of our top funding priorities; talking about

“That’s Mr. Fillbart’s place. He’s ‘old school,’ he still drinks coffee.”