The Illinois School Board Journal, May/June 2016

M A Y / J U N E

2 0 1 6

V ol. 8 4, N o . 3

C

reative Minds Arts Education in Illinois

PLUS: ADMINISTRATOR SALARY SURVEY • EXPLAINING ESSA

T

he arts are not only every-

confined and absolute system. Our

readers can learn about it starting

where; they are everywhere,

school systems should be addressing

on page 21.

all the time.

Our oldest daughter recently

this need rather than increasing the shortage.”

Also in this issue, we revisit the topic of administrator salaries,

wrote a persuasive research essay on

On page 11, Jonathan Vander-

with Lora Wolff and Dean Halverson

not forsaking the liberal and fine arts

Brug, policy and research director

from Western Illinois University.

for science, technology, engineering,

for Arts Alliance Illinois, outlines

Their work points to some interest-

and math. In it she said:

new recommendations of the Illi-

ing trends in principal and super-

“There are important things

nois A r t s L ea r n i ng St a nd a rd s

intendent salaries, and begins on

beyond career readiness and prac-

Initiative, presented in February

page 15.

ticality, and being human means

to the Illinois State Board of Edu-

IASB Executive Director Roger

taking them into account. … arts

cation. In his piece, VanderBrug

Eddy tied all this month’s Journal

education provides essential view-

says, “Students today live in a

themes together in a recent letter to

points and contexts for the world

world marked by rapid advances in

the membership about the proposed

that would be lost in a STEM-only

technology, the potential to collab-

art standards:

education.”

orate on an unprecedented scale,

“The Arts Learning Standards

At about the same time, repre-

and an abundance of information.

Initiative was mindful of the diversi-

sentatives from Illinois Art Educa-

The arts equip students intellec-

ty of Illinois school districts,” Eddy

tion Association and Arts Alliance

tually, emotionally, and socially

wrote, “and rightfully emphasized

Illinois reached out to IASB about the

to thrive in this ever- changing

the flexibility that will be neces-

importance of fine arts in education,

environment.”

sary as our schools are asked to

including the proposed Illinois Arts Learning Standards.

This issue of the Journal also

implement new standards for arts

features contributions from the

education. The suggested standards

This issue of The Illinois School

national scene, but emphasizing the

represent an “attainable vision of

Board Journal opens with the arts.

local identity, of public education. On

what is desirable for school districts

Chris Sykora, an art teacher and the

page 18, “Explaining ESSA: Federal

currently unable to provide the full

advocacy task force chair for the

update spotlights local governance”

range of arts instruction.”

Illinois Art Education Association,

outlines what we know, what is yet to

If, after reading this issue of the

shares his thoughts on the conflu-

be decided, and what to expect from

Journal, you still have doubts about

ence of art and intellect in “Arts

this reauthorization of the federal

the importance of arts in education,

education: The evolution of human

public education law.

read the next issue, which will

intellect and the creative mind,”

Local ideals play a significant

include the Illinois Music Educators

starting on page 6. He makes the case

role as well in “A new definition

Association. In the meantime, step

that today’s professional world needs

of college, career readiness” by David

into your schools, and see firsthand

“creative thinkers with strong visual

R. Schuler. Redefining Ready is a “…

how art influences education, every-

literacy skills. They need minds to

research-based approach to defining

where, all the time.

expand the already limited horizons,

what it means to be college ready,

to see beyond the boundaries of a

career ready, and life ready” and

— Theresa Kelly Gegen, Editor tgegen@iasb.com

TABLE OF CONTENTS

COVER STORIES 6 Arts education: The evolution of human intellect and the creative mind “Art is at the core of who we are as human beings and nurtures our development in profound ways,” and fine arts are an integral and necessary component of education for Illinois students.

By Chris Sykora

11 14, 34, and 1,400: Updating Illinois arts standards starts with time The Illinois Arts Learning Standards Initiative has developed a new series of standards, emphasizing the importance of arts education in Illinois schools.

By Jonathan VanderBrug

FEATURE ARTICLES 15 Administrator salary survey: Good-bye gender gap?

A semi-annual review of Illinois principal and superintendent salaries shows the gender gap may be closing.

By Lora Wolff and Dean Halverson

18 Explaining ESSA: Federal update spotlights local governance The Every Student Succeeds Act chases away NCLB and promises less federal oversight and greater state and local governance.

By Theresa Kelly Gegen

21 A new definition of college, career readiness Viewing students as more than a score, Redefining Ready promotes student achievement towards readiness for college, career, and life.

By David R. Schuler

M A Y / J U N E

2 0 1 6

Vol. 84, No. 3

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 Shantel Rotherham, Advertising Manager

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

Kara Kienzler, Design and Production Copyright © 2016 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 All cover art provided by Chris Sykora. Clockwise from left, Solicitude by Sykora, photography by Amanda Barr, painting by Amit Aharoni, photography by Barr, and Cable Crossing by Sykora.

www.iasb.com @ILschoolboards

PRACTICAL PR

Benefits of breakfast program extend beyond students

By Jennifer Bova

Jennifer Bova is a public information specialist with Woodland Community Consolidated School District 50, located in Gurnee.

P

artnerships can be defined as

percent of students qualifying for

operations manager Gayle Olson.

relationships that mutually

free and reduced meals.

“We are able to get fresh items to our

benefit all parties involved. However,

To date, nearly 90,000 break-

one particular partnership took this

fasts have been served to Woodland

concept a bit further to support a

students. Primary, elementary, and

It’s evident that this partnership

community in need.

milk and juice.”

intermediate students were served

is indeed mutually beneficial and

Last fall, Woodland District 50

breakfast in the cafeterias, while the

its impact touches much more than

implemented a district-wide breakfast

middle school served breakfast via

children.

program for all students. During the

kiosks so students could “grab and

“We are fortunate to have strong

first week, over 2,500 breakfasts were

go” and head to class. Within the

partnerships with local businesses

served. The program’s purpose was to

first few weeks of introducing the

and organizations throughout our

ensure that all students who do not

breakfast program, two realizations

community,” said Swoboda. “The

eat breakfast at home have access to

occurred. One, the breakfast program

fact that COOL Ministries supports

it at school. Research shows that the

was indeed a benefit to students in the

Woodland’s initiative is a benefit that

school breakfast program supports

morning. The second was that not all

goes beyond the doors of our schools.”

student learning. The program helps

the food was being eaten. Woodland

Last fall, several staff members

students improve their grades, do bet-

needed to determine what to do with

from the district made a special trip

ter on standardized tests, and pay

unopened juice, milk, and food.

to meet Olson and her staff at COOL

better attention in school.

“It is our responsibility to edu-

2

guests more often. They love getting

And so another plan was put into place.

Ministries.

“We felt it was important that we

cate students and provide them with

After researching options under

make that personal connection,” said

the necessary resources so that they

the Federal USDA program and guide-

Associate Superintendent Robert

will be able to thrive and succeed in

lines for food donations, Woodland

Leonard. “We have staff at Wood-

their learning environment,” said

decided to donate the leftover food

land who helped make a difference.

Woodland Superintendent Joy A.

to COOL Ministries. Based out of

Swoboda.

Waukegan, COOL Ministries helps

Located in the far northeast

support families throughout Lake

suburbs of Illinois, District 50 is an

County. The partnership is unique:

elementary district made up of grade

COOL Ministries does not share a

level centers supporting just under

partnership like this with any other

6,000 students. Over the last several

school district in Lake County.

years, the district has seen a change

“This partnership has made

in its demographics, with nearly 40

a huge difference,” said pantry

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

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

Taking time to visit COOL Ministries

On a daily basis, 10 to 13 percent

and see how Woodland’s breakfast

of Woodland students have breakfast

program has impacted those in need

at school.

was powerful.”

“Our board of education shared

Because hot lunches are served

our collective vision to support the

at Woodland schools, the district can

family as a whole,” said Swoboda.

only donate items from its breakfast

“Even though this district is not

program. Breakfast items are all tight-

legally required to offer breakfast to

ly sealed and can be refrigerated.

children, we saw a need and an oppor-

Woodland intends to continue the partnership.

“No other school district has

tunity. As a district, we saw a need and

President Phil Pritzker

Treasurer Thomas Neeley

Vice President Joanne Osmond

Immediate Past President Karen Fisher

an opportunity to research, develop, and execute a plan into action.”

made us this offer,” said Olson. “I

The results have been powerful.

was excited for the opportunity to

Compared to last school year, the

work with Woodland.”

amount of students seen by school

After nearly one school year

nurses for hunger dropped by 82

of the program’s implementation,

percent at the middle school and 93

Woodland recently hosted the Illinois

percent at the intermediate school.

Hunger Coalition, Arbor Foods, U.S.

“We are extremely proud of this

Department of Agriculture, and the

program not only because of what

Village of Gurnee in mid-February to

it has done for our students, but

showcase the success of the program

because of the fact that our district

and visually convey how hundreds of

team came together to support this

students can begin their day having

initiative,” said Swoboda.

breakfast and start each school day

The vision of developing the

off strong. No Kid Hungry/Share Our

program came from the inherent

Strength provided the financial, tech-

desire to help children. Paraphras-

nical, and moral support that helped

ing the famous line from the film,

establish the program in the fall of

Field of Dreams, Swoboda said, “It’s

2015 with the support of these grants

a simple concept. If you serve them,

and additional resources.

they will come.”

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake June Maguire

Blackhawk David Rockwell

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Mark Christ

Cook South Denis Ryan

Starved Rock Simon Kampwerth Jr.

Cook West Carla Joiner-Herrod

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Thomas Ruggio

Wabash Valley Dennis Inboden

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jaime Guzman Service Associates Glen Eriksson

Kishwaukee Mary Stith

Look at it this way; Books don’t crash, they don’t get viruses, and they don’t need screensavers.

M A Y - J U N E 2 0 1 6 / 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

Board of directors members are current at press time.

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

3

INSIGHTS

Voicing concerns “Ph i ladelph ia Mayor Ji m

next five years, more than half of

many places will see increased

Kenney has a sweet idea to boost

which would be allotted to universal

early-childhood investment.”

early-childhood education in his

pre-kindergarten in the city. ‘There

cash-strapped city. In his first bud-

is simply nowhere else to find this

get address, the freshman mayor

revenue. We all know we can’t raise

— “Like taxes on sugary drinks, states find creative ways to fund preschool,”

by Christina A. Samuels, PBS Newshour/ Education Week, March 17, 2016

proposed a 3 cents-per-ounce tax

property taxes again,’ said Kenney

on sugary drinks that he says would

… if local and state lawmakers fol-

“As the chorus cheering the

generate $400 million over the

low the trend of previous years,

importance of computing has grown louder, so has the call to create more ways for historically marginalized groups to gain a foothold in tech companies. … But in the rush to feed the pipeline ... Educators and technology

www.iasb.com 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 Maryam Brotine, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Jim Helton, Consultant Thomas Leahy, Consultant Dave Love, Consultant Alan Molby, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance (TAG) Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Services 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 Shanell Bowden, Consultant Angie Powell, Consultant Brian Zumpf, Consultant

professionals are voicing concerns about the singular focus on coding—for all students, whether learning coding is enough to build computational thinking and knowledge, and for students of color in particular, whether the emphasis on knowing Java and JavaScript only puts them on the bottom rung of the tech workforce.”

— “Will the Push for Coding Lead to ‘Technical Ghettos’?”

by Melinda D. Anderson, The Atlantic, February 29, 2016

“Many parents choose charters not because they want to, but because without fully funded, high-functioning local public schools, they feel they have to. If your community schools are riddled with problems, of course you’re likely to take a chance on a charter. But that’s a false choice. If we funded education the way we should, across the board, for every student, we wouldn’t need charters. It’s easier to talk about privatizing schools than it is to discuss poverty, racism and other socioeconomic factors that led to the problems in our most struggling schools.”

— “Education: Campbell Brown: The New Leader of the Propaganda Arm of School Privatization,” Kali Holloway, AlterNet, March 28, 2016, www.alternet.org/education/.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

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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

F EOAVTEURR ES TAORRTYI C L E C

Arts education

The evolution of human intellect and the creative mind

By Chris Sykora

Chris Sykora is the advocacy task force chair for the Illinois Art Education Association and a teacher of art at Deerfield High School.

A

pproximately 100,000 years

for arts experiences every day. Edu-

However, the vast research and data

ago, in a tiny South African

cational systems that embrace this

for the arts have been unsuccessful

cave, the human imagination was

fact present a pattern of achievement

in producing adequate state gov-

actualized through the art-making

that is connected to arts program-

ernment support for the fine arts

process. This was early humankind’s

ming. Economic realities illustrate

as a vital component of today’s

attempt at externalizing the mind

a global economy dependent on

educational system. Rather, arts

and symbolically representing iden-

creative industries, hungry for an

programs are being cut in Illinois

tity and surroundings. This action

innovative and cultured workforce.

schools where funding arguments

has been essential to developing the

Leading scientists, such as Jim Sul-

take priority over the development

modern human intellect: actions of

livan, vice president of discovery

of our children. According to the

seeing and feeling, of connecting

research at pharmaceutical manu-

State of the States: Arts Education

the hand with the heart, and per-

facturer Abbvie, pressure schools to

State Policy Summary, Illinois has

forming cognitive transformation.

realize what they have known for a

recognized the arts as a core sub-

Neuroscience explains how our

long time, “Investigation of the many

ject, but is one of the 24 states yet

engagements with art build crucial

great scientific minds over the last

to adopt graduation and mandatory

neural networks, making metaphys-

100 years reveals the important influ-

minute requirements. Policy makers

ical connections that transform our

ence of the arts in their development

must understand that the finer arts

potential intelligence into actual

and success.”

are not just a “nicety,” but rather

intelligence.

Suppor t for ar ts education

an economic priority, a civil rights

W hy, then, shouldn’t art be

should not come as a revelation.

issue, and matter of equitable and

required in all schools of learning?

We absorb, feel, interpret, express,

superior educational development.

Neural scientist Semir Zeki

communicate, and cultivate the fine

This is not to suggest art is supe-

would respond, “The answer to that

arts every moment of every day in

rior to all other subjects. Students

question … immediately reveals a

our lives through music, theater,

possess multiple intelligences and

parallel between the functions of

dance, film, sculpture, paintings,

should have access to developing

art and the functions of the brain,

and more. Art is at the core of who

their vast, unique strengths. I encour-

and indeed ineluctably drives us to

we are as human beings and nurtures

age interdisciplinary approaches to

another conclusion – that the overall

our development in profound ways.

learning, such as STEAM education,

function of art is an extension of the

Data referenced throughout this

which adds the “A” for art to STEM

function of the brain.”

6

article highlight how students in the

(science, technology, engineering,

Modern studies on how learning

arts achieve more in school, grad-

and math). It provides the frame-

impacts brain development suggest

uate from college at a higher rate,

work for connecting the growing

that all students should have time

and find employment more often.

network of educational disciplines,

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

Art education in Illinois is represented here in Solicitude by Chris Sykora, photography by Amanda Barr, painting

by Amit Aharoni and photography by Barr. Art courtesy of Chris Sykora.

businesses, and communities to cre-

Arts in evidence

The report included a number of

ate adaptable, globally-responsible,

Educators have already seen

innovative, and project-based learn-

that the arts make students more

ing. I am witnessing the successes

creative learners. Neuroscience

“Children who received

of such programing firsthand as our

adds a level of confirmation. The

intensive arts training showed

school, Deerfield High School, inte-

Department of Interdisciplinary

significantly higher performance

grates this philosophy. The arts are

Studies in Education, Neuro-Edu-

on achievement tasks … we rec-

not superior, but integral in the pro-

cation Initiative at Johns Hopkins

ommend one hour of arts educa-

cess. Research by author and educa-

University has advice on the matter.

tion per day.”

tor Anne Jolly shows that “engaging

After studying curricular experienc-

“It is clear that art education

students’ strengths in art activities

es’ impact on brain development,

and experience is an essential

increases the success of STEM sub-

researchers concluded the human

aspect to the full functioning of

jects, bridging the gap between con-

brain does not fully develop without

the human brain.”

tent intersections.”

frequent engagement in the arts.

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

recommendations, including the following:

7

This and other research suppos-

achievement, social and emotional

higher in at-risk schools. They also

es that the human brain’s develop-

development, civic engagement, and

found that children who were able

ment is rooted in the ability to see,

equitable opportunity,” said Fran

to draw inferences about fine art

hear, and interact with the world.

Smith, in a 2009 edutopia.org piece

were able to transfer their reason-

It suggests that creating with our

that collected arts in education

ing to images in science. Addition-

hands, molding pots out of clay, draw-

research.

ally, D.A. Sousa wrote, “Although

ing animals on cave walls, and engag-

Our extraordinary capacity to

the arts are often thought of as

ing in artistic practices is integral for

understand and create is unique

separate subjects, like chemistry

human brain evolution. Humankind’s

to the human mind. This is why

or algebra, they really are a collec-

distinct neural networks were formed

when we enhance creative prac-

tion of skills and thought processes

as a result of these ancestral artistic

tices in our educational systems,

that transcend all areas of human

practices.

student achievement levels rise.

engagement,”

“Years of research show that

For instance, research by Dorothy

Among my many professional

[art] is closely linked to almost

MacGillivray and Patricia Palm-

roles is co-creator of the Illinois

ever ything that we as a nation

er found that art education time

High School Art Exhibition, which

say we want for our children and

equates to as much as a 20 percent

showca se s a r t-

demand from our schools: academic

increase in test scores, and even

work from over 700 students from across I l l i noi s. I n

SPRING CLEANING!

just its sec ond year, the program connected students to over $20 million in

(Your policy manual, that is.)

tuition scholarships and $100,000 in early college programs from over

Is your policy manual old and dusty?

40 colleges and universities. The real life connection is that the visu-

It’s time to consider a

Policy Manual Customization No matter what condition the manual is in, an IASB policy consultant will work with your district to develop a new and up-to-date local school board policy manual that is clear and concise, legally-referenced, cross-referenced, and identified with adoption dates.

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Anna Lovern Brian Zumpf Phone: 217/528-9688, ext. 1125 Phone: 630/629-3776, ext. 1214 Email: alovern@iasb.com Email: bzumpf@iasb.com

al arts are a legitimate path to college, and one that is under-utilized.

The IHSAE’s goal is to empower the voices of high school art students by advocating and exposing their ingenuity and technical mastery in the arts. By connecting the diversity of urban and suburban student artists, we aim to unify through a common goal and experience: to provide a public platform for the range and beauty of student artwork; to promote an artistic community of peers and professionals; to celebrate

Policy Services

the importance of art in education; and to reinforce the power of art in our students’ lives.

8

May/June 2016

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

According to Americans for the

of the first and most major cuts to the

Education leaders

Arts, the economic reality is that 4.7

fine arts. In 1983, the federal report

must create a vision for

million jobs are directly supported

“A Nation at Risk” again tied educa-

learning that will pro-

by the arts and culture sector for the

tion directly to the United States’

vide the right autonomy,

economy, with a total compensation

ability to compete in world markets

tools, and supports for

of $334.9 billion alone, which con-

and to regain its “once unchallenged

all students to thrive. Educational

tributed $698.7 billion to the U.S.

prominence in commerce, industry,

communities should promote learn-

GDP in 2012. Not only are our models

science, and technological innova-

ing that is sensitive to all, but also

for industry outdated and lacking

tion.” Again, this was at the expense

empowers stakeholders to embrace

in creative problem solvers, but our

of the arts.

openness, creative problem solving,

economy is well supported by arts-

During the past 30 years, the

and transformation. The learning

based careers. Put simply, arts edu-

time allotted to the arts in schools

process should be rigorous, but

cation is integral to our economic

has decreased by an average of 30

also value student socio-emotion-

strength.

percent. However, the Conference

al health and balance. I envision a

Board, an international non-profit

school environment that encourages

Looking backward,

business research organization,

exploration, failure, process, and

moving forward

recently relea sed a study that

invention. The arts are not exclusive

How did we arrive at this point,

states, “U.S. employers rate cre-

to these philosophies, but are an

with marginalized, amputated fine

ativity and innovation among the

essential element.

arts programs across our nation’s

top five skills that will increase in

Some constructive dialogue is

schools? How do we adequately prepare students for a reality that involves an exponentially changing world and cultivate a love for transformative behaviors and curricula?

“U.S. employers rate creativity and innovation among the

What went wrong?

top five skills that will increase in importance over the next

Quite simply, we ignored the development of creativity, imagina-

five years, and rank it as the top challenge facing CEOs.” — The Conference Board

tion, and process.

“A serious decline of the fine arts started in 1957 with the Soviet Union’s launching of its first satellite, Sputnik. The United States’ response

importance over the next five years,

starting among government leaders

was a massive $1 billion federal mobi-

and rank it as the top challenge

and business media in recognizing

lization of education to meet pressing

facing CEOs.”

these truths. In some cases, action

demands of national security and

The real world connection is

is taking place. For example, Mas-

to maintain its competitive edge in

that business recruiters want cre-

sachusetts, citing the need to boost

math and science,” wrote Charles

ative thinkers with strong visual

the commonwealth’s financial health

Fowler in Stron g Ar t s, Stron g

literacy skills. They need minds to

via the creative economy, has passed

Schools: The Promising Potential

expand the already limited horizons,

legislation requiring public schools

and Shortsighted Disregard of the

to see beyond the boundaries of a

to be ranked on how well the curric-

Arts in American Schooling.

confined and absolute system. Our

ula is designed to foster creativity in

This “reform” focused on pro-

school systems should be addressing

students. Massachusetts Governor

moting math and science in the

this need rather than increasing the

Deval Patrick called for formation

classroom above all else, with some

shortage.

of a “creativity index” for ranking

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

9

public schools statewide.

rewarding than improving educa-

Elementary and Secondary Edu-

I previously mentioned

tion, the single most important role

cation Act (ESEA). ESSA includes 13

our school’s efforts to

of any successful society? What can

arts-friendly provisions, including

integrate STEA M pro-

be more exciting? It is without ques-

retaining the arts as a core academic

gramming, which is being

tion that the pathway to increased

subject, which is a key legislative

adopted by more schools

educational achievement involves

priority.

across the nation each day.

I am currently involved in bringing together prominent Illinois edu-

establishing the fine arts as a fun-

To truly embody these educa-

damental, respected, and required

tional ideologies, schools must use

subject matter.

the arts as they are, a system for

cation and policy leaders in an effort

There has been some rustle of

transmitting knowledge, passion,

to determine how we can leverage

change from the federal government.

critical thinking, communication,

our unique strengths and positions

Late last year, the Every Student

collaboration, creativity, and inno-

to accomplish more access to arts

Succeeds Act (ESSA) replaced No

vation. Art is the vehicle for tapping

programming. What can be more

Child Left Behind in the federal

into the origins of the human intellect and creative mind. The importance of visual literacy — knowing how to see, perceive, and actively

A system of EVALUATION

starts at the TOP with the

SCHOOL

BOARD!

constr uct perception — in our visual culture makes it even more imperative that education not only includes, but embraces the learning of creating meaning from multi-faceted visual information and experiences between two-dimensional and three-dimensional surfaces.

Evidence supports that we honor our ancestral modalities of evolution as illustrated by humankind’s

How do you score? ___

Annual board self-evaluation

___

Clear mission, vision, and goals

___

Solid community connection

___

Productive meetings

___

Strong board/superintendent relationship

first known attempts at making art 100,000 years ago. Art has been a crucial mechanism for learning since the dawn of human civilization. What is the cost for our future when we do not honor that history appropriately?

“Once upon a time our forebears spoke of “the Arts and Sci-

___ 100% Does your score add up?

ences” in a single breath.”

— Harry Hillman Chartrand

Contact your IASB field services director today!

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

10

Field Services

March/April 2016

Resources: Learn more about the Illinois High School Art Exhibition at IHSAE.org and the Illinois Arts Educators Association at ilaea.org. Links and resources for this piece are available at iasb.com/journal/ j050616_arted.cfm.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

F E A TCU ORVEE RA RS TT IOC RL YE

14, 34, and 1,400 Updating Illinois arts standards starts with time

By Jonathan VanderBrug

W

hat is the significance of 14,

The public comment period occurred

in technology, the potential to col-

34, and 1,400?

in mid-April. The board will likely

laborate on an unprecedented scale,

vote on the recommended standards

and an abundance of information.

sometime this spring.

The arts equip students intellectually,

Are they the code to unlock a

safe? No. Are they the formula for a new physics problem? No. Perhaps they are winning lottery numbers. Unfortunately, no.

The three numbers symbolize

emotionally, and socially to thrive Value of arts education

in this ever-changing environment.

Why is this initiative significant?

Arts education prepares stu-

The answer lies first in the signifi-

dents for success in college and

cance of arts education.

career. It increases test scores across

the extensive process used by the

The arts are essential to a com-

subject areas and results in higher

Illinois Arts Learning Standards Ini-

plete and competitive education for all

levels of literacy. Over 70 percent

tiative to develop recommendations

Illinois students. Students today live

of companies rate creativity as a

for updated arts learning standards.

in a world marked by rapid advances

primary concern when hiring, yet

Jonathan VanderBrug is policy and research director for Arts Alliance Illinois.

During a 14-month process that began in January 2015, the Initiative’s steering and advisory committees – led by educators – met more than 34 times and volunteered over 1,400 hours.

Arts Alliance Illinois coordinated the process in partnership with the Illinois State Board of Education (ISBE). The Initiative’s steering committee consisted of leading arts and education organizations and the advisory committee, which spearheaded the development of the updated standards, was comprised of a diverse group of teachers, administrators, and teaching artists.

In February the Initiative presented its recommendations to the Illinois State Board of Education.

Students at Ravenswood Elementary School in Chicago perform a play for their classmates. Their teacher, Jeremy Guidry, served on the Illinois Arts Learning Standards Initiative’s Advisory Committee.

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

11

and learn more. Here is a summary of the four major themes at the heart of the recommended updates: 1. Flexibility and Local Control Teachers Betsy Quinn and Elisabeth Westphal address fellow members of the statewide Advisory Committee, Illinois Arts Learning Standards Initiative.

The standards identif y and broadly articulate important knowledge and skills that educators can

85 percent of these companies can-

media arts, music, theatre, and visual

observe and document. Curriculum

not find the creative workers they

arts. Standards help organize teach-

and assessment based on the stan-

seek, according to Americans for the

ing and learning, and they reinforce

dards, however, are best developed

Arts and the American Association

best practices.

by local school districts, schools,

of School Administrators.

Arts and media are continu-

departments, and teachers. The

Arts education also helps close

ously evolving, but Illinois has not

choice of exact content in curricu-

the achievement gap. Low-income

updated its arts learning standards

lum belongs to local communities.

high school students who have arts-

since 1997. Technology, education

They are best positioned to deter-

rich experiences in high school are

policy, and artistic mediums have

mine the particular content related

more than three times as likely to

changed considerably since then.

to the artistic processes in the vari-

earn a bachelor’s degree. They are

In addition, over the past five years,

ous artistic disciplines. The Initiative

also more likely to obtain promis-

ISBE has been reviewing the state’s

kept this in mind as it crafted the

ing employment, volunteer in their

learning standards in other subjects.

recommended updates; it avoided

communities, and vote, according to

ISBE adopted new standards for math

the prescriptive and emphasized

reports by the National Endowment

and English language arts in 2010

flexibility.

for the Arts.

and for physical education in 2013.

In 2014, it adopted new science stan-

self-discipline, self-confidence, and

dards and began the review for social

The process of developing the

self-reflection, while at the same time

science. Now is the time to bring Illi-

standards reflected the diversity of

teaching students how to empathize

nois’ arts learning standards into the

Illinois’ school districts. The Initia-

with others and communicate effec-

21st century.

tive’s advisory committee includ-

tively. The arts classroom is often a school’s most democratic space,

12

2. Inclusion and Diversity

In addition, the arts promote

ed balanced representation among Recommended standards

geographic regions, grade levels, and

where students of all levels learn to

Arts Alliance Illinois and its

artistic disciplines. At the same time,

respect each other’s unique contri-

partner organizations have created

the Initiative did not take votes. The

butions and to work collaboratively.

a new online center, dedicated to

committees and work groups made

Arts learning standards iden-

arts learning standards in Illinois:

decisions by consensus. The Initia-

tify what is important for students

IllinoisArtsLearning.org. The site

tive’s recommendations therefore

to know and be able to do in dance,

enables you to review the standards

reflect full, strong support.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

3. Technology

led the development of these stan-

prov ide teachers and

Of particular note, the Illinois

dards,” says Donna Torkelson, an

school boards the flexi-

Arts Learning Standards Initiative’s

advisory committee member who

bility they need in giving

recommendations include learning

teaches fine arts at Westfield School

students quality arts edu-

standards for the discipline of media

in Winthrop Harbor District 1. “The

cation, and reflect the best

arts. Illinois currently does not have

Initiative empowered me and all

practices seen in Illinois classrooms.

standards for media arts, and in this

the teachers involved.” Advisory

Arts Alliance Illinois and its

area alone, the Initiative’s recom-

committee member Josh Shearer,

many partner organizations are

mendations ref lect a significant

from Anna CCSD 37, adds, “It has

grateful for the diligent leadership

modernization of student learning

been energizing to participate in

of school boards across the state and

in Illinois. In fact, across all the artis-

such a grassroots process and see

for the Illinois Association of School

tic disciplines, the updates reflect a

fellow educators with diverse views

Boards’ support of the recommended

greater emphasis on technology and

reach consensus on these practical

arts learning standards.

research in the arts.

standards.”

If you have questions or would

The Initiative also held public

like more information about the Illi-

forums and conducted online sur-

nois Arts Learning Standards Initia-

The Initiative’s advisory com-

veys, gathering input from school

t ive, plea se c ont act Jonat ha n

mittee, which played the lead role in

board members, parents, and edu-

VanderBrug, policy and research

developing the recommendations,

cators throughout the state. As a

director, Arts Alliance Illinois, at

consisted of teachers, administra-

result, the recommended updates

vanderbrug@artsalliance.org, 312/855-

tors, and teaching artists. “Educators

reflect the diversity of Illinois schools,

3105, x12, or @JVanderBrug.

4. Educator Leadership

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Jan/Feb 2016 THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016 May/June 2016

FEATURE ARTICLE

Administrator salary survey

Good-bye, gender gap?

Written by Lora Wolff Analysis by Dean Halverson

A

recent piece by Diane Rehm

salaries in 2013 and 2014. This does

from previous years. Of course, both

on National Public Radio fea-

not necessarily mean there were 59

the high salaries and low salaries may

tured a discussion about salaries.

additional principals, but only that 59

well be outliers and distort the true

There was nothing much new in the

more salaries were reported.

picture of principal salaries.

piece: One caller talked about the

The average principal salary in

The average superintendent sal-

disparity between professional ath-

2015 was $100,521 and represented

ary in Illinois in 2015 was $136,567

letes’ salaries and teacher salaries.

a modest one percent increase over

(see Table 3). This represented a three

Then a discussion ensued about the

the previous year. This was the third

percent increase over 2014 after a 1

discrepancy in salaries between male

consecutive year with an increase

percent decline in the previous year.

and female professional athletes. The

in the average principal salary. The

The med ia n sa la r y saw a n

conversation then moved to a more

median salary ($98,346) was also

increase of more than $5,600 (see

general debate about the discrepancy

higher for the third consecutive year

Table 4). Based on this, it would

in salaries between men and women.

(see Table 2).

appear that there was some significant

We are not here to weigh in on

The highest principal salary was

movement in the “middle” salaries

pro athletes’ salaries compared to

almost $212,000, which was a decrease

over the previous year. In all three

Lora Wolff, PhD. and Dean Halverson, PhD. are professors of Educational Leadership at Western Illinois University in Macomb.

teachers. This is about Illinois principal and superintendent salaries.

However, after reviewing the current salary data provided by the Illinois State Board of Education, we see that Illinois may be thwarting the prevalence of men making more money than women for comparable work.

Table 1

Average Illinois Principal Base Salaries Year

N

Highest Salary

Mean Salary

% Change in Salary

2013 2014 2015

3,850 3,850 3,909

$251,297 $214,096 $211,826

$97,534 $99,175 $100,520

1.70 % 1.40 %

Source: Illinois State Board of Education

Perhaps this trend will be NPR’s next salary discussion.

Table 2 Administrator salaries rise In examining the average principal salaries in Illinois, the first item of note is the change in the number of salaries reported (see Table 1). There was an increase of 59 salaries reported in 2015, up from 3,850 reported

Illinois Principal Base Salaries — Median Comparisons Year 2013 2014 2015

10% of Median 63,500 68,814 68,000

25% of Median 79,549 81,589 82,947

Median 95,931 97,293 98,326

75% of Median 118, 653 120,179 121,566

90% of Median 135,607 134,444 136,454

Source: Illinois State Board of Education

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

15

male in 2015). This is a significant

Table 3

change in the principalship, which

Average Illinois Superintendent Base Salaries Year

N

Highest Salary

Mean Salary

% Change in Salary

2013 2014 2015

881 900 878

$321,476 $336,350 $336,350

$133,653 $132,838 $136,567

-0.60 % 2.80 %

Source: Illinois State Board of Education

has been historically dominated by men. When examining the salary gap between female and male principals, the earning gap has also all but disappeared. In fact, for the last three fiscal years, female principals’ average salary exceeded those of the

Table 4

male principals (see Table 5). On

Illinois Superintendent Base Salaries — Median Comparison

average, women out-earned men by

Year 2013 2014 2015

10% of Median $57,192 $56,750 $60,348

25% of Median $98,437 $98,460 $103,000

Median $126,494 $127,081 $132,715

75% of Median $171,071 $169,584 $172,890

90% of Median $211,317 $208,802 $210,368

Source: Illinois State Board of Education

approximately $200. Female salaries were also higher than male salaries when examining the median.

The same can be said for the salary gap between male and female superintendent salaries. For decades, female superintendent salaries lagged

fiscal years (2013, 2014, and 2015)

illustrate the point: “When I first began

behind their male counterparts. How-

the median superintendent salaries

going to state-level administrative

ever, since 2013 Illinois female super-

increased.

meetings, I never had to wait in the

intendents have out-earned male

line to go to the ladies’ room, because

superintendents (see Table 7). For

I was one of only a few female admin-

fiscal year 2015 female superinten-

istrators. Nowadays, there’s a line.”

dents earned over $6000 more than

Disappearing gender pay-gap The biggest takeaway from the latest data analysis is that the world

The first trend in this data

males. When examining the medi-

of school administration is changing

relates to a change in the gender of

an salaries, female superintendents

related to gender, at least in Illinois. In

principals. Over the past three years,

out-earned male superintendents for

addition to hard data presented here,

there are more female principals

fiscal years 2013, 2014, and 2015 (see

an anecdote by author Lora Wolff may

than male (2,050 female to 1,858

Table 8). This data set shows more

About the administrator salary series This piece is part of a series of analyses on superin-

beginning with the 2012-13 school year. Salaries are now

tendent and principal salaries regularly written for The

reported as the base salary without retirement or other

Illinois School Board Journal. The work is undertaken

benefits, whereas the data provided prior to 2012-2013

by a team of professors of educational administration

did include that information.

from Western Illinois University, using data provided by the Illinois State Board of Education.

by regions and by the type of district were not reported

Readers of previous administrative salaries pieces

for the 2012-13 or the 2013-14 school years, so those

may note that, in many cases, this year’s reported salaries

comparisons could not be made for this article. ISBE has

are lower than what was reported in the previous articles

reversed that practice, so when the next data set becomes

“Part I: Small rise through tough times” and “Part II:

available, regional analysis will again be available.

Salaries reflect regional disparities.” This is because ISBE began reporting salaries in a different manner

16

Another change from previous articles is that salaries

The series can be read online at https://www.iasb. com/services/adminsalaries.cfm.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

male superintendents in Illinois (243

Table 5

female to 532 male in 2015).

Illinois Base Salaries for Male Principals

Illinois and national comparisons To put Illinois salaries into a national perspective: Illinois’ top principal salaries (those at the 90th and 75th percentiles) are above the national average (see Table 9). Salaries at the 50th percentile, 25th percentile, and 10th percentile are

Year

N

2013 2014 2015

1822 1804 1858

Highest Salary $215,297 $197,883 $211,241

% Increase of Median

Median Salary $95,268 $96,849 $98,000

% Increase of Median

1.70 % 1.20 %

Illinois Base Salaries for Female Principals

tendent salaries, Illinois’ salaries are

2013 2014 2015

2028 2046 2050

higher only at the 90th percentile.

Source: Illinois State Board of Education

dent salaries with national superin-

1.90 % 1.40 %

Median Salary $95,268 $96,849 $98,000

Table 6 N

Comparing Illinois superinten-

% Increase of the Mean

Source: Illinois State Board of Education

Year

below the national average.

Mean Salary $97,192 $99,012 $100,430

Highest Salary $210,705 $214,096 $211,826

Mean Salary $97,842 $99,318 $100,618

% Increase of the Mean 1.90 % 1.40 %

1.70 % 1.20 %

In all other groups (75th, 50th, 25th, and 10th percentiles), the national

Table 7

average is higher.

Illinois Base Salaries for Male Superintendents

So what are the big takeaways from this year’s superintendent and principal data?

• I l l i noi s pr i nc ip a l s a l a r ie s increased.

• Illinois superintendent salaries increased.

• Illinois has more superinten-

Year

N

2013 2014 2015

640 652 532

Highest Salary $321,476 $316,616 $335,553

Mean Salary $131,414 $132,008 $134,855

% Increase of the Mean 1.90 % 1.40 %

Median Salary $125,072 $126,315 $130,813

Table 8

Illinois Base Salaries for Female Superintendents

compared to other similar states

Year

N

2013 2014 2015

241 248 243

It may be time for Illinois to look to more unit districts.

• Female principal and superintendent salaries in Illinois are now higher than their male counterparts.

• Female principals now outnu mber ma le pr incipa ls in Illinois.

Authors’ notes: Thanks to Mark Hobneck of ISBE’s data and progress reporting division for providing the raw data. For information about ISBE’s data collection process, visit www.isbe.net/research/ htmls/salary_report.htm. Thanks also to Deepthi Sangara, graduate assistant at Western Illinois University, for sorting and analyzing the data.

1.70 % 1.20 %

Source: Illinois State Board of Education

dents compared to Iowa and as such as Michigan and New York.

% Increase of Median

Highest Salary $317,311 $336,350 $336,350

Mean Salary $139,579 $135,052 $141,024

% Increase of the Mean 1.90 % 1.40 %

Median Salary $134,934 $134,533 $137,025

% Increase of Median 1.70 % 1.20 %

Source: Illinois State Board of Education

Table 9

2015 Illinois and National Salary Comparisons Year

10% of Median

25% of Median

Median

75% of Median

90% of Median

Principals National Illinois

$76,137 $68,000

$86,547 $82,947

$97,982 $98,326

$110,229 $121,566

$121,378 $136,454

Superintendents National Illinois

$96,454 $60,349

$121,189 $103,000

$148,357 $132,715

$179,013 $172,890

$206,923 $210,369

Source: Illinois State Board of Education; Salary.com

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

FEATURE ARTICLE

Explaining ESSA Federal update spotlights local governance

By Theresa Kelly Gegen

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

T

he Every Student Succeeds

what sounded good in theory proved

hands of the states as well, by com-

Act (ESSA) made headlines

unworkable in practice. Over time,

bining previous line-item programs

late last year for leaving behind No

NCLB’s high-stakes testing proved

into block grants.

Child Left Behind (NCLB). Both acts

i nef f icient a nd A n nu a l Yea rly

These changes also say good-bye

are revisions to, and reauthorizations

Progress proved punitive instead

to AYP and the term “highly qual-

of, the Elementary and Secondary

of aspirational. Standards lowered

ified.” ESSA eliminates federally

Education Act (ESEA), which has

instead of rising. Achievement

mandated progress and performance

guided the federal government’s role

did not increase. NCLB ultimate-

benchmarks and interventions. It

in public education since 1965.

ly failed because universal profi-

reduces the federal role in defin-

ciency proved both impossible and

ing teacher quality. States are now

de-motivational.

charged with creating their own

NC L B , s i g ne d i nt o l aw by President George W. Bush in 2002,

18

promised lofty standards — and

Additionally, NCLB was a polit-

accountability models, and the fed-

the means to reach them — to all

ical hot potato, considered an over-

eral role in determining interven-

students regardless of status or

reach of the federal government into

tions is much more limited than

demographics. It promised addi-

the traditionally state and local issue

under NCLB.

tional federal financial support

of public education.

ESSA states, “Each State plan

where needed and emphasized

Although ESSA signals an end to

shall describe a statewide account-

holding schools accountable. But

NCLB, most states had already been

ability system that … shall be based

steering a course away from NCLB,

on the challenging State academic

or at least gaining flexibility from its

standards for reading or language

strictures through a waiver program

arts and mathematics … to improve

initiated in 2011. Illinois received its

student academic achievement and

waiver in 2014.

school success.”

So now arrives the much-her-

In Illinois, an accountability

alded ESSA, a bipartisan effort

model was signed into law in 2015.

signed into law by President Barack

Originating in a Vision 20/20 initia-

Obama in December. Although full

tive, the Illinois Balanced Account-

implementation and impact are yet

ability Model combines student

to come, one thing is clear: ESSA

performance (achievement and

will mean less federal oversight and

growth) at 30 percent with district

greater state and local governance

practice (compliance, best practic-

of education policy. ESSA puts the

es, and contextual evidence) at 70

use of federal education funds in the

percent. ESSA is expected to require

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

changes to those percentages, and

E S S A d o e s n’t c h a n g e t h e

Two options will be available for

will allow accountability measures

requirement for annual standard-

English Language Learners (ELLs)

based on local practice.

ized testing. Students will be tested

under ESSA. One extends the current

“District practice is a critical

in language arts and math from third

plan, which requires standardized

component of accountability,” said

grade through eighth, and again in

testing after one year of residency.

IASB Executive Director Roger Eddy.

“Compliance is meeting mandates.

Best practices is how well we’re adhering to research-based stan-

“Contextual evidence — which is so important — allows

dards. Contextual evidence — which is so important — allows districts to

districts to tell their story, to be measured on what they

tell their story, to be measured on

are doing, with their specific challenges and opportunities,

what they are doing, with their spe-

that’s good for the students and their communities.”

cific challenges and opportunities,

—Roger Eddy, IASB Executive Director

that’s good for the students and their communities.”

However, ESSA requires the state plan to include accountability via three academic measures, among them annual assessments, graduation

high school. The details — which

The other is an improvement model,

rates, English language proficiency,

tests to give and when — will be

under which ELLs would take both

and subgroup factors. Also, ESSA

determined by the states. Although

English and math assessments, but

will require a non-academic factor,

it allows states to develop their own

they would not count towards a

such as college and career readiness,

opt-out laws for testing, ESSA main-

school’s performance rating in the

school climate, student engagement,

tains the expectation of 95 percent

first year and would be a growth mea-

or educator engagement.

participation.

surement in subsequent years.

Alphabet soup

Title II: Preparing, Training, and Recruiting High-Quality

The Every Student Succeeds Act (ESSA), signed into law in late 2015, is a reauthorization and update of

Teachers, Principals, or Other School Leaders Title III: Language Instruction for English Learners

the Elementary and Secondary Education Act (ESEA),

and Immigrant Students

which has guided the federal government’s role in public

Title IV: 21st Century Schools

education since 1965. The previous version, NCLB, was

Title V: State Innovation and Local Flexibility

adopted in 2002.

Title VI: Indian, Native Hawaiian, and Alaska Native

The newly authorized ESEA is 391 pages long, with

Education

cross-references to many other federal laws and regula-

Title VII: Impact Aid

tions. ESEA is the sum of its nine parts, or titles, each of

Title VIII: General Provisions

which changed with the adoption of ESSA:

Title IX: Education for the Homeless and Other Laws

Title I: Improving Basic Programs Operated By State and Local Educational Agencies

The full text of ESEA is at www.congress.gov/bill/114th-con-

gress/senate-bill/1177/text.

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

Additionally, states can deter-

I funds will stay with the school

those with cognitive disabilities in

mine the role of testing in teacher

district rather than follow students

the assessments. USDOE is also

evaluations. Illinois is implementing

who transfer. However, a weighted

holding stakeholder meetings, dis-

its Performance Evaluation Reform

student funding formula — allowing

seminating information on immi-

Act (PERA), which requires all Illi-

transferring of federal funds within

nent deadlines and f lexibilities

nois districts to implement stan-

a district — may be allowed.

available under NCLB until ESSA

dards-based principal and teacher

Discussions continue at the

evaluation systems, including stu-

state and federal levels regarding the

takes full effect.

ESSA indicates that many stake-

dent growth indicators.

implementation of ESSA. The U.S.

holders must be consulted in defining the state’s plan:

ESSA will require each state

Department of Education (USDOE)

— based on its accountability plan

established a negotiated rulemak-

“For a ny St ate de si r i n g to

— to identify, intervene with, and

ing committee with meetings first

receive a grant under this part, the

monitor progress of the bottom five

scheduled in March. Designed to

State educational agency shall file

percent of schools, as well as high

address the issues of assessment

with the Secretary a plan that is …

schools with lower than 67 percent

and “supplement-not-supplant,” the

developed by the State educational

graduation rates and schools with

committee of education stakehold-

agency with timely and meaningful

unacceptable achievement gaps

ers is editing USDOE’s drafts of new

consultation with the Governor,

between subgroups.

regulations. Among the key issues

members of the State legislature

ESSA does not allow for the

in the early meetings were includ-

and State board of education …

portability of Title I funds, so Title

ing English Language Learners and

local educational agencies (including those located in rural areas), representatives of Indian tribes located in the State, teachers, principals, other school leaders, charter school leaders … specialized instructional support personnel, paraprofessionals, administrators, other staff, and parents.”

In I l linois, the st ate board of education opened the state’s

Successful Searches Lead to Longevity 90.6% of the 32 superintendents hired through an IASB assisted district search in the 2012-2013 School year are still in that same position.

ESSA discussion with a statewide listening tour to provide overview information on ESSA and allow interested individuals to share their ideas on implementation.

Eddy encouraged school board members to be among the stakeholders whose voices will be heard.

“We want to support the position that district practice is a criti-

FOR INFORMATION: 217/528-9688, ext. 1217 | 630/629-3776, ext. 1217 www.iasb.com/executive

20

May/June 2016

cal and large component of accountability,” Eddy said. “Our schools are much more than student performance on assessments.”

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

FEATURE ARTICLE

A new definition of college, career readiness

By David R. Schuler

A

merica’s public schools have

to a focus on what the research tells

In my district, Township High

a profound responsibility to

us regarding student readiness for

School District 214 based in Arling-

ensure that the nation’s students

the nation’s 50 million-plus public

ton Heights, only 47 percent of

are college ready, career ready, and

school students.

the Class of 2015 met all four col-

Since the implementation of No

lege-readiness benchmarks on the

– traditionally used as the primary

Child Left Behind, many education

ACT. But 90 percent of our students

readiness indicator – do not always

advocates across the country have

attend college after graduation, and

provide an accurate or complete

been focused on the testing and

historical research shows that almost

representation of students’ potential

assessment movement. Those who

70 percent of our graduates either

to be successful once they leave the

oppose testing have been focused

earn a degree or are still in higher

schoolhouse doors. Today’s students,

on the test refusal and opt-out move-

education within six years of grad-

teachers, school leaders, and school

ment. With the passage of the Every

uation. That 47 percent number is

board members are driven by ideas

Student Succeeds Act (ESSA), it is

simply not an accurate representa-

and innovation. Students cannot be

time for those of us in the educa-

tion of reality. That number takes

reduced down to, or defined by, a

tion field to take back the narrative

16-17 years of informal and formal

single test score. That is unfair to

regarding public education in this

education at home and at school

students, teachers, administrators,

country. It is time we shift the con-

and trivializes it down to one test.

and communities. Our students are

versation from testing and opt-out to

That is simply not fair, appropriate,

more than a score.

readiness and preparing every child

or reflective of how prepared and

That is why at the National

who walks through the public school

ready students are for the next step

Conference on Education in Feb-

doors for the next chapter in the cra-

in their journey.

ruary, the School Superintendents

dle-to-careers pipeline.

variety of ways. They should be able

research-based approach to defining

to demonstrate readiness in a variety

what it means to be college ready,

of ways. There is no better time than

career ready, and life ready. This

now to support a research-based,

movement is designed to change

multi-metric redefinition of what it

the national narrative regarding

means to be college and career ready

public education from a one-stan-

that more authentically and accurate-

dardized-test-judges-all philosophy

ly reflects the readiness of students.

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

of AASA, the School Superintendents Association (2015-2016) and superintendent of Township High School District 214, based in Arlington Heights.

LIFE RE DY

E AR

celebrate that students learn in a

fining Ready is a new multi-metric,

RE ADY C

“Redefining Ready” initiative. Rede-

is president

E G

It is time to acknowledge and

Schuler, Ph.D.,

Y COLLE AD

Association (AASA), launched the

ER RE A

life ready. Standardized test scores

David R.

21

g

activities and community service

College Ready Indicators

are widely accepted as one key readi-

GPA 2.8 out of 4.0 and one or more of the following benchmarks:

show the whole picture — often inappropriately suggesting only a portion

* Standardized Test benchmarks (minimum score) SAT Exam: Math (TBD) | Reading and Writing (TBD) ACT Exam: English (18) | Reading (22) | Science (23) | Math (22)

authentically demonstrate college,

fact many more graduates successfully pursue two-year and four-year degrees (see chart, this page).

Research from world-class organizations indicates numerous factors that can significantly and more

a 2.8 or higher Grade Point Average (GPA), enrollment in AP and IB classes and success on AP and IB exams, early college credits, completion of industry credentials, attendance

Students are Career Ready if they have identified a career interest and meet two of the behavioral and experiential benchmarks listed below.

In addition, students entering the military upon graduation must meet the passing scores on the Armed Services Vocational Aptitude Battery (ASVAB) for each branch of the military.

Career Cluster Identified and two or more of the following benchmarks: ◻ 90% Attendance ◻ 25 hours of Community Service ◻ Workplace Learning Experience ◻ Industry Credential ◻ Dual Credit Career Pathway Course ◻ Two or more organized Co-Curricular Activities

ents

of students are college ready when in

career, and life readiness, including

Career Ready Indicators

ven h ey als. ir s ness

ness indicator in schools, they fail to

Advanced Placement Exam (3+) Advanced Placement Course (A, B or C) Dual Credit College English and/or Math (A, B or C) College Developmental/Remedial English and/or Math (A, B or C) Algebra II (A, B or C) International Baccalaureate Exam (4+) College Readiness Placement Assessment*

Additional Factors that Contribute to College Success Earning As, Bs, Cs; FAFSA completion; enrollment in career pathway course sequence; college academic advising; participation in college bound bridge programs; senior year math class; completion of a math class after Algebra II

d s

While standardized test scores

Students are College Ready if they meet either the academic or standardized testing benchmarks listed below. ◻ ◻ ◻ ◻ ◻ ◻ ◻

d us

projects that build skills for life.

Source: Redefining Ready

records, participation in activities and community service.

Data from the National Center for Postsecondary Research, the Diploma Project, the Center for Public Education, the National Center for Education Statistics, and others suggest the power of these varying metrics in assessing readiness. Specifically, a 2013 report published by the American Institutes for Research highlighted multiple indicators for success, including participation in dual-enrollment coursework, a score of 3 or higher on AP exams, and FAFSA completion.

Ready for life beyond high school

22

Advanced Placement (AP) and Inter-

Another example, from a study

Preparing students for success

national Baccalaureate (IB) courses

out of Brown University, found suc-

beyond graduation is among the most

and early college credits that better

cess in Algebra II in high school is

important tasks facing America’s

position students for success; oppor-

linked to both college enrollment and

educators. They have responded with

tunities to complete industry cre-

bachelor’s degree attainment. The

innovative determination, creating

dentials and college-level and career

courses students take in high school

a relevant 21st century education

internships while still in high school;

are more predictive of college success

that includes increased access to

and rich exposure to co-curricular

than family income and race.

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

Of the nation’s high schools,

enhances the average odds of college

Resolution can be found at www.

82 percent report that students

graduation by 22 percentage points.

RedefiningReady.org, along with

are enrolled in dual credit courses,

Finally, co-curricular activi-

a number of additional resources.

according to a 2013 report by the

ties promote student achievement,

• Add individual support of Rede-

National Center for Educational Sta-

engagement, and attitudes that lead

fining Ready to the website, so

tistics. If students are successfully

to college aspirations and ultimate-

we can capture the exciting

completing college-level courses

ly success, according to a study by

momentum surrounding this

while in high school, shouldn’t they

the National Center for Educational

initiative that is occurring all

be considered ready for college?

Statistics and the U.S. Department of

across this great nation and the

In addition to college readiness,

Education. The study indicated stu-

educators cannot underestimate

dents involved in activities were more

• Email any research or stories

amazing State of Illinois.

the importance of identifying stu-

likely to aspire to higher education,

that support Redefining Ready

dents who are ready to enter the

and two-thirds were expected to com-

and we will add them to the

workforce after leaving high school,

plete a bachelor’s degree or higher.

website. The email address is

particularly given the abundance of

Please join us on this journey.

idea-driven and high-profile mid-

Since this initiative was launched in

• Use the hashtags # Redefin-

dle-skill jobs that do not require a

mid-February, the National Associa-

ingReady or #[district]Ready

full college degree.

redefiningready@aasa.org.

tion of Secondary School Principals

(e.g. #214Ready) on Twitter to

Students need hands-on work-

(NASSP) and the Consortium of

share ideas and join the national

place learning experiences such

School Networking (CoSN) already

conversation.

as internships that enable them to

have endorsed this initiative and

Together, we can take back the

explore their career interests while

many other state and national edu-

narrative regarding public education

still in high school. The National

cational associations are considering

and ensure that students are empow-

Career Clusters® Framework is com-

endorsements as well. We need par-

ered to demonstrate readiness in a

prised of 16 “career clusters” and

ents, teachers, school leaders, school

way that fits with their learning

related “career pathways” to help

boards, communities, advocacy orga-

style, is supported by research from

students explore different career

nizations, and state and national lead-

world-class research institutions,

options. Identifying a career path-

ers to partner with us and support this

and is an accurate reflection of our

way is critical because it provides

research-based initiative that authen-

students’ readiness for life after high

exposure to coursework directly

tically, appropriately, and accurately

school.

related to a future career and often

captures the numbers of students who

leads to an industry credential that

are college and career ready.

allows students to be immediately employable upon graduation.

Looking ahead

Data shows school attendance,

There are several ways interest-

something at the very core of educa-

ed leaders in education can help this

tion, is central to success. In a report

movement going forward:

by Attendance Works, absenteeism

• Change the school district dia-

influences not just chances for gradu-

logue away from tests and opt-

ating but also for completing college.

ing-out to readiness and preparing

Additionally, civically engaged

students for their next step in the

students make greater scholastic

cradle-to-careers pipeline.

progress during high school, with

• Consider passing a board res-

data showing that community ser-

olution in support of Rede-

vice to fulfill class requirements

fining Ready. A sample Board

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

Milestones

continued from page 28

Edward A. “Bud” Capko, 73,

Van Douglas Cruit, 62, died

died February 1, 2016. He previously

March 25, 2016. He was a past mem-

served on the Cornell CCSD 426

ber of the Findlay school board.

Gene Eggleston, 76, died March

Board of Education.

Pamela Marie (Plote) Clark,

23, 2016. He previously served on the

55, died March 4, 2016. She for-

Riverton school board from 1986-

merly served on the board of edu-

1990.

cation for Hiawatha CUSD 426, Kirkland.

of the Allerton-Broadlands-Longview school board.

Edwin E. Fry, 75, died March 24, 2016. He was a past president of the Cowden-Herrick school board.

Lauren Gordon, 55, died February 2, 2016. A sitting member of

Oliver W. Emmerich, 99, died

the Kildeer-Countryside CCSD 96

March 20, 2016. He formerly served

school board, Gordon was perhaps

Donald Ray Clikeman, 91, died

on the North Muddy school board.

best known for her success in work-

March 21, 2016. He was a former

Bob France, 82, died March 6,

ing on embedding socio-emotion-

school board member for the Pleas-

2016. He previously served on the

al learning into the Buffalo Grove

ant View Grade School district.

Industry school board.

district’s curriculum. She began

Ronald William Conn, 94, died

Ronald F. Francis, 73, died Janu-

her involvement in education as a

February 22, 2016. He had previ-

ary 4, 2016. He was a former member

preschool teacher, eventually run-

ously served 12 years on the Onarga

of the Wyoming school board.

ning her own preschool program.

Max Franks, 82, died February

For the past five years, she was “a

17, 2016. He was previously a member

really, really great board member,”

school board, where he was a past president.

said District 96 superintendent Julie Schmidt.

Ray Greenblatt, 84, died Febru-

Working together ... better

Self-Evaluation is a key step toward a better board.

ary 25, 2016. He was a former President of the Winnetka school board, serving from 1969-1975.

Joyce Meredith (Olson) Hadley, 96, died February 2016. Joyce worked as a secretary with Maywood School District 89 Board of Educa-

Board members say: • Good chance to build some teamwork.

• Allowed everyone to express their thoughts.

• Agreeing to do things differently (we were in a rut of repeating the same patterns over and over).

tion beginning July 1, 1962. She was

Benefits include: • More effective leadership for the district • Improved teamwork • Successful board meetings

school board, ending his terms as the

the social welcoming chair for all new district employees.

Paul J. Hoffman, 80, died January 12, 2016. He previously served eight years on the Fairbury-Cropsey board president.

Arthur James “Art” Keller, 86,

Field Services

died March 24, 2016. He was a former member of the Jasper County CUSD 1 Board of Education.

Contact your IASB field services director to begin planning your next board self-evaluation workshop.

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

Frederick E. “Bud” Kelly, 88, died February 25, 2016. He formerly served on the Chillicothe school board.

24

May/June 2016

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

Paul Aaron Kinsinger, M.D., 58,

Alvin W. Montavon, 82, Febru-

died February 20, 2016. He was a board

ary 18, 2016. He was a past member

member of Washington CHSD 308, and

and past president of the Amboy

at Central SD 51, also in Washington.

school board.

A practicing physician, he was a part-

Robert “Bob” Walter Myers,

time faculty member of the University

87, died March 26, 2016. He had

of Illinois College of Medicine-Peoria.

previously served on the Board of

He was widely known for his invention

Education at East Alton-Wood River

of Dr. Paul’s Piggy Paste, a nationally

Community High School for 24 years,

marketed product designed to clear

having been a member and president.

unsightly toenails.

Ask the Staff

continued from inside back cover

John D. Parks, 85, died Febru-

Elmer G. Kraft, 85, died January

ary 26, 2016. He was a former mem-

5, 2016. He was previously a long-

ber of Johnston City CUSD 1 school

time member of the Ashton School

board and the Illinois Association of

District Board of Education, serving

School Administrators. Parks spent

users in understanding and navigat-

many years as president.

35 years in education, beginning as a

ing the services. The videos explain

Mary Susan Krigas (nee Lander),

teacher in Benton, then transferring

how to use either service to keep

71, died March 1, 2016. She had for-

to Johnston City in 1963 as a building

the board policy manual up to date

merly served 12 years on the Arlington

principal before becoming the high

while, at the same time, customiz-

Heights District 59 Board of Education.

school principal in 1966. He served in

ing the policies for the local district.

Krigas started her career as a middle

that post until 1982 when he became

Each video includes detailed infor-

school English teacher and was later an

the Unit 1 superintendent. He retired

mation on PRESS or PRESS Plus,

adjunct professor of English at Harper

from the schools in 1990.

from the mailing that comes with

Community College.

Charles “Chuck” Serchuk, 81,

each update issue to the updating

Thomas Joseph Larkin Jr., 89,

died on March 12. He had served on

and archiving of the local manual.

died February 17, 2016. He previously

the Elk Grove Township District 59

The PRESS tutorial provides a walk-

served on the Clinton school board.

school board.

through of site navigation, search-

Dusan “Dan” J. Ljubenko, 88,

Robert L. Sprague, 85, died

ing options, the sample material,

died February 26, 2016. He was a

March 23, 2016. He was previously

using the footnotes, and download-

past member of the Lyons Township

a member of the Mahomet-Seymour

ing and customizing the policies

High School District 204 Board of

Unit 3 Board of Education.

for use in the district. The PRESS

Education.

David Roy Sullivan, 72, died

Plus tutorial illustrates the custom-

Suzanne Henne Mayer, 76, died

March 9, 2016. He was a former

ized Draft Update pages that are

March 14, 2016. She formerly served

member of both the St. Maurice

used by the district, how to use and

on the Macomb Area 185 Board of

school board and Morrisonville

submit the PRESS Plus Response

Education and then served multiple

school board.

Form, and the word processing that

terms as a trustee for the McDonough

Jacob Henry Syrcle Jr., 98, died

IASB will do to maintain a com-

and Hancock Counties Regional

March 12, 2016. He was previously a

pletely up-to-date copy of the dis-

Board of Education.

member of the Barry school board.

t r i c t ’s b o a r d p o l i c y m a n u a l ,

Joseph Dixson McRaven, 94,

Joseph Walsh, 71, died March 3,

including legal references, cross

died February 24, 2016. He was a

2016. He was dean emeritus of the

references, tables of contents, and

past president and former member

Loyola University School of Social Work

indexes. The tutorial videos are

of the Macomb CUSD 185 Board of

and was a past president of the District

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

Education.

97 elementary school board.

policy/.

MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

FARNSWORTH GROUP — Architectural and engineering professional services. Normal - 309/663-8436 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 GREENASSOCIATES, INC. — Architecture/construction services.

Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Archi­tects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com

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

Appraisal Services

INDUSTRIAL APPRAISAL COMPANY — Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook 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: rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/429-5105; Champaign - 217/3569606; Bloomington - 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting.

Chicago - 312/332-9600; website: www.cannondesign.com ; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geoexchange 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 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 - 847/7424063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning.

Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@ dlrgoup.com 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. Oak Brook - 847/292-1039

26

HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro - 217/532-3959; East St. Louis - 618/3980890; Marion - 618/998-0075; Springfield - 217/787-1199; email: dpool@hurst-rosche.com JH2B ARCHITECTS — Architects. Kankakee - 815/933-5529; website: www.JH2B.com JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design; South Holland - 708/339-3900; website: www.jmaarchitects.com; email: allison@jmaarchitects.com KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford - 815/484-0739, St. Charles 630/444-2112; 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; website: www.legat.com ; email: rrandall@legat.com PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria - 309/694-5012 PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools; Schaumburg - 317/819-1355 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@ruckpate.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 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 PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100

Building Construction

CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton - 309/2669768; website: www.COREconstruct.com

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

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

RADON DETECTION SPECIALISTS — Commercial radon surveys.

Westmont - 800/244-4242; website: www.radondetection.net; email: kirstens@radondetection.net

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

Financial Services

MANGIERI COMPANIES, INC. — An agent construction management service with general contractor capabilities. Peoria - 309/688-6845 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington - 847/381-2760

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

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

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/2064180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com

ROSS CONSTRUCTION, INC. — A full-service construction management firm specializing in educational institutions. Marion – 618/993-5904

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago - 312/638-5260; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com

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

FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington 309/829-3311; email: paul@firstmidstate.com

TRANE — HVAC company specializing in design, build, and retrofit.

Willowbrook - 630/734-6033

Computer Software

CHALKABLE — Education Data Management. Mobile, AL - 800/8440884; website: www.chalkable.com; email: jporter@chalkable.com

Consulting

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MAY-JUNE 2016 / THE ILLINOIS SCHOOL BOARD JOURNAL

27

MILESTONES

Achievements John Asplund,

here,” said Dakota Horn, president

categories: individual professional,

superintendent of

of the District 265 Board of Educa-

individual volunteer, special proj-

Farmington CUSD

tion. Horn and Asplund came into

ects, organizations, or business and

265, recently was

district leadership positions at the

citizenship. Sanders was nominated

chosen from among

same time and have worked together

in the category of individual profes-

700 candidates as

to gain board, faculty, and community

sional. He has been with the district

a “2016 Leader to Learn From” by

support. Last fall, the district built

since 2007 when he filled the role of

Education Week. Asplund began

a greenhouse that will become part

chief communications officer. He lat-

his career as a teacher in nearby

of district curriculum. Asplund has

er became chief of staff. In 2014, after

Knoxville and then served as super-

been most diligent about formulating

Jose Torres left his post as district

intendent in several other districts

and tracking progress on district goals

superintendent, Sanders was named

around the state. Notably, he helped

with the school board, furnishing fre-

the district’s CEO. Carol Gieske,

spearhead the Farmington district’s

quent updates at monthly meetings.

president of the Elgin Area Cham-

2,500-panel solar array, which will

ber of Commerce of which Sanders

provide roughly one-third of the dis-

Tony Sanders,

is a board member, described the

trict’s total energy needs, yielding an

chief executive offi-

nominee as a “tremendous individ-

estimated annual savings of $60,000.

cer for School Dis-

ual” to work with. “He has been a

He also led efforts in Farmington to

trict U-46, based in

tremendous advocate for children

adopt a full written curriculum and

Elgin, was recently

in the school district and the U46

institute mixed-grade classrooms.

nominated for the

community,” Gieske said. Sanders

“In terms of innovation, Dr. Asplund

community’s 24th annual Image

said he is “honored and humbled”

is the epitome of what we’re doing

Award. Nominees are named in five

by the nomination.

In memoriam

28

Roscoe “Bob” Allen, 98, died

serving as principal from 1957 to

George W. Bell, 85, died March

February 19, 2016. He formerly served

1961. He was later a high school prin-

10, 2016. He formerly served on the

on the board of Dunlap High School.

cipal at VIT from 1961 to 1965, and

Winnebago school board for many

Wayne E. Azbell, 90, died March

then became a professor of education

years.

12, 2016. Wayne was a member of the

at Western Illinois University from

VIT school board from 1966 to 1972,

1965 to 1990.

Mark Camasta, 59, died March 8, 2016. He was a member of the

and was president of the Western

William D. “Bill” Baird, 82, died

Lyons-Brookfield District 103 Board

Division of the Illinois Association

March 7, 2016. He served on the Wil-

of Education, being appointed in

of School Boards in 1971. He began

liamsfield school board.

2008, running successfully in 2009

a long career in education as an ele-

Robert Michael Barth, 102, died

and 2013, and planning on running

mentary and junior high teacher at

March 3, 2016. He previously served

in 2017. He was also a longtime Boy

Ipava School from 1950 to 1957. He

his community as a member of the

Scouts of America volunteer.

then went to Bardolph High School,

Benson school board in Minonk.

Continued on page 24

THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2016

ASK THE STAFF

New policy service tutorials available

By Angie Powell

Q

uestion: How can my school

calendar-year subscription ser-

subscribers to the online Policy Ref-

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vice that provides access to IASB’s

erence Manual and PRESS updates.

on l i ne encycloped ia of lega l ly

However, PRESS Plus goes further

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nswer: With ever-changing

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icy Reference Manual, which are

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the form of PRESS update issues.

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policy manual requires constant

PRESS can be used in many ways

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cies and access the most up-to-date

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the most important responsibilities

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tions work around any local cus-

its policy manual?

A

The policy manual is the voice of

PRESS Plus is a full-mainte-

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Both PRESS and PRESS Plus are

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Continued on page 25

Angie Powell, IASB policy consultant, answers the question for this issue of The Illinois School Board Journal.

tomization that has already been adopted.

law, and provide for monitoring of district progress.

The I l linois A ssociation of School Boards offers two services, PRESS and PRESS Plus, that can help meet each district’s unique loca l need s for p ol icy ma nu a l maintenance.

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