The Illinois School Board Journal, July/August 2015

J U LY / A U G U S T

2 0 1 5

Vol. 83, No. 4

N N E E O O I I C C TT A N N A A A C CR N N U U R DV E E E ED V O G GO

Keys to School Board Service P L US: MEET RAUNER’S ED U C A TI O N L EA D ERS • PO L I C Y P R IM E R

O

ver a decade ago, a teacher gen-

I bring this up because Illinois

study on board effectiveness as well as

tly chastised me for calling a

Secretary of Education Beth Purvis

a list “danger signs” that a board isn’t

group of elementary school students

and Tony Smith, the new superin-

maintaining effectiveness.

“kids.” In her opinion, kid is a syn-

tendent of the Illinois State Board

In the feature story “Under-

onym for “brat,” condescending at

of Education (ISBE), use “kids” the

standing policies, establishing policy

best and insulting at worst. Howev-

way I do. They could say “students”

review cycle,” IASB policy experts

er, in my opinion, it means a group

or “children,” but when both Purvis

Melinda Selbee and Anna Lovern

of children of indeterminate age or

and Smith speak, they are talking

offer insight on the purposes and

range of ages. It is certainly less for-

about the kids.

functions of board policies, as well

mal, but with no offense intended either to children or to baby goats.

This July/August issue of The Illinois School Board Jour n al

as how to maintain and review policy.

See page 24.

She was willing to make allowanc-

includes profiles of Purvis (page

This issue’s Practical PR offers

es for me, because I was not dealing

13) and Smith (page 19), Governor

the fruits of a school district’s work

with children in a professional setting.

Bruce Rauner’s two key appointees

on behalf of its special education stu-

I was willing to cut her some slack as

to education leadership positions in

dents. Thanks to Jennifer Bialobok of

well, because getting the attention of

Illinois. Purvis works with 12 state

Lyons Township High School District

the “class” is more professional and

agencies, within the Rauner admin-

204 for sharing “Perks of Transition

effective than saying “hey, kids.”

istration’s legislative and political

enhance special education,” which appears on page 2.

An internet search reveals dis-

activity related to education, and

cussion and dissension over “kids.”

with the programs and needs of edu-

This issue of the Journal targets

The Online Etymology Dictionary

cation in Illinois. Smith, who brings

“new kids on the board,” the 1,200-

at http://www.etymonline.com/ tells

experience in California school sys-

plus elected school board members

us that the usage of kid to mean a

tems to ISBE, outlines his intentions

who are tackling their first experi-

young goat stems from the 1200s.

to work within a framework of local

ences in board service. Experienced

Use of the extended meaning, to refer

governance to improve Illinois edu-

board members know that gover-

to children, was recorded as slang in

cation outcomes.

nance learning never stops. They can

the 1590s and established in informal usage in the 1840s.

In “IASB offers valuable resources

find something useful on these pag-

to members,” readers can learn about

es as well. Regardless of experience,

Context matters. Even today,

the work of the Illinois Association of

comments about this or any issue of

appropriate usage ranges from

School Boards on behalf of its mem-

the Journal, or thoughts on the word

derogatory – “You kids get off my

bers (page 6). “Eight characteristics

“kids,” are welcome.

lawn,” to endearment – “My kid made

of effective school boards,” starting

the honor roll.”

on page 10, outlines a groundbreaking

– Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 6

IASB offers valuable resources to members IASB offers its members many resources that reflect its vision for excellence in local school board governance supporting quality public education.

Compiled by IASB Staff

FEATURE ARTICLES 10 Eight characteristics of effective school boards Boards in high-achieving districts exhibit habits and characteristics that are markedly different from boards in low-achieving districts.

By Chuck Dervarics and Eileen O’Brien

Sidebar: A dozen danger signs By the Center for Public Education

13 Q&A with Illinois Secretary of Education Beth Purvis Governor Bruce Rauner’s secretary of education describes her role as creating “a cohesive and coherent educational trajectory for children, from cradle to career.”

By Theresa Kelly Gegen

19 ‘What good looks like’ While acknowledging that solving the education-funding puzzle is the first priority, Tony Smith, the new superintendent of ISBE, wants to determine and define “what good looks like” in Illinois schools.

By Theresa Kelly Gegen

24 Understanding policies, establishing policy review cycle Board members need guidance for understanding school board policies and how to establish a policy review cycle.

By Melinda Selbee and Anna Lovern

J U L Y / A U G U S T

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Vol. 83, No. 4

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

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

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

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

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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

Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES September/October:

Dual Language Programs

November/December:

Student Data Privacy

www.iasb.com @ILschoolboards

PRACTICAL PR

Perks of Transition enhance special education

By Jennifer Bialobok

Jennifer Bialobok is community relations coordinator for Lyons Township High School District 204 in LaGrange and Western Springs.

2

V

ocation training in high school

access, and work experience. The

Not every district has the oppor-

can take many different forms

Transition Program offers a contin-

tunity or means to open a coffee

for many different students. The auto

uum of services in an authentic set-

shop or start a community garden.

shop may be a catalyst for a career as a

ting with meaningful practice and

However, every district can consider

mechanic. A computer-programming

application of a full spectrum of inde-

providing opportunities for transition

course may pave the way for a student

pendent living and vocational skills.

students to hone skills necessary to

to be certified in Microsoft Systems.

Transition Perks, in downtown

become adults capable of indepen-

For another, a school-run coffee shop

Western Springs, is such a setting. This

dent living and gainful employment.

may serve as the training ground for a

coffee shop is open every school day

The Transition Perks coffee shop

career in the service industry.

morning. Students learn measurable

began as an in-school coffee delivery

For students in special educa-

skills focusing on social interactions,

service. Students in the Severe and

tion, providing vocational training

communication, money, inventory,

Profound Special Education Program

can be extra challenging, but even

and marketing — all of which are

would take coffee orders from staff,

more critical for the student and his

transferable when they apply for

brew, and deliver coffee through-

or her future.

competitive paying jobs. The same is

out the morning. Interacting with

According to Paul Shattuck,

true for LT’s Transition Garden, a dis-

staff, making change, and keeping

research program area leader in

trict-owned quarter-acre plot cultivat-

track of inventory are measurable

Life Course Outcomes at Drexel

ed and cared for by Transition Program

skills, critical for life after school.

University, “80 percent of young

students. Produce from the garden is

This small-scale endeavor could be

adults with autism between the ages

sold at the local farmers’ market and

replicated in any school. To build the

of 19 and 30 are still living at home

to local restaurants.

Transitional Garden, LT students

with their parents and 90 percent

A coffee shop and a neighbor-

grow seedlings that they transplant

of those are either unemployed or

hood garden are about much more

into their quarter-acre garden. A

underemployed, regardless of IQ or

than brewing a cup of coffee or har-

school without space or resources

education level.”

vesting a bushel of tomatoes. The

for a full-scale garden could plant the

In 2009, Lyons Township High

marketable skills these students are

School District 204 began its Transi-

practicing and mastering will help

tion Program to serve students 18- to

them secure gainful employment

22-years-old with various disabilities

when their time in the program con-

or abilities. These students have met

cludes. These programs are benefi-

requirements for graduation, yet con-

cial for any student, but designed for

tinue to receive training in one or

students in the Special Education

more of the following areas: indepen-

Transitional Program, they take on

dent living, recreation/community

even more meaning.

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

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

seeds and feed, water and care for the

applications into everyday instruc-

plants, ultimately selling or giving

tion and discuss how the skills being

them away. Students can design and

taught are used in occupations of

laminate bookmarks, decoupage the

high interest to students. Board

school logo onto a coaster, press flow-

members and other community

ers and make greeting cards — there

leaders could serve as guest speak-

are an endless number of micro-busi-

ers to discuss various careers with

ness possibilities, all of which can

students and the skills required for

be tailored to skill levels and needs

those careers.

of students. The finished product is

Work is essential and provides

irrelevant; the skills utilized are what

a sense of worth and accomplishment

matters. Knowing a potential worker

for most people. Unfortunately, a

can work with money, keep track of

disproportionate number of students

inventory, and see a task completed

with disabilities do not successfully

from start to finish are abilities that

transition to the working world and

employers look for.

do not experience steady, satisfying,

Students working at Transition

or gainful employment. By focusing

Perks were required to complete a

time and resources on vocational

job application and apply to work as

training, with a comprehensive

baristas or janitorial crew. School

approach to both classroom and real

districts considering such a program

world settings in order for all stu-

can orchestrate a mock job fair,

dents to become independent,

where school board members serve

schools can help all students become

as interviewers. This would make for

productive and contributing mem-

an excellent real-world experience.

bers of their communities.

Likewise, creating opportunities for special education students to interact with local businesses is ideal for practicing social skills. Sometimes, to employers as task-related skills. eye contact; recognize appropriate voice levels and tone; and even do punching a time clock, socializing in

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Mark Christ

Cook South To be announced.

Starved Rock Simon Kampwerth Jr.

Cook West To be announced.

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Thomas Ruggio

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

Kishwaukee Mary Stith

a break room, or navigating public transportation to and from work; are

Board of directors members are current at press time.

skills that can and should be incor-

teachers to incorporate real-world

Immediate Past President Carolyne Brooks

Kaskaskia Linda Eades

tasks most take for granted, such as

encoura ge administrators and

Vice President Phil Pritzker

Illini Michelle Skinlo

Teaching students how to make

School board members can

Treasurer Dale Hansen

Egyptian John Metzger

“soft” skills are equally important

porated into post-school planning.

President Karen Fisher

The fruits of their labor: Transition Garden produce is sold to local restaurants and at farmers’ markets.

Photo courtesy of Lyons Township High School.

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

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

3

INSIGHTS

Protecting investment in education “‘Politicians have done a great

been an issue,’ said Travis Woulfe,

trying to do is to overwhelm the

job railing against teachers and

the Rock ford S chool Distr ict ’s

demonstrated effects of poverty.

their plush pensions, but if the

executive director of improvement

… By doing it this way, the state

politicians would have put Teach-

and innovation and the man who

is putting their debt on the backs

er Retirement System dollars in

oversees Title 1 funding. ‘W hat

of poor children.’”

a locked box, this would have not

the Title 1 program ultimately is

— “On the backs of kids: Money for poor children paying for Illinois pensions,” by Corina Curry, Rockford Register Star, May 22, 2015.

“Even in these difficult times, our most important investment must be to educate all our students.

OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

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

This is vital for our state’s economic and social future. So, I ask again, what are we prepared to do about it? First, let’s recognize that Illinois needs a funding formula that responds to the realities of today’s students, educators, and schools.

We took some important steps 20 years ago, but it’s time to take more.

Second, let’s commend the Illinois legislators who are committed to giving this issue a serious hearing this session and building an education funding system that invests in our state’s future.

— Jim Edgar, governor of Illinois from 1991-1999, “New findings point to old problem with Illinois school funding,” State JournalRegister, Springfield, April 15, 2015.

“Our schools and districts are centers of healthy communities.

The public system, the public good is strengthened by being connected and having places of belonging and inclusion in the heart of our communities, which is what our

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

www.iasb.com 4

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

schools are.”

—ISBE Superintendent Tony Smith, May 27, 2015. See page 19.

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

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F EOAVTEURR ES TAORRTYI C L E C

IASB offers valuable resources to members Compiled by IASB Staff

T

he I l l inois A ssociation of

and support the Association through

School Boards (IASB) is a vol-

annual dues.

• Valuable benefits, pooled services, information, and expertise;

untary organization of local boards

The vision of the Illinois Associ-

of education dedicated to strength-

ation of School Boards is excellence

ening public schools through local

in local school board governance

• A platform for a strong collective

citizen control. Although not a part

supporting quality public education.

voice on common interests and

of state government, IASB is orga-

The mission of the Illinois Asso-

nized by member school boards as

ciation of School Boards is to “Light

Reflecting on that mission and

a private not-for-profit corporation

the Way” for its members by develop-

vision, IASB offers its members many

under authority granted by Article

ing their competence and confidence

resources to achieve excellence in

23 of The Illinois School Code. The

through a robust toolkit designed to

local school board governance:

Association was launched in 1913 by

build excellence in local school board

a group of school board members at

governance, including

a meeting in Quincy. Today, more

• Premier training experiences;

than 99 percent of the school boards

• Networking opportunities for

in Illinois hold active membership

mutual support;

• Advocacy on behalf of public education; and

concerns.

Premier training experiences There are many options and materials available to learn how to become an effective school board member. State law was changed in 2011 to require specific training for all elected or appointed school board members. These training requirements are just the beginning. Board members are encouraged to develop an ongoing professional development plan so that they can continue to gain knowledge and skills that can be applied to their school board service. IASB has designed its training programs to accommodate individual interests, while making sure that all board members can access these resources in a variety of settings.

Board training activities are held throughout the year. Many workshops

6

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

are held at regional sites, some can

Association (NSBA) activities with-

be taken online, and still others are

in and beyond their local districts.

offered at the annual conference.

The School Board Governance

School Board LeaderShop is

Recognition program acknowledges

a curriculum of workshops aligned

school boards that learn and practice

with IASB’s Foundational Princi-

effective governance behaviors as

ples of Effective Governance. These

identified in IASB’s Foundational

courses, along with many other time-

Principles of Effective Governance,

ly topics, focus on board and board

and through participation in and sup-

member skills that promote effective

port for board development programs

school district leadership.

and events. Other award programs

Professional development is the primary purpose of the Joint Annual Conference, which is recognized as one of the nation’s premier state education conferences.

Courses offered through the Lead-

are available to recognize the service

is designated annually as “School

erShop Online Learning Center are

of outstanding school board presi-

Board Members Day” in Illinois.

designed to complement those made

dents, superintendents, and school

This is an opportunity to build com-

available at in-district, regional and

board secretaries.

munity awareness and understand-

statewide workshops. Online learning

Every year, nearly 10,000 public

ing about the crucial role a locally

— affordable, anytime, anywhere — is

school leaders and guests attend the

elected board of education assumes

the answer for board members who

Joint Annual Conference in Chicago.

in a representative democracy.

want to learn more about board work

This event is open to local school

— and when they want to.

board members, superintendents,

Valuable benefits, pooled services, information, and expertise

For maximum convenience and

secretaries, school administrators,

participation, in-district training,

state and regional education officials,

Member services are provided in

such as board self-evaluations and

school attorneys, university profes-

print, in person, and online. Many are

board governance reviews, can be

sors, exhibitors, and guests. Profes-

direct member services, provided at

customized to the unique needs of

sional development is the primary

no additional cost as part of the dis-

a local board and district.

purpose, offered through exhibits,

trict’s dues. This includes The Illinois

panel sessions, Pre-Conference

School Board Journal, online data-

Networking opportunities for

Workshops, school tours, General

bases, legal resources, surveys, and

mutual support

Sessions, as well as the IASB Dele-

information services. Others, such as

W hether you are a veteran

gate Assembly, bookstore, and other

policy services, books, and executive

school board member, newly elected

learning and networking opportu-

searches, are fee-based. Still others

or appointed, or someone who is still

nities.

are shared services, available through

considering school board service,

Held at 21 regional sites every

pooling or trust arrangements. Infor-

IASB offers a variety of ways to con-

spring and fall, division dinner meet-

mation about all IASB member ser-

nect with colleagues and develop and

ings are the perfect opportunity to

vices can be found on the IASB public

maintain life-long friendships with

meet new colleagues and renew rela-

website, www.iasb.com.

others who serve. The School Board

tionships in a less formal learning

Policy Services: IASB offers a

LeaderShop Academy promotes and

environment. Each is tailored to the

variety of fee-based services that

recognizes board members’ efforts

professional development needs of

substantially enhance the ability

toward continuous learning and pro-

the districts in those regions. This is

of a school board to function effec-

fessional development. IASB’s Master

also where individual awards are giv-

tively. Among them are policy man-

Board Member Program recogniz-

en and achievements are recognized.

ual customization, administrative

es the service and participation of

In salute and thanks to the

procedures project, PRESS, PRESS

school board members in various

nearly 6,000 elected school board

Plus, school board policies online,

IASB and/or National School Boards

members in the state, November 15

and BoardBook®.

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

Service Associates: IASB Service Associates are businesses that

arrangements, often governed by the

maintains close liaison with the

districts themselves.

State Board of Education, Senate

offer school-related products and

Resource Center: The IASB

and House Education Committees,

services and have earned favorable

Resource Center, which contains

Office of the Governor, governmental

reputations for quality and integrity.

more than 3,000 books, 500 serial

offices and agencies, and dozens of

Only after screening and reference

titles and several special collections,

organizations and interest groups

check is a firm invited by the IASB

provides answers to questions from

that influence public policy.

The Delegate Assembly is one of the most important functions held at the Joint Annual Conference. It gives

“ ... It is that local governance the Illinois Association of

member districts ownership in the Association and the opportunity to

School Boards strives to protect and preserve, as we under-

establish the direction of the Asso-

stand that those personally invested in their community’s

member district has a delegate, a vote,

education outcomes often make the best choices.”

and a voice. Resolutions adopted by

ciation and its major policies. Every

the IASB Delegate Assembly are added to IASB Position Statements.

Compiled regularly during sessions of the General Assembly and

Board of Directors to become a Ser-

IASB members and others interest-

as needed during off-session times,

vice Associate.

ed in public education, using timely

Alliance Legislative Reports sum-

research, surveys, and databases.

marize major legislative activities

Sponsored programs: Member districts have access to a number of programs designed to save money or

Advocacy on behalf of public

up-to-the-minute information to the

ensure competitive pricing of some

education

district administrative office, for dis-

essential services. These programs

IASB carries out most of its leg-

are sponsored by IASB and offered

islative activities through its partner-

to districts through pooling or trust

ship in the Illinois Statewide School

Every member district has a vote at the Delegate Assembly, which gives member districts ownership in the Association and the opportunity to establish the direction of the Association and its major policies.

8

and bills of interest. The reports give

tribution to members of the school board and the management team.

Management Alliance. Other Alli-

A platform for a strong collective

ance partners include the Illinois

voice on common interests and

Association of School Administra-

concerns

tors, Illinois Association of School

I ASB believes that it is our

Business Officials, and the Illinois

responsibility as community lead-

Principals Association. The ability

ers to reflect upon the current state

of each of these organizations to

of education in Illinois and take

influence public policy is enhanced

action to create an education sys-

through the cooperative efforts of

tem that meets the needs of all stu-

the Alliance, which directs all of

dents. The Association has created

their efforts at producing legislation

multiple platforms for members to

that fosters a favorable education-

unite as one strong collective voice.

al climate in Illinois and promotes

These include both short- and long-

effective school board leadership.

term campaigns and initiatives that

Through combined efforts of all

encourage school board members to

four organizations, the Alliance

become active participants.

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

Vision 20/20: IASB, in partner-

Thank you for your dedicated

Association of School Boards strives

ship with five other statewide school

leadership in public education and

to protect and preserve, as we under-

management organizations, unit-

continuing service to the children

stand that those personally invested

ed the education community and

of this community.

in their community’s education out-

helped develop a long-range blue-

The I l linois A ssociation of

comes often make the best choices.

print for improving public education

School Boards is proud of its 100-plus

It is our purpose to provide the

in Illinois.

ye a r h i st or y. W h i le I A S B h a s

necessary resources to prepare

Advocacy: Elected local school

achieved many great things in its first

school board members, to protect

board members have multiple oppor-

10 decades, none of this would be

local control of education decisions

tunities to influence and inform

possible without the continued com-

for school districts, and to be pro-

other constituents, including other

mitment of local school board mem-

active in providing solutions to

elected officials, of successes, needs,

bers to the improvement of education

ensure the children of Illinois are

and issues facing the local school

for the children of their community.

educated in the best learning envi-

district.

It is that local governance the Illinois

ronment possible.

Over 10,000 attendees

104 275 PANEL

SESSIONS

SCHOOL SERVICES & EQUIPMENT

EXHIBITORS

Three days. ONE LOCATION.

Registration and details at www.iasb.com/jac15 JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

FEATURE ARTICLE

Eight characteristics of effective school boards

By Chuck Dervarics and Eileen O’Brien

Eileen O’Brien is an independent education researcher.

Chuck Dervarics is an education writer and editor.

Their work on this piece was for the Center for Public Education, an initiative of the National School Boards Association.

W

hat makes an effective school

low-achieving boards “were only

less time on operational issues

board ―one that positive-

vaguely aware of school improvement

and more time focused on

ly impacts student achievement?

initiatives,” according to the 2000

policies to improve student

From a research perspective, this

Lighthouse Study by the Iowa Asso-

achievement.

is a complex question. It involves

ciation of School Boards. “There was

In interviews with hundreds

evaluating virtually all functions of a

little evidence of a pervasive focus on

of board members and staff across

board, from internal governance and

school renewal at any level when it

districts, researchers Richard Good-

policy formulation to communica-

was not present at the board level,”

man, Luann Fulbright, and William

tion with teachers, building admin-

researchers said.

Zimmerman found that high-per-

istrators, and the public. But the

forming boards focused on estab-

research that exists is clear: Boards

2. Effective school boards

lishing a vision supported by policies

in high-achieving districts exhibit

have strong shared beliefs and

that targeted student achievement.

habits and characteristics that are

values about what is possible

Poor governance was characterized

markedly different from boards in

for students and their ability to

by factors such as micro-manage-

low-achieving districts. So what do

learn, and of the system and its

ment by the board.

these boards do?

ability to teach all children at

This is a summary of a complete

high levels.

a collaborative relationship

research brief by the National School

In high-achieving districts, pov-

Boards Association’s Center for Pub-

erty, lack of parental involvement

with staff and the community

lic Education. Here are eight charac-

and other factors were described

and establish a strong

teristics of effective school boards:

as challenges to be overcome, not

communications structure to

as excuses. Board members expect-

inform and engage both internal

1. Effective school boards

ed to see improvements in student

and external stakeholders in

commit to a vision of high

achievement quickly as a result of

setting and achieving district

expectations for student

initiatives. In low-achieving dis-

goals.

achievement and quality

tricts, board members frequently

In high-achieving districts,

instruction and define clear

referred to external pressures as

school board members could pro-

goals toward that vision.

the main reasons for lack of student

v ide speci f ic exa mple s of how

success.

they connected and listened to

Effective boards make sure these goals remain the district’s

10

4. Effective school boards have

the community, and school board

top priorities and that nothing else

3. Effective school boards are

members received information from

detracts from them. In contrast,

accountability driven, spending

many different sources, including

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

the superintendent, curriculum

high-achieving districts identified

6. Effective school boards

director, principals, and teach-

specific student needs through

align and sustain resources,

ers. Findings and research were

data and justified decisions based

such as professional

shared among all board members.

on that data. Board members reg-

development, to meet district

By comparison, school boards in

ularly sought such data and were

goals.

low-achieving districts were likely

not shy about discussing it, even

According to researchers Peter

to cite communication and out-

if it was negative. By comparison,

LaRocque and Linda Coleman, effec-

reach barriers. Staff members from

board members in low-achieving

tive boards saw a responsibility to

low-achieving districts often said

d i st r ict s t ende d t o g re et d at a

maintain high standards even in the

they didn’t know the board mem-

w it h a “bla m i ng” perspective,

midst of budget challenges. “To this

bers at all.

describing teachers, students, and

end, the successful boards support-

families as major causes for low

ed extensive professional develop-

5. Effective school boards

performance. In these districts,

ment programs for administrators

are data savvy: they embrace

board members frequently dis-

and teachers, even during times of

and monitor data, even when

cussed their decisions through

[fiscal] restraint.” In low-achieving

the information is negative,

anecdotes and personal experi-

districts, however, board members

and use it to drive continuous

ences rather than by citing data.

said teachers made their own deci-

improvement.

They left it to the superintendent

sions on staff development based on

to interpret the data and recom-

perceived needs in the classroom or

mend solutions.

for certification.

The Lighthouse Study showed that board members in

A dozen danger signs More than 90,000 men and women are members

• Offer negative comments about students and teachers

of local school boards in the United States, all serving

• Micro-manage day-to-day operations

as important trustees of the nation’s public education

• Disregard the agenda process and the chain of command.

systems. According to the National School Boards Asso-

• Be left out of the information flow; with little com-

ciation, these public officials serve on 13,809 elected

munication between board and superintendent

or appointed boards in the U.S. Although the study

• Be quick to describe a lack of parent interest in

undertaken by the National School Boards Association

education or barriers to community outreach

Center for Public Education did not specifically focus

• Look at data from a “blaming” perspective, describ-

on characteristics of ineffective school boards, it may be

ing teachers, students and families as major causes

helpful to contrast some of the descriptions of ineffective

for low performance.

boards mentioned in the research.

Ineffective school boards tend to • Be only vaguely aware of school improvement initiatives, and seldom able to describe actions being taken to improve student learning • Be focused on external pressures as the main reasons for lack of student success, such as poverty,

• Have little understanding or coordination on staff development for teachers • Be slow to define a vision • Not hire a superintendent who agreed with their vision • Undertake little professional development together as a board.

lack of parental support, societal factors, or lack of motivation

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

— National School Boards Association, Center for Public Education

11

7. Effective school boards

matched this vision. In contrast, in

8. Effective school boards

lead as a united team with the

stagnant districts, boards were slow

take part in team development

superintendent, each from their

to define a vision and often recruit-

and training, sometimes with their

respective roles, with strong

ed a superintendent with his or her

superintendents, to build shared

collaboration and mutual trust.

own ideas and platform, leading the

knowledge, values, and commit-

In successful districts, boards

board and superintendent to not be

me nt s for their impro ve me nt

defined an initial vision for the dis-

in alignment, according to MDRC/

efforts.

trict and sought a superintendent who

Council of Great City Schools.

High-achieving districts had formal, deliberate training for new board members. They also often gathered to discuss specific topics.

Welcome New Superintendents!

Low-achieving districts had board

As you settle in, many questions may arise, including the following:

dent or other staff members made

members who said they did not learn together except when the superintenpresentations of data.

Though the research on school

How are board policies being implemented?

board effectiveness is in the begin-

Are administrative procedures up-to-date?

this report make it clear that school

Are the administrative procedures in alignment with board policy?

approaches that separate them from

ning stages, the studies included in boards in high-achieving districts have attitudes, knowledge, and their counterparts in lower-achieving districts. In this era of fiscal constraints and a national environment

You will be happy to know that IASB Policy Services offers a process that is designed to help district administrators provide the procedures necessary to assure implementation of and alignment with board policy.

focused on accountability, boards in high-performing districts can provide an important blueprint for success. In the process, they can

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.

offer a road map for school districts

The Consultant will then work with the administrative team to customize the draft manual to align with current district practice. This task can be accomplished in no more than two meetings.

This summary is based on a

nationwide.

Editor’s Note report written for the Center for Public Education. Read the complete report and references at http:// www.centerforpubliceducation.org/ Main-Menu / Public-education /

Policy Services For more information, visit www.iasb.com/policy or call the Policy Department at 217/528-9688, ext. 1125 or 630/629-3776, ext. 1214

12

Eight-characteristics-of-effectiveschool-boards. Reprinted with the

permission of the National School Boards A ssociation Center for Public Education.

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

PROFILE

FEATURE ARTICLE

Q&A with Illinois Secretary of Education Beth Purvis

By Theresa Kelly Gegen

G

overnor Bruce Rauner named

agenda and my role in that are

got a dual masters in early child-

Beth Purvis to his adminis-

important.

hood special education and the

tration team on February 17, 2015.

education of the blind and visually

She had previously served on Raun-

Talk a little about your

er’s transition team. One of her first

background. Have you always

official duties as the governor’s edu-

wanted to be in education?

impaired.

I started my career as an itinerant teacher of the visually impaired,

cation appointee was speaking at

I am sometimes called an ‘ed

then as an early childhood special

the Alliance Leadership Summit in

reformer’ and I laugh, because I have

education teacher in Montgomery

Springfield. There, she introduced

always wanted to be a teacher. … I

County, Maryland, and then I went

the transition team’s report on edu-

grew up in Long Island, the youngest

to Peabody [Vanderbilt University’s

cation to an audience of superinten-

of five. I have four older brothers. I

Peabody College of Education and

dents, school board members, school

am the only one in education in my

Human Development in Nashville,

business officials, and building prin-

family. My mother was a stay-at-home

Tenn.] I was there for five years and

cipals. Although her official title was

mom and a music teacher, and my

not yet announced that date, she

dad worked for a utility in Brooklyn.

has since been designated Illinois

I started working at a camp for kids

Secretary of Education.

with disabilities as a teenager. That’s

Purvis was previously execu-

how I knew that not only did I want

tive director of the Chicago Inter-

to be a teacher, but I wanted to be a

national Charter School, heading a

special ed teacher.

network of 15 charter school cam-

I attended Bucknell [University

puses in Chicago and Rockford. She

in Lewisburg, Pa.]. It’s beautiful.

was also an assistant professor of

It is in the middle of nowhere. The

education at the University of Illi-

one thing about Bucknell, as much

nois at Chicago.

as I loved it, is after you’re there for

Purvis spoke with The Illinois School Board Journal on May 21.

Theresa Kelly Gegen is editor of The Illinois School Board Journal.

a while at some point you think ‘I need to go away for at least a semester.’ So I did my student teaching

What is the first thing you tell

at an American Air Force base in

people about your new position?

Bedfordshire, England. Then I went

I think getting out and helping

straight from Bucknell to Columbia

people understand the governor’s

[University in New York], where I

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Beth Purvis, Illinois Secretary of Education

13

that’s where I got my early interven-

A f ter Peabody I joined the

My work now has three parts to

tion credential. I also worked with

University of Illinois at Chicago. I

it. In a typical week, I spend one or

[Peabody professor] Ann Kaiser and

was an assistant professor of spe-

two days in Springfield. I spend the

developed my own line of research

cial education at UIC for five years.

equivalent of a day getting a better

where I was looking at parent edu-

That’s what brought me to Chicago.

understanding of the work of the 12

cation and teacher education for

state agencies that have oversight

parents of young children with con-

What is your work as Secretary

over educational programs from cra-

comitant language and behavior

of Education?

dle to career. I spend time meeting

delays or problems.

with groups, advocacy groups, and I also try to get out to schools, be they early childhood or not. Yesterday [May 20], I spent the day at an ele-

“Right now the only assessment that is required by the state is

mentary school here in Springfield.

PARCC. Everything else is determined at the local level. If we don’t

The day before, I spent a few hours

have PARCC, we lose federal funding. This is an issue of needing to ensure that PARCC delivers on its promises.” — Beth Purvis

with the Bloomington-Normal ROE, and did a quick walkthrough at a state alternative school and spent three hours at ISU. I try to split my time into thirds: one third in agency work, a third understanding legislative and political activity related to education — the policy of education — and a third understanding programs and the needs of constituencies.

What can you tell us about the governor’s vision for education and ‘cradle to career?’

The governor created this position, which is a cabinet-level position, with the idea that I could help him create a cohesive and coherent educational trajectory for children, from cradle to career. This is in order to have and to help support the ultimate goal for children: Students coming out of the Illinois education system ready to be engaged citizens and have rewarding careers.

W hen we say rewarding, we mean both monetarily and emotionally. When you get up in the morning, nine out of 10 days you want to go to work.

14

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

A nd so, [Governor R auner]

that increased funding for early

getting an increase in the prora-

really believes that to do that, we

childhood by $ 25 million; that

tion — from 89 percent to 95 ― and

need to have a more cohesive and

increased funding to K-12 by $300

you can pay for that yourself. But

coherent system than we currently

million and then held steady MAP

if it’s something that doesn’t help

have. And that we need ― no mat-

funding, scholarship funding. If

your district, that you don’t think

ter where you live in the state, no

you look at the way he allocated

is needed for your students, you’re

matter what your socio-econom-

the additional $300 million, part

not losing those funds from the

ic status, no matter what your

of that was tak ing almost $ 25,

GSA. So I think that speaks to his

programmatic interest ― to have

taking $50 million in line items,

belief in local control.

h ig h- qu a l it y options. O ptions

and moving that to the GSA. Know-

in early childhood, in K-12, and

ing that really, it should be up to

And what direction is Illinois

post-secondary.

local school districts, superinten-

taking with charters, vouchers,

dents, and principals ― the gover-

and privatization?

How does local control fit in with

nor believes that they know best

On the other hand, he believes

those beliefs?

how to spend the money. So that,

g re at ly t h at t her e ne e d t o b e

L e t ’s s t a r t w it h t h i s : O ne

you know [with] the money that

high-quality options. Charter schools

of the first things the governor

shifted, if you cared deeply about

are options. Charter schools are pub-

did was put out an FY16 budget

one of those line items, you were

lic school options that have proven to

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15

be very successful in certain parts

When the governor is talking

address everything … to just make

about any t y pe of choice, he’s

government more efficient? Part of

talking about the quality of those

that at this stage is to hear from

What about students who do not

choices, and whether kids are leav-

[IASB], and other organizations, to

have options? Or schools who

ing early childhood programs ready

say ‘OK this is working; this isn’t;

lose students and funding to

for kindergarten, our eighth graders

here are our ideas.’

charters?

of the state.

are ready for a rigorous high school

I’ve had conversations with,

We need to think about options

experience, and whether our kids

literally at this point over a hun-

in the broadest sense of options.

are leaving high school ready for

dred different groups, asking, ‘What

The governor believes that char-

career or college or whatever is their

are your ideas to fix this?’ Then

ter schools should be part of the

choice. Graduating kids with the

trying to incorporate these ideas.

solution but not the only solution.

skills so they have options across

We share them with 12 government

For example, my understanding is

the spectrum.

agencies that are handling this

that a majority of parents in Chi-

work. We work with legislators to

cago exercise choice every day, be

How does the administration

say, ‘here’s how we can work togeth-

that sending their child to a selec-

plan to work with the issue of

er to decrea se the compliance

tive enrollment school, to a magnet

mandates?

tasks, to simplify the school code

school, to a school within a school, or

T he L ie ut e n a nt G over nor

to a charter school. So if over 50 per-

[Evelyn Sanguinetti] has a task

and to ensure money gets where

cent of parents are exercising choice,

force that ha s been look ing at

but only 14 percent of students are

how do we, as part of the gover-

How do you address the issue of

in charter schools, then in Chicago

nor’s Turnaround Agenda, reduce

accountability?

there’s a wide range of choices.

it’s intended.’

bureaucracy and other issues. Part

That ’s a n ea sy question to

A great example of options is

of it is, we want ideas from al l

address. I think we all need to have

the STEM school in Aurora. I think

groups about how do we decrease

a nod to what NCLB did for educa-

the governor is open to supporting

the mandates that are interfer-

tion in America. It shifted us from

all unique options. A number of

i n g w it h t he abi l it y of s cho ol

talking about educational inputs to

districts allowing kids from one dis-

distr icts to do their jobs. How

really measuring the effect of those

trict to take a high school course in

do we decrease the compliance

inputs in increasing students’ skill,

another district if their district can’t

requirements that, first of all, eat

content knowledge, and their social/

offer that. That’s choice. The ques-

up people’s time? As a system, how

emotional skills and being. In some

tion is, “how do we increase more,

do we decrease compliance tasks,

ways, and I think many of us would

high-quality options?”

automate compliance tasks, and

agree, it got a little out of control.

We are now at a place in American education history in which we understand the value of assessment in informing instruction and

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To me, we need a n a s se s s ment system that informs

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P R O U D L Y

S E R V I N G

T H E

P U B L I C

S E C T O R

t e a c h e r p r a c t ic e , t h a t a l l ow s

not or can and cannot do, every

things that are going on around

a d m i n i s t r at or s — pr i nc ip a l s ,

district needs to have the right

our state. In my short time here

superintendents, school boards

to sit down and determine how

— I’ve been here literally 90 days

— to understand whether or not

PARCC can be part of the battery

— what I’ve learned is that there

student s are getti ng the sk i l ls

of assessments, and understand

is some incredible work going on

a n d c o n t e n t k n ow l e d g e t h e y

what else they need. And that is a

around the state. And part of my

need, whether they leave each

local control issue. Right now the

job also is to identify that work

of those transition point s pre -

only assessment that is required

and to celebrate it. I am excited to

pared for a r igorou s cha l lenge

by the state is PARCC. Everything

be able to do that. Over the next

at the next level.

else is determined at the local level.

year to travel statewide, I would love to hear from superintendents and school leaders about where they think the most successful and

“The governor created this position ... [to] help him create

innovative practices are occurring.

a cohesive and coherent educational trajectory for children,

So that I can learn more about

from cradle to career. ... in order to have and to help support

t hose a nd, I hope, br i ng t hem statewide.

the ultimate goal for children: Students coming out of the Illinois education system ready to be engaged citizens and have rewarding careers.” — Beth Purvis

Editor’s notes: B e t h P u r v i s ’s a d d r e s s t o t h e 2 015 A l l i a n c e L e a d e rship Su m mit ca n be v iewed here : www.youtube.com/watch? v=9FR_D-Rg28U

We are at a rea l ly di f f icu lt

If we don’t have PARCC, we lose

As Purvis stated, her role as

time, because in 2010 we adopt-

federal funding. This is an issue

Secretary of Education includes

ed new state standards and a new

of needing to ensure that PARCC

working with 12 agencies. Those

state assessment. In the interim,

delivers on its promises. We need to

are the I l l inois St ate B oard of

distr ict s have had to, becau se

better understand when we will get

E duc at ion, G over nor ’s O f f ic e

our last assessment in the ISAT

the data, what the data will tell us,

on Early Childhood Education,

and PSAT didn’t do those other

and how we can use the data. And

I l linois Depar tment of Hu man

things, build their own battery of

then we need to let local districts

Services, Illinois Board of High-

assessments. So right now we have

determine what else they need, if

er Education, Illinois Communi-

a double whammy. We have a new

anything.

ty College Board, Illinois State

assessment system and we have

The one caveat I will say is that

Advisory Council, Department of

districts that had to answer those

the governor believes, as do I, that

Juvenile Justice, Department of

questions on their own. By federal

for the time being, the ACT should

Corrections, Illinois Department

statute, we have to have a statewide

remain in place.

of Employment Security, Depart-

assessment.

So, I think we need to do a few things. One, to work with PARCC to

18

ment of Commerce and Economic Do you have anything you’d like

Development, Illinois Department

to say to our membership?

of Child and Family Services, and

fix what isn’t working with PARCC

It sounds cliché, but I am hon-

Illinois Mathematics and Science

assessment. Two, that every dis-

ored and humbled by the oppor-

Academy. In addition, she also

trict, after we work with PARCC

tunity that I am being given to

works with the Illinois Education

and understand what it will and will

lea r n ab out a l l t he i ncre d ible

Research Council.

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

PROFILE

FEATURE ARTICLE

‘What good looks like’ A conversation with ISBE Superintendent Tony Smith

By Theresa Kelly Gegen

T

ony Smith, the new superin-

“We have the ability to really

“Because things are so different

tendent of the Illinois State

talk about what quality is and what

across districts, but also because

Board of Education (ISBE), brings

‘good’ looks like, from district to

what our kids are able to do now is so

a five-point vision to the state’s

district and place to place,” Smith

extraordinary, we’ve kind of got them

public education system. W hile

says. “Rural, suburban, urban, every

trapped with seat time,” Smith says.

acknowledging that solving the edu-

landscape is a little different. And

“So we could move them to competen-

cation-funding puzzle is the first pri-

even within those differences, there

cy. We could talk more deeply about

ority, another challenge is integral

is no single experience. In each of

keeping track of what kids know and

to Smith’s plan: to determine and

those places, we need to be able to

are able to do, and giving them credit

define “what good looks like” in Illi-

say what good looks like. From that,

for it in the multiple ways they earn

nois schools.

we can get clear about what a com-

it. Wherever they are, they are doing

“There’s huge opportunity right

mon definition of quality education

real work and that should count for

now around funding and finance

is. Connected to that is the ability to

something. Getting clear about a com-

reform,” Smith says, “and also in the

maximize local autonomy. We want

petency-based approach to our future

ability to create more fair funding

to be able to take the idea of subsid-

in education is really important to me.”

structure, with a system that takes

iarity, from a central notion of good;

into account local assets and local

those closest to the ground are in the

need. The current structure has been

best position to make that decision.”

revealed over the last few years to be

Smith acknowledges that school

inadequate. It is so clearly on every-

board members are “as close to the

body’s mind, and it’s very important

ground” as can be, and adapts the

to me, to create equity and adequacy

concept of subsidiarity to the public

in the funding structure. Certainly

school system. Subsidiarity is found-

that’s the top of the list.”

ed on decentralization, in which

After starting with the establish-

matters ought to be settled by the

ment of an “adequate and equitable

most local entity capable of reaching

education finance system,” Smith’s

a solution.

second point is creating a common

“We would maximize that local

definition of, and fair access to, quali-

economy in the context of that local

ty education for all. The third point is

definition of good,” Smith says,

to maximize district autonomy to pro-

which carries him to the next point

vide quality education to all families.

of his vision, encouraging compe-

Smith ties those two ideas together.

tency-based learning.

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Theresa Kelly Gegen is editor of The Illinois School Board Journal.

Tony Smith, Superintendent, Illinois State Board of Education

19

Smith mentions continuing

— not only ties the other points

and Jessie V. Stone Foundation in

credit and dual-enrollments as well

together, it sparks enthusiasm in

Chicago, which awards childhood

as converting work experience into

his comments.

education and development grants.

academic progress. He also refers to

“So I think those are the five

Before that, he had leadership roles

opportunities such as Diploma Plus

pa r t s of how I see my work i n

in education in his home state of

(www.diplomaplus.net), a private-

strengthening this organization to

California, in the San Francisco

ly-funded non-profit program that

be in service to that.”

Unified School District; the Unified

offers alternatives for youth who have

ISBE announced Smith as its

School District; the Math, Science

been failed by the traditional system.

new superintendent in April, and

and Technology Initiative at the

Smith’s fifth and final key point

he began his work at ISBE on May

Emeryville Citywide Initiative; and

— envisioning districts and schools

1. His most recent employment was

the Bay Area Coalition for Equitable

as centers of healthy communities

as executive director of the Clement

Schools, now known as the National Equity Project. Before coming to Illinois and the Stone Foundation, Smith served four years as superintendent of the Oakland School District in California.

S m it h c a me t o IS BE w it h, according to the media reports, a reputation as “urban school reform leader.” Governor Bruce Rauner recommended him to the Illinois State Board of Education. The governor’s statement described Smith as “a

Why choose IASB? • Responsible to only the Board of Education • Superintendent retention rate for districts who used IASB Executive Search services: 100% (2013-2014) 100% (2012-2013) 89% (2011-2012) • Guarantee of services • National presence • Experience in Illinois From 2009-2015: 64 different counties, 167 school districts served

transformational leader and has a proven track record of increasing student achievement while successfully addressing fiscal and structural issues at the local district level.”

Smith’s experience in California’s education system will reflect in his work in Illinois, especially with school boards.

“I’ve worked with school boards very directly as a superintendent,” Smith said. “I worked for three boards — no actually in three school districts, but many more boards.

That’s because boards change — with

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

20

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

July/August 2015 September/October 2015

any new person it becomes a new board with new dynamics.”

W h i l e i n O a k l a n d , S m it h worked with Core Districts, a collaboration of 10 California school systems serving a million students.

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

Core Districts developed a No Child

that mandates start from good inten-

anticipate, things can change, and

Left Behind waiver plan, called

tions. Objections to school mandates

schools are places of great change.”

the School Quality Improvement

collectively conflict with the purpose

System, which propelled schools

of each mandate individually.

Smith arrived in Illinois after the initial Partnership for Assessment of

to work towards a collective effort

“We need to talk about the com-

Readiness for College and Careers

to prepare all students for college

mon definition of ‘what good looks

(PARCC) firestorm erupted. In late

and career, with a strong account-

like,’” Smith says. “And believe and

winter, as PARCC implementation in

ability component, “to eliminate

trust in local folks to realize not just

Illinois approached, school districts

disparity and disproportionality in

what’s working or not, but to look

expressed concern about the viability

all subjects and across the academ-

around and see what’s working for

of the test, the opt-out movement made

ic, social/emotional, and culture/

others. To be able to say, ‘you know

headlines, and the threat of losing fed-

climate domains.”

what, these four mandates make it

eral dollars made PARCC a hot topic.

He says his experience with Core

very hard for us, in our context, to

Adaptations to PARCC are underway,

Districts emphasized the role of the

meet the needs of our children,’ that

including shortening the testing time.

school board. “We were part of the

is a pretty powerful case.

But any changes raise concerns about

Core Districts in California, districts

“And then you organize. This is

how adequate and useful the data will

working together, so wherever we

advocacy for the well-being of kids,

be, both annually and comparatively.

could be helpful to each other in the

not just an effort to stop a mandate.

“PARCC, in my experience, is

work we were doing, we would do

When that happens, the response

the best opportunity to assess what

that. Working in other districts in

should be, ‘In that context it makes

kids know,” Smith says. “It also has

support of other superintendents,

sense, and you’ve given us a plan in a

use value in the way that the test

I sat in on other board meetings. I

way that has a rationale, to do some-

environment is getting closer to what

understand the unique and concen-

thing better.’ We meet the needs,

the real world is. There are supposed

trated democracy that a school board

even if it looks different. That’s what

to be some things, like adaptability,

is, and it is very important.”

will get us the farthest.”

if a kid is doing really well the test is

Smith says he is prepared to

Smith says he supports such

supposed to challenge them a little

work with school boards and their

local work. He adds that it is ISBE’s

more, take them to the edge of what

members to address issues of local

responsibility to bring scrutiny to

they know. That’s not fully imple-

concern in Illinois. He says there is

determine what are the “very few”

mented and developed yet.

“no blanket answer” to school dis-

core federal mandates that must be

“The promise of it is great. Like

trict reorganization questions.

carried out, and to be as disciplined

anything at the start, it’s clunky.

“I work from what’s in the best

as possible to not push through any-

There are things I definitely don’t like:

interests of the students,” he says.

thing else. It is the perpetual work of

the time, the administration issues,

“There are probably places where it

a state educational agency.

some of the questions are convoluted.

makes absolutely zero sense to start

“Schools sit in public contexts

But it’s a new test set. They are testing

that conversation. There are places

where there are choices and decisions

where it’s exactly the right thing to

that are being made, federally, at the

Smith predicts the long-term out-

do. These are careful considerations

state level, and locally,” Smith says.

comes for standardized assessments

and assessments. If, at the end of

“Those policies create situations

will be favorable for public education,

assessments, the number of school

where people are not necessarily

both as a predictor and a diagnostic.

districts would be the same, I would

connected and are stripped of oppor-

“The possibility, particularly

be surprised.”

the test questions as well.”

tunity. So schools have an oppor-

with the college and career readiness

Smith is willing to consider the

tunity infrastructure in a way that

dimension, is moving in the right

issue of mandates, provided students

very few organizations do. When they

way. When done well, it will help us

are getting what they need. He notes

understand themselves that way, and

in the higher ed space — here’s what

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

it looks like to be ready,” Smith says.

standard? If they are, then great. If

“But also it’s a diagnostic that offers

not, what do we do about it?”

“I think I may be one of the very few state chiefs who has kids in the

reflection into our systems. We say

Sm it h ha s t wo ch i ld ren of

testing window,” Smith relates. “So

our kids are doing well, but when

test-taking age. He calls PARCC test-

when I was telling some of my kid sto-

they test across a comparison of the

ing “dinner-table conversation” at

ries to the PARCC board, they were lis-

same material in different places in

his house and notes that his daugh-

tening. That was a great opportunity.”

the country — are our grades in this

ters had some strong words about

school really attached to a quality

PARCC.

Testing is also one facet of schools’ accountability to the communities that public schools serve.

“We have to have more than what we are relying on now,” Smith says.

“As citizens, as taxpayers, as participants in community and democracy,

Policy Services

we’ve chosen to have public schools that are paid for with public dollars.

That social compact, to me, is that we are paying for this: creating the highest quality and best opportunity for our kids, and we expect a year’s growth in a year’s time. That’s the minimum agreement. And we have

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School Board Policies Online – Let IASB publish your board policy manual online and easily navigate your manual with keyword searches, jumps to cross references, and links to legal references by using the same excellent search engine used for PRESS online. Place the IASB supplied link to your manual on your district website to provide increased community access and awareness of your district’s governing document.

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

22

a rough structure: grades, readiness for the next step.”

Against those standards, which Smith adds should be opened up to include credit for competencies earned both inside and outside the classroom, measures must exist to assess progress.

“There’s a relationship there, the relationship of a community and its young people, that says if you’re not doing well enough, what do you need, as educators or kids or families? If you’re doing great, what’s next?

What other things can we help you do? With clear assessment, there is opportunity to have a different conversation. Without it, there’s a lot of guesswork. It’s not perfect, but I think it’s part of the conversation.”

Like Bruce Rauner, the governor who recommended him, Smith believes charter schools have a place in the public school conversation.

T H E of I L the LINO I S S C H O2015 OL BOARD This ad will run in the Mar-Apr, July-Aug and Nov-Dec issues Journal.

JOURNAL / JULY-AUGUST 2015

“It has to start with, and be

getting to know his staff. He also

things, in their communities, around

grounded in, quality,” Smith says.

met with education organizations

the state, and even on the national

“The ability for us to increase the

throughout the state and spent time

and international scale.”

amount of quality options for our

in Springfield for the legislative

And yet, Smith says:

children is incumbent upon every

session. Viewing the state of edu-

“There has to be an increased

adult in every community. We have

cation in the state of Illinois, and

investment. There have to be ways

to guarantee the highest-quality

applying his five key points to what

that we figure out how to create

options for our kids. And in places where those options aren’t there or we haven’t created them yet, we should be advocates for opportunity and advocates for quality. The public system has the primary responsibil-

Tony Smith’s five points: 1. Establish adequate and equitable education finance system

ity for that, and charters are anoth-

2. Common definition of, and fair access to, quality education

er opportunity. They are legislated

3. Maximize district autonomy to provide quality education to

and there is a structure for them. So that said, if it’s a good, high-quality

all families

charter, yes, we should have it. If it’s

4. Encourage competency-based learning

not doing well, if it’s not connected to

5. Districts and schools as centers of healthy communities

or serving community, we shouldn’t have that.”

Smith expresses appreciation for school board members for their

he observes, he’s seen both what’s

enough resources for all of our kids.

willingness to serve and being the

working — community schools, and

I believe strongly that we’re linked,

“closest to the ground” in public

what’s not — funding them.

we’re connected, and we’re in this

school matters.

“There are incredible stories of

together. So, it is in our best interest

“To have locally-elected school

what is good, what is working,” Smith

to address finance reform. Not just

boards is the manifestation of local

says. “In the next year I’d like to have

the adequacy, but also the equity.

care and concern in the communi-

a list of 100 different districts where

“Because when more of our kids

ty,” Smith says. “It’s a challenge to

there is accomplishment and suc-

have more opportunity, we will be

build perspective that the individ-

cess. More than high and equitable

better off. The performance gap is an

ual is now an elected official with a

student achievement, we want to see

opportunity gap. However we struc-

broader responsibility. When they do,

places where there is a connection

turally address it, we’re going to see

they really understand how unique

to the community. Places that have

a yield in terms of activity. People will

and important their role is. It’s a big

integrated social and community

be able to work and able to be profes-

responsibility.”

service. Places where people who are

sionally and civically engaged in bet-

Smith also credits the role IASB

otherwise not included in the main-

ter ways. With the funding piece,

plays. “There’s an additional respon-

stream — homeless, or facing other

there is a responsibility of the pub-

sibility for organizations to create the

challenges — are included mean-

lic-private and philanthropic — that

standard for what a good board member

ingfully. Our schools are where we

triangle — to try to figure out how to

does, and how they engage and govern,

have the opportunity to create places

take more shared responsibility.

and what the standards are for that.”

of care and concern and inclusion.

When private is engaged and thought-

Smith’s work in his first four

These stories come from schools that

ful in anticipating public and philan-

weeks included working within

are finding ways to take leadership

thropy, we can find pathways for all

ISBE, working with the board, and

and going out and doing amazing

the kids in Illinois.”

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

FEATURE ARTICLE

Understanding policies, establishing policy review cycle

By Melinda Selbee and Anna Lovern

Melinda Selbee is IASB General Counsel and PRESS Editor.

Anna Lovern is IASB Policy Director and PRESS Plus Coordinator.

N

ewcomers to school board work

The first part of this article con-

find many challenges, includ-

tains guidance for understanding

policy director and the PRESS Plus

ing acquiring a working knowledge

school board policies. It is written

of development and implementation

by Melinda Selbee, an IASB lawyer

of school board policy. Once armed

and the creator and editor of IASB’s

Consistent with the legislative

with that working knowledge, school

policy update service known by its

intent expressed in the Illinois

boards — no matter what the expe-

acronym PRESS (Policy Reference

School Code, school boards gov-

rience level — can establish a policy

Education Subscription Service).

ern through written policies that

review cycle to ensure school board

The second part discusses how to

are implemented by the adminis-

policies are appropriate, timely, and

establish a policy review cycle. It’s

tration. The job of drafting board

relevant.

written by Anna Lovern, an IASB

policies is frequently given to law-

coordinator.

Understanding policies

yers to ensure legal compliance.

The law is never stagnant, which explains why board policies often need review and updating. At the I l l i noi s A s so ciat ion of S cho ol Boards (IASB), lawyers draft and revise sample policies and use a diverse advisory group to provide feedback. IASB policy consultants prov ide a w ide ra nge of pol icy services from customization to a maintenance service.

The key to understanding a policy is to understand its purpose(s) or function(s). Without understanding the policy’s purpose or function, the policy will not make sense. It will be difficult for the administration to implement and for the board to monitor. Each policy has one or more of the following basic functions or purposes:

24

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

• To ensure legal compliance

having legal compliance as its pur-

board attorney. Implicit in any grant

• To direct or authorize the super-

pose is the “mandated reporter” pol-

of authority is that it will be exercised

intendent or staff members

icy directing staff members to report

under circumstances described in

• To establish board processes,

abused or neglected children to the

the policy. For example, if a poli-

Department of Children and Family

cy authorizes the superintendent

Services.

or designee to close schools in the

and/or • To provide information.

In addition to legal compliance,

event of hazardous weather or an

Legal compliance is a poli-

a policy’s purpose may be to establish

emergency, the board assumes that

cy’s primary purpose whenever

a board process. Policies on board

schools will be closed when those

the policy is required by law. The

meeting procedures, committees,

conditions occur.

number of required policies seems to increase with every legislative session. IASB policy consultants have identified 56 policies that

“The key to understanding a policy is to understand its

were required by law as of Janu-

purpose(s) or function(s). Without understanding the poli-

ary 1, 2015. For example, the Public Funds Investment Act requires

cy’s purpose or function, the policy will not make sense. It

each district to have an investment

will be difficult for the administration to implement and for

policy. Some laws, like the Identity

the board to monitor.”

Protection Act, describe specific components that must be covered in a policy. The recent amendment to the bullying prevention statute details 12 distinct requirements for

and board policy development are

Finally, the purpose or func-

board policy. The law mandating

examples. Board process policies

tion of some policies is to provide

a policy’s adoption is frequently

address how the board governs,

information and guidance to staff

identified in the policy’s text and

the specifics of the board’s job, and

members, students, parents, and

should always be cited in the poli-

accountability measures. W hile

community. These policies some-

cy’s legal references.

board process policies may contain

times paraphrase a statute, such as

Legal compliance is the prima-

legal requirements, they also contain

policies on transportation, food ser-

ry purpose of some policies even

best practices that align with IASB’s

vices, and enrollment. A few policies

though the applicable state or fed-

Foundational Principles of Effective

have communication as their only

eral law doesn’t mandate a policy on

Governance, which can be reviewed

function and do not cite any legal

the topic. These policies typically

at www.iasb.com/principles_popup.

authority, such as policies on par-

direct the superintendent or designee

cfm.

ent organizations and booster clubs,

to implement a state or federal law.

The primary purpose of some

chain of command, succession of

For example, a policy on purchases

policies is to direct or authorize the

authority, and public suggestions

and contracts is not required, but the

superintendent and staff to take

and concerns.

topic is addressed by many state stat-

action or accomplish a specific task.

At the end of most policies are

utes. Another example is the policy

These policies typically concern

two lists that provide helpful informa-

on the Fair Labor Standards Act; this

management or operational issues

tion — legal references and cross-ref-

federal law contains many require-

and do not provide details for exercis-

erences. The list of legal references

ments but doesn’t require the board

ing the authority. An example is the

contains citations to laws and /or

to adopt a policy. An example of a

policy authorizing the superinten-

important court decisions that gov-

very important non-required policy

dent or designee to confer with the

ern or control the policy’s subject

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

matter. The list of cross-references

subscribers from the online version,

law. Other footnotes describe legal

directs the user to other policies, and

www.iasb.com/policy/login.cfm. To

requirements, provide background,

occasionally procedures, on related

find out if your district is a subscrib-

or offer best practices and implemen-

topics. For example, the PRESS pol-

er, contact someone in your business

tation guidance. Attorneys in the

icy on safety offers cross-references

office or anyone in the IASB policy

IASB office of general counsel are

to policies on criminal background

services department. The intent of

also available to answer questions.

investigations, hiring processes, vis-

footnotes is to help your understand-

itors, and others.

ing of a policy. A policy’s first footnote

Establishing Policy Review Cycle

A l l PR E S S pol icie s have

indicates if it is a required policy and/

A lt hou g h t here is no lega l

footnotes accessible to PR E S S

or if it is governed by state or federal

requirement to do so, school board policies should be reviewed by administration and board on a reg-

A system of

EVALUATION starts at the TOP with the

SCHOOL

BOARD!

ular basis to assure that they are in compliance with state and federal statutes and regulations and are relevant to the district. A review is a reassessment of written board policy.

It is a look at the whole picture: legal compliance, achieving board goals, and alignment with district practices.

Questions the board must ask during a review of a policy are: • Is this still relevant?

• Is it still legally compliant?

• Does it reflect district practice?

• Does it give adequate direction to the superintendent?

• Are we getting the results we

How do you score?

expected when we put the policy in place? (If not, do we need to revise policy?)

___

Annual board self-evaluation

___

Clear mission, vision and goals

___

Solid community connection

cussion of a policy topic as a whole,

___

Productive meetings

then assessment of existing policy

___

Strong board-superintendent relationship

to determine compliance and rele-

Policy review first involves a dis-

vance. District practices and proce-

___ 100% Does your score add up?

dures must be reviewed for alignment with policy. If practice and policy do not align, one or the other must

Contact your IASB field services director today!

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

be revised.

Most district policy manuals are

Field Services

divided into sections by topic area, e.g., school district organization, school board, general administration,

26

Nov/Dec 2014 March/April 2015

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

Sample Policy Review Calendar September

Section 4: Operations

Board receives audit report.

October

Section 6: Instruction

Board reviews District Report Card.

January

Section 5: Personnel

In anticipation of negotiations.

February

Section 3: General School Administration

Anticipated renewal of administrators’ contracts.

May

Section 2: School Board

Elections and orientation for new board members.

June

Section 1: School District Organization

Superintendent’s contract and goal setting for next year.

July

Section 7: Students

Approval of student handbook.

November December

March April

August

operational services, personnel,

in legal requirements and local con-

instruction, students, and commu-

ditions.

Conclusion Understanding your board pol-

nity relations, or similar topics. This

Another option for reviewing

icies and keeping them relevant by

structure lends itself to establishing

district policies — often used by

establishing a policy review cycle

an annual calendar for review.

PRESS and PRESS Plus subscribers

are prerequisites to having a prop-

Boards that want to assure that

— is for the board and administra-

erly governed school district. If a

policies are always relevant to the

tion to carefully review each policy

district is sued, the board attorney

district often choose to use a calen-

that is distributed with suggested

will ask for the applicable board

dar that sets months for review of

updates for alignment with dis-

policies and implementing proce-

specific areas of policy. These cal-

trict goals and current procedures

dures. Boards can help themselves

endars align review of policy topics

and practices. Because changes

tremendously by closely examining

with mandated activities that dis-

often occur, there is opportunity

policies, keeping policies current,

tricts must perform yearly. The table

to reassess board policies on a reg-

and seeking assistance if there are

at left is an example of this type of

ular basis. In addition, if a partic-

questions or concerns. Board mem-

calendar, based on the IASB Policy

ular policy has not been updated

bers are invited to contact an IASB

Reference Manual.

by PRESS and PRESS Plus within

policy consultant or an attorney in

Once this process is put in place,

the past five years, it undergoes

the IASB office of general counsel.

each policy will be reviewed once

a thorough review by IASB attor-

Of course, the board’s attorney

each year. Beyond that, individu-

neys. Subscribing districts are then

should be consulted for legal advice

al policies must be updated on an

encouraged to review their own pol-

or a legal opinion.

as-needed basis as changes occur

icies for relevance and alignment.

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

Milestones

continued from page 32

In memoriam James “Jim” Anderson Jr., 87,

Carol Farnum, 77, a former

George T. Perros, 66, died April

died April 25, 2015. He had served

member of the IASB Board of Direc-

16, 2015. He formerly served on the

on the Seneca THSD 160 Board of

tors, died April 11, 2015. Farnum

school board of Summit Hill School.

Education.

served 10 years on the East Auro-

Albert Paul Peter, 72, died May

James R. Beckett, 88, died May

ra District 131 board of education

21, 2015. He formerly served on the

16, 2015. He was a former member of

before moving to Florida with her

school board for Community Unit

the Blue Mound school board.

family in the fall of 2009. She held

School District 4, Mendon.

William E. “Bill” Bollaert, 90,

the position of board president

James F. Pierce, 88, died May 17,

died April 29, 2015. He previously

from 2005 to 2007. Farnum served

2015. He had served on the Meriden

served on the United THSD 30 Board

as director of the IASB Kishwaukee

school board.

of Education, East Moline.

Division from 2003-2009.

Bill W. Buchanan, 89, died May

Donald O. Gilmore, 90, died

May 6, 2015. He previously served

22, 2015. Buchanan was a past presi-

March 31, 2015. He was a past mem-

his community as a member of the

dent of the Jacksonville SD 117 Board

ber of the Gridley school board.

Dakota CUSD 201 school board.

C.L. “Sonny” Harshman, 88, died

Charlotte (Vogt) Storer, 85, died

Bryan E. Chapman, 73, died May

May 27, 2015. He previously served on

April 11, 2015. A former member of

9, 2015. He previously served on the

the former Pleasant Hill High School

the Maine Township High School

West Pike school board.

district’s board for 20 years.

District 207 Board of Education,

of Education.

28

Ralph “Jake” Schiesher, 80, died

Elizabeth R. “Betty” Coats, 88,

Harold W. “Bill” Heller, 82, died

died April 25, 2015. She was a former

May 22, 2015. He had served on the

member of the school board of Illini

school board of the former Union

Bluffs CUSD 327, Glasford.

Community School District 115.

Storer served as board president for several years.

Veto Straznickas, 89, died May 26, 2015. He was a past president and

Angeline L. Cook, 95, died May

Alvin G. “Bud” Hulting, 97, died

a member of the board of education

23, 2015. She had served on the Ros-

May 24, 2015. He previously served

of Wallace Grade School, serving for

eville Unit 200 school board.

on the Annawan school board.

24 years.

Sue Cornish, 66, died April 20,

James Henry Jackson, 74, died

Robert Verdun, 68, died Dec. 2,

2015. She had previously served as

April 17, 2015. He was a member of

2014. He was a member of the school

a member of the Dunlap CUSD 323

the Kewanee CUSD #229 School

board for Odell Community School

Board of Education for 12 years.

Board from 2007-2010.

Districts 435 and 160, serving as

Rupert Nelson Evans, 94, died

Martin David “Doc” Kvitle, 84,

April 24, 2015. He served two terms

died May 22, 2015. He had served

on the Champaign Unit 4 school

as a school board member for West

board. Evans taught for 32 years at

Lincoln School in Lincoln.

the University of Illinois, where he

Edwin Gaylord Moore, 84, died

served as head of two departments

April 9, 2015. He previously served

and as dean of the College of Edu-

on the Peotone CUSD 207U Board

cation. He was the major adviser for

of Education.

chairman of the Finance Committee and Chief Negotiator.

Genevieve “Bea” Whyte, 82, died May 23, 2015. She had served on the Park Ridge-Niles CCSD 64 Board of Education.

Fredrick George Wilhelmi, 92, died May 5, 2015. He was formerly a

more than 50 doctoral students and

John P. Pellegrini, 78, died April

member and secretary of the Lar-

was principal investigator on numer-

12, 2015. He was a former member

away CCSD70C Board of Education,

ous research studies.

of the Joliet Township High School

serving on the school board for

District 204 Board of Education.

17 years.

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

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A Directory of your IASB Service Associates DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services.

Itasca - 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com

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 — Building and fixed asset appraisals for insurance and accounting purposes. Oakwood Terrace - 630/575-0280

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; email: smchassee@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/3524500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/9689631; website: www.bradleyandbradley.net CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities.

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

30

DLR GROUP — Educational facility design and master planning. Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools.

Park Ridge - 847/292-1039

TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation and interior design. Burr Ridge - 630/455-4500 WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien - 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899.

Fairview Heights - 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

Building Construction

FGM ARCHITECTS, INC. — Architects. Chicago 312/942-8461; Oak Brook - 630/574-8300; O’Fallon - 618/624-3364; St. Louis, MO - 314/439-1601 website: www.fgmarchitects.com

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

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

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

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

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870

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

MANGIERI COMPANIES, INC. — An agent construction management service with general contractor capabilities. Peoria - 309/688-6845

KENYON AND ASSOCIATES ARCHITECTS, INC. — Complete architectural services for education.

Peoria - 309/674-7121

PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington - 847/381-2760

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

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

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design & Technology.

Rockford - 815/484-0739, St. Charles - 630/4442112; website: www.larsondarby.com; email: snelson@larsondarby.com LEGAT ARCHITECTS, INC. — Architectural and Educational planners who specialize in creating effective student learning environments. Chicago 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants.

Springfield - 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating and building enclosure/ roofing consulting. Chicago - 312/464-1444

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

Computer Software CHALKABLE — Education Data Management.

Mobile, AL - 800/844-0884; website: www.chalkable. com; email: jporter@chalkable.com

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

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01 (866/2524201); website: www.alphaACS.com; email: info@ alphaacs.com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; email: rbennett@thects group.com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo - 314/548-4136; Arlington Heights - 847/391-3133; email: janet.rivera@ honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259

KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections.

Monticello - 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial.com; email: 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 - 800/2305151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/364-8955 WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont - 630/560-2120

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

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

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

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

setting district goals and direction

strategic planning values and beliefs/mission/vision/goals

clarifying the district’s purpose

OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oakbrook - 312/498-7792; email: sharon@ opterraenergy.com

Setting District

Goals and

Direction

RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstens@ radondetection.net

Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights - 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com

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

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies.

Lisle - 630/271-3330; website: www.ehlers-inc. com; email: slarson@ehlers-inc.com

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

FIRST MIDSTATE, INC. — Bond issue consultants.

Bloomington - 309/829-3311; email: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@ gorenzcpa.com

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

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

JULY-AUGUST 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Field Services

Jan/Feb 2015, July/Aug 2015

31

Milestones Achievements Mark “Skip” Cosgrove, a for-

projects of the Shawnee Detach-

He recovered and went home to

mer school board

ment of the Marine Corps League,

Herrin to spend the rest of his life

member for Giant

including last year’s exhibition of

giving back to the community.

Cit y CC SD 130

the Traveling Vietnam Wall in Car-

Besides school board work, he also

in Carbondale,

bondale. He coordinates Southern

helped to initiate efforts to build

recently received

Illinois University’s annual vet-

the Herrin Civic Center.

the “Leaders

erans appreciation tailgate and

Among Us” award,

volunteers for the Toys for Tots

dent of schools for

which is presented to outstand-

prog ram. He spent 30 years at

Northbrook/Glen-

ing leaders by The Southern Illi-

Touch of Nature and 22 years as

v iew SD 30, w i l l

noisan and Southern Business

assistant coach for the SIU soft-

retire on June 30.

Journal. Nominations are invited

ball team.

Tivador has over

from across Southern Illinois for

Dayton Franklin also received

30 years of leader-

the awards, which are presented

the annual “Lead-

ship and manage-

annually. Cosgrove was a co-found-

ers A mong Us”

ment experience in public schools,

er of Alto Vineyards. He oversees

award recently

where he restructured schools and

from The South-

expanded educational programs

ern Illinoisan and

and services in the face of dwin-

Southern Business

dling resources. He had previously

Jo ur n a l. F ra n k-

served as district superintendent at

lin served on the Herrin school

River Trails School District 26 and

board for 30 years, including 18

as deputy superintendent in Lake

years as school board president.

Forest School Districts 67 and 115.

He led efforts to purchase property

Over the years he served on numer-

for the district and to build a new

ous boards and civic organizations.

school. Franklin had a life-chang-

Currently, he serves on the Citi-

ing moment years earlier when he

zens’ Police Advisory Committee

was a soldier at Omaha Beach in

in Evanston, and is director for the

Normandy in 1944. His experience

Northern Suburban Special Edu-

included 14 gunshot wounds and

cation District. Tivador has long

ended with Franklin looking up

emphasized the value of kindness

from a hospital bed as a chaplain

and volunteerism. He routinely

performed last rites over his body.

reminds everyone to “never stop

Franklin survived his ordeal and

trying, be kind, and remember to

later told a reporter, “It made me

take care of yourself!”

start thinking that life is so short.”

32

Edward Tivador, superinten-

continued on page 28

THE ILLINOIS SCHOOL BOARD JOURNAL / JULY-AUGUST 2015

ASK THE STAFF

Newsbulletin now a news blog

By Gary Adkins

Q

uestion: I recently read that

t o ke ep p a c e. We b el ieve t h i s

while appealing to and reaching a

the IASB newsletter has been

change will give members easier

larger audience.

replaced. Is that true and, if so,

and better access to information

The News Blog is part of IASB’s

why was this change made?

that they need and want to read —

social media strategy, which also

in a timelier way.

includes Facebook, Twitter, and

Answer: The change took effect with the May issue, No. 754, of The

Th is is not t he f i r st major

YouTube sites. Many of the topics

Illinois School Board Newsbul-

c h a n g e f o r t h e n ew s l e t t e r i n

and features contained in the for-

letin. The decision was made to

response to digital format options

mer newsletter will continue in

no longer publish the newsletter,

and opportunities. Until July 2011,

the new format and, as with the

which had been in print or online

the Newsbulletin was a print pub-

Newsbulletin, all articles posted

continuously since November 1943.

lication, mailed to all members. At

in The Illinois School Board News

Newsletter content is now provided

that time, we changed it to an e-mail

Blog will be archived and search-

as an online blog, which has been

newsletter, with the same format as

able as well.

appearing on the I ASB website

a print publication. Text and PDF

Although the e-newsletter has

since mid-May.

versions of the newsletter continued

been popular, it did not reach as

The purpose of this change is to

to be posted online, with the text

many of our members as the original

allow IASB to reach more members

version allowing readers to pick and

print publication. We know that our

and to permit timelier reporting of

choose individual articles without

members are ready to adapt to new

education events and issues.

the need to wait for the entire doc-

mediums and delivery methods, and

ument to download.

we hope you will like it better and

The new digital blog will continue the tradition of providing

With the News Blog, we will

information that members want to

strive to maintain the same edito-

know. IASB will continue address-

rial integrity as the Newsbulletin

Gary Adkins, IASB communications director who has edited the IASB newsletter for the past 25 years, answers the question for this issue.

come to rely on it more.

Visit the new IASB News Blog at blog.iasb.com.

ing the needs and interests of board members and other school leaders in brief and attractive packages.

The blog offers the advantage of more frequent, instantaneous publication of news.

Some members may miss the monthly newsletter, but instant news delivery is the expected norm today. As the technology used to convey news changes, IASB needs

ADVANCING PUBLIC EDUCATION IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

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

More timely, more often.

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Announcing a NEW DIGITAL BLOG FORMAT for the Illinois School Board Newsbulletin!

Since 1943 the Illinois Association of School Boards has reported on information that members want to know, addressing the needs and interests of board members and other school leaders in brief, attractive packages. The new digital blog continues this tradition in a timelier, more instantaneous way for today’s busy school leaders. Offering content tailored to school board members and administrators, it carries on the Newsbulletin tradition of presenting reliable information to help readers solve problems and keep up with relevant news, including information about IASB’s services, programs and governance matters. We hope you will make a habit of following the news blog as new postings appear on our website almost daily at www.iasb.com.

Reaching Illinois school board members for more than 72 years.