The Illinois School Board Journal November-December 2013

NOVEMBER/DECEMBER 2013

Vol. 81, No. 6

Member surveys, trends

Who they are What they think What they want How are we doing

PLUS: BARGAINING 2013 • 5ESSENTIALS • PRACTICAL PR • BOILER ROOM

business conducted on a district-

ed in this issue. And while there is

issued phone or laptop.

much in common between the 2013

The key question is “Was the requested record prepared by or used by one or more members of the public body in conducting its affairs?

A

and 2008 surveys, there are significant changes to report as well.

So how much stock should IASB put into these surveys?

In addition to raising questions

According to Denis Leonard of

recent FOIA ruling in the Fourth

of business being discussed out of the

Business Excellence Consulting, Boze-

District Appellate Court (Spring-

public eye, maybe those around the

man, MT, IASB should be able to say

field area) addressed city council

table should also consider how incon-

with 95 percent confidence that the

members’ and a mayor’s use of cell

siderate using the phone at the meet-

findings from its surveys are repre-

phones during meetings and study

ing might appear.

sentative of the whole membership.

sessions. It should serve as a reminder

Technology is a wonderful thing,

This year’s survey of board members,

to school board members and admin-

but it needs to be used with common

conducted for the first time as an

istrators that it’s the content of their

sense and courtesy as well as with an

online poll, was taken by 1,345 par-

message that matters, not the device

eye to sunshine and openness in gov-

ticipants. Using a round figure of 6,000

upon which they’re sending or receiv-

ernment. If board members have

for the greatest possible number of

ing the message, even when using

thoughts about an issue being dis-

respondents, IASB would need only

personal smartphones. That ruling

cussed, they should be willing and

about 235 to 360 responses to ensure

is consistent with information that

able to share with everyone, not just

a confidence level of 95 percent. With

IASB Assistant General Counsel Kim-

as a text message to one or a select

a response rate of nearly 23 percent,

berly Small provided in an “Ask the

group in the room. Just like a teacher

chances are that comparison and

staff” answer for the March April 2012

asking if the note passer has some-

analyses closely reflect the entire

issue of The Journal, which is avail-

thing to share with the entire class,

IASB membership.

able at http://iasb.com/askthestaff/

the idea is that if the message is so

Illinois school board members

ma12.cfm.

important that it can’t wait and

are also fairly consistent with those

The appellate court ruling in July

demands immediate attention it needs

who hold the same office in other

reinforced reporters’ access rights to

to be shared aloud and engage every-

states. The opinions emerging in IASB’s

text messages on private as well as

one in the dialogue.

latest poll compare with the National School Boards Association survey

city-issued cell phones especially when the messages are sent or received during council meetings or study ses-

Members surveyed

in 2002, “School Boards at the Dawn

Since 1993, the Illinois Associ-

of the 21st Century.” Our members

ation of School Boards has surveyed

cite the same two major concerns that

Esther Seitz, an attorney with

individual board members and super-

worry board members nationwide:

Donald M. Craven, P.C, the Illinois

intendents in order to get a better

student achievement and funding.

Press Association’s legal counsel,

idea of who they are, what they think

We hope that the results of the

wrote about this July ruling in the

about various educational issues,

2013 IASB member surveys will help

Association’s PressLines, available

what they want and need from the

board members and superintendents

at http://issuu.com/illinoispress/docs/.

Association and how closely they

to shape local conversations about

The reporter was not looking for

think we come to filling those wants

public education in their commu-

and needs.

nities. Polls can’t and don’t tell the

sions.

personal information; only communication about city business. And

Conducted every five years, the

whole story, but they are a valuable

as our office of general counsel remind-

Association now has 20 years of lon-

tool in helping us to understand these

ed board members more than a year

gitudinal data, from 1993, 1998, 2003,

issues in greater detail. IASB is grate-

ago, conducting public business on

2008, and the most recent survey

ful to the board members and super-

a personal account or device is sub-

conducted in February 2013. High-

intendents who took the time to

ject to disclosure, just as is public

lights of the latest survey are report-

participate in these surveys.

TABLE OF CONTENTS

COVER STORY 16 | Survey finds board members giving more of themselves The 2013 survey results from member districts show board members are spending more time each month doing their job and more years as elected officials.

Gary Adkins

17| Sidebar: Technology on the rise

24 | Superintendents mirror boards in hours, tenure Just like their board members, administrators say they spend increasingly more time on board work each month and they are staying with a district for a fewer number of years as compared with previous survey data.

Gary Adkins

FEATURE STORIES 4 | Bargaining season 2013 How the Affordable Care Act will impact Illinois districts Contract negotiations will now need to address four major areas in order to comply with federal healthcare mandates that begin in 2014.

David J. Braun

12 | Education, healthcare have similarities A comparison of two systems that may not seem alike to some people.

Linda Dawson

29 | Centennial crossword puzzle Puzzle Answer key found on page 31.

30 | 5Essentials Getting a better picture of schools’ holistic health.

Whitney Pickels and Emily Modlin

31 | Sidebar: Questions to ask the superintendent about 5Essentials

32 | Fostering creativity like Pixar A former Illinois teacher of the year says school districts could learn something about collaboration from the leadership of a well-known animation studio.

Joseph Fatheree

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

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

2 0 1 3

Vol. 81, No. 6 ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 630/629-3776.

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

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

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

TOPICS FOR UPCOMING ISSUES January/February March/April

Re-envisioning college Poverty at school

Cover by Corbin Design, Petersburg

F EOAI TL U AR B E RR ER O OTMI C L E

Retire? Forget it. by “Gus”

Gus, the custodian at Eastside Grammar, is the creation of Richard W. Smelter, a retired school principal, now a Chicagobased college instructor and author.

was havin’ a cup of coffee with

his walking papers? No pun intend-

Navy, but the rest of the Egbert clan

Mr. Keck the other day after work,

ed, Mr. Keck.”

wouldn’t go along with it. They said

I

when an interestin’ topic came up.

it was ‘too bold’ a move. They’re all

owns Egbert’s Paint, the biggest

major stockholders, so Dick had to

“I just got an e-mail from my

employer in that area. Half the peo-

listen.”

daughter, Gus,” Keck said. “Seems

ple in my daughter’s town work in

“I see. So, what happened next?”

there’s quite a controversy going on

the paint factory.”

“Well, Gus, he started to do vol-

…forced retirement.

“Never heard of Egbert’s Paint.”

unteer work all over town. First, he

about a school crossing guard, a guy

“I’d be surprised if you did, Gus.

helped out in the town’s library, puttin’

by the name of Dick Egbert. Some

They don’t sell their product in any

books back on the shelves, but that

folks want him to retire because of

retail outlet. They have only one cus-

didn’t ease the boredom much. Job’s

his age.”

in her small town in Indiana. It’s all

tomer. … the Department of Defense.

too quiet. So, he went to work as a

“How old is he?”

… You see, they only make one col-

school crossing guard. He really enjoys

“90. He’s been on the same cor-

or … olive-drab. Just about every

the job. He’s escorted several gener-

vehicle in the army is painted with

ations of school children across his

“Wow Mr. Keck! That’s one ded-

their product. They’ve been sellin’

intersection over the years. All the

icated guy! Why would they want him

olive-drab paint to the military since

kids know him and think he’s a great

to retire?”

World War II. The Egbert family made

old guy… . they sort of treat him like

“Well, he’s got severe arthritis

a fortune on that war alone. They’re

one of their grandparents. The kids

and moves at a snail’s pace. You

very good to their employees, and

show him their art projects and per-

know… with these teeny-weeny steps

those folks who work in the plant are

fect test scores and even bring him

… Takes him forever to escort the

very grateful. The family is a local

Christmas presents. He’s lived long

kids across the street.”

legend.”

enough to see many of the children

ner since 1956.”

“Define ‘forever,’ boss.”

“He was clocked at six minutes.”

“How’d Dick wind up bein’ a crossing guard, boss?”

grow up and have kids of their own.

“When did the trouble begin, Mr. Keck?”

“Six minutes? To get from one

“Well, around 1950, Dick quit

side of the street to the other? Traf-

going to the paint factory. He said he

“Around 2001. Dick’s arthritis

fic must be lined up for blocks!”

was bored. I guess making the same

really started to kick in. It hit his

“It is, Gus. Traffic comes to a

color of paint all day doesn’t stir

elbows, first. He began to have trou-

standstill at his intersection when-

the imagination. He wanted to branch

ble holding up the ‘stop’ sign.”

ever he’s on duty …morning, noon

out and make a second color…bat-

and when school lets out.”

tleship gray… to see if the compa-

“Why don’t they just give him 2

“Well, because of who it is. He

ny could land a contract with the

“How’d he do his job if he couldn’t hold up the sign?”

“The parents made him a small-

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

er, lighter one, but someone pointed

and a small window. It even has heat-

out that the sign had to be a standard

ing and air-conditioning, running

size, so the parents fabricated a sign

water, and a toilet.”

of balsa wood and plastic foam.”

“I suspect there is more to the story.”

“You’re right, Gus ... much more.

By 2006 his arthritis got worse and moved to his legs. That really slowed

“Then, it’s a house.”

“Gee, Gus….I guess you’re right.

A long narrow house ... right there on the parkway, next to the curb.”

“You know what’ll happen next, boss?”

him down, especially since he no

‘Yeah…they’ll put on an addition

longer drives a car. He only lives four

with a bedroom ... probably with

blocks from his assigned corner, but

expensive, designer wallpaper.”

it takes him more than an hour to

“Right. Eventually, he’ll sell his

cover the distance. He had to leave

house and be in his crossing guard

his house by 6:30 in the morning in

shack 24/7. They’ll have to slap an

order to have time to get to his cor-

address on it so he can get his mail.

ner by 8:00.”

That still doesn’t help with the backed

“That’s an hour and a half. I

up traffic problem.”

thought you said it takes him an hour.”

“Oh, his supporters have an idea

“He stops at a convenience store

to eliminate the congestion, Gus.

for a cup of coffee and a sweetroll.”

They want to put up barricades a

“Oh.”

block from the intersection which

“Well, Dick has to be on his a.m.

would divert all vehicular traffic to

shift until 9:00. That means he’s not

alternate routes.”

home until 10:00. That gives him only

“Then, why would you need a

a half hour to eat lunch, because he

crossing guard there at all, Mr. Keck?”

has to leave his home again by 10:30

“You’re forgetting one thing, Gus.”

in order to be at his corner by 11:30

“Oh yeah…the paint factory.”

to help the kids who go home for their

... dedicated to my cousin,

lunch. He’s got the same time crunch

Richard Graham, a school crossing

in the afternoon. So now, he just stays

guard in Glenview, Illinois.

on his corner all day. … until 4:30 in the afternoon. That really simplified

President Carolyne Brooks

Treasurer Dale Hansen

Vice President Karen Fisher

Immediate Past President Joseph Alesandrini

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson Egyptian John Metzger

things.”

“All day? What does he do for

Illini Michelle Skinlo

lunch now?”

“The parents work in rotation

Kaskaskia Linda Eades

making sandwiches for their kids to bring to him.”

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

Kishwaukee Mary Stith

“What about when the weather gets bad? Soggy sandwiches don’t sound all that appetizing.”

“The village board voted to con-

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

struct a shelter for him, sort of like those you see at bus stops. This one’s much bigger and pretty deluxe. It’s entirely enclosed, with vinyl siding

“My mom says I need to have a positive attitude. I’m positive I’m going to fail this test.”

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

3

FEATURE ARTICLE

Bargaining season 2013 ...

How the Affordable Care Act will impact Illinois districts

By David J. Braun

David J. Braun is an attorney specializing in school law with Miller, Tracy, Braun, Funk & Miller, Ltd. in Champaign.

4

The health reform legislation

provisions in light of the new rules,

Therefore, before any discussions

signed by President Obama in 2010

as well as the implications of district

regarding a change to insurance occur,

will have major implications for school

circumstances on the district’s employ-

the district should consult its col-

districts and their health insurance

ees.

lective bargaining representatives,

plans beginning in 2014. Titled the

As is true for any new law and

and seek input regarding their inter-

“Patient Protection and Affordable

regulatory structure, the most impor-

ests. Involving the union is the only

Care Act” (PPACA), the law now pro-

tant thing to do beyond understand-

sure-fire way to build the trust nec-

vides for substantial financial penal-

ing the rules is to build trust with the

essary to get agreement to make a

ties for employers that do not provide

district’s staff. While the changes will

change which may be mutually ben-

sufficient coverage or discriminate

impact districts financially, it will

eficial, or which may be beneficial to

in favor of certain employees. Until

also impact employees individual-

the district but less so to the employ-

now, many employers have postponed

ly. While many of the changes may

ees affected.

addressing much of the law for sev-

be beneficial, some may be painful

There are at least four major

eral reasons: there were political and

for employees. The best way to share

issues that must be addressed by dis-

legal challenges to the law, there were

the responsibility of implementing

tricts in their collective bargaining

no regulations to explain the law, and

change is to establish or build a rela-

agreements in two broad areas: dis-

it was perceived there was sufficient

tionship of trust and openness, shar-

criminatory pitfalls and coverage

time to remedy issues that may exist.

ing information, facts, and possible

issues.

Following the United States Supreme

solutions. The more interested per-

Court’s affirmation of the Constitu-

sons, experts, and other representa-

tionality of the funding mechanism

tives are involved, the more thoroughly

According to the regulations of

underlying the law, beginning in 2014

reasoned (and therefore safer) the

the Internal Revenue Service (IRS -

new rules (and employer penalties)

solutions devised will be.

the federal agency that enforces tax

Discriminatory pitfalls

will go into effect. In other words,

The first thing for every board to

laws), there is now a penalty (called

schools bargaining contracts (both

understand is that benefits conferred

an “excise tax”) that applies to dis-

administrative and collective bar-

under health care plans, whether or

tricts with health insurance plans

gaining) in 2013 need to begin con-

not they are district managed, are

that discriminate in favor of “high-

sidering the implications of present

mandatory subjects of bargaining.

ly compensated employees.” “High-

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

ly compensated employees” are those

may result in a penalty issued by the

ular plans, it may be possible to share

employees whose compensation is

Teachers’ Retirement System (TRS),

the burden of the new requirements.

in the top 25percent of all the employ-

as well as potentially unanticipated

Districts are well-advised to exam-

ees working for an employer.

tax liability. TRS’s rules (or inter-

ine both their administrators’ ben-

pretation of the rules that already

efits as well as those of all of their

In other words, if a superintendent, assistant superintendent, principal, or other highly compensated administrator (or possibly other highly compensated employee, including

While the issue of administrator benefit structures is pressing, per-

teachers or counselors) receives a

haps a more complex issue with which districts will grapple is the

health benefit that other employees don’t receive (such as, perhaps, board-

larger issue of health care plans that discriminate generally in favor

paid family insurance benefits), the

of a large class of employees (rather than in favor of a single employ-

school district may be subject to a

ee or small group of employees).

penalty. The penalty, according to proposed regulations pointing to IRS law, will be $100 per day, per employee discriminated against. 26 U.S.C. § 105(h), 26 U.S.C. § 4980D. Moreover,

exist) may change in the coming years,

employees in order to ascertain

the federal government, a plan par-

and when those rules and interpre-

whether there is an opportunity to

ticipant, or the plan administrator

tations change, there may be an impact

avoid the excise tax penalty and avoid

itself may bring action against the dis-

(positive or negative) on how com-

the potentially politically costly results

trict in order to force it to provide the

pensation for employees is treated.

of failing to address the issues.

benefits to all its employees. 29 U.S.C.

It is, therefore, important for

§ 1132. It is important to note that,

each school district to assess its own

at this time, it is unclear whether any

plans, rights, penalties, and com-

While the issue of administrator

particular benefit (such as family

pensation particulars. The issues

benefit structures is pressing, per-

insurance) will be discriminatory

involved will affect all employees.

haps a more complex issue with which

under the new rules — but the penal-

Administrators will be responsible

districts will grapple is the larger issue

ty will apply to whatever benefit might

both for protecting their own fami-

of health care plans that discriminate

be discriminatory.

lies and compensation packages, but

generally in favor of a large class of

The way each district will fix this

also (through their union) for mak-

employees (rather than in favor of

issue is different. Some districts may

ing sure their own packages don’t

a single employee or small group of

elect to offer more benefits to all

cause a politically (and financially)

employees). While the rules which

employees, and some may elect to

disastrous penalty for the district. It

apply may be the same, the issue

reduce benefits to some employees

is important for everyone to work

raised by a larger class of represent-

or all employees. Some districts may

together. Does the district have a tax-

ed employees may be much more

change employee compensation struc-

sheltered plan for health insurance?

complex to fix. It is unclear how

tures, and many will likely alter their

Is there a way to structure the pro-

the rules will apply to district col-

insurance plans. Excluded from IRS

vision of health insurance to make

lective bargaining agreements, but

penalties, presently, are dental and

all employees’ benefits the same? Are

there is an analogous rule (105(h))

vision plans, but that does not mean

particular employees involved with-

from the IRS law regarding self-insured

that the final regulations will con-

in the pension window (where their

plans. The IRS law illustrates the trou-

tinue to exclude such benefits.

compensation will affect their pen-

ble that exemptions (which are ref-

sion costs and changes may affect the

erenced by the proposed rules) may

district’s ability to avoid penalty)?

create.

There are a myriad other issues as well— if a district changes the compensation of an employee, the change

By examining a district’s partic-

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

Otherwise discriminatory plans

Under 26 U.S.C. § 105(h) (the 5

analogous rule which presently applies exclusively to self-insured plans), collective bargaining agreements are excluded from determination of discriminatory benefits. Therefore, for purposes of 105(h), the determination of discriminatory benefits within the unit is unlikely (at the pre-

Computing full-time employees An employer served by 80 employees, who are divided as follows: 35 full-time certified employees (teachers, administrators, and counselors.

45 full-time non-certified employees (maintenance, bus drivers, secretaries, and teaching assistants).

sent time) to result in discriminatory penalties under 105(h). However, because we do not yet know whether

tively bargained, it is excluded from

parties will be motivated to engage

this exemption will apply under the

the discriminatory benefits penalty

in some sort of shared-responsibili-

rules, it is unclear whether we will

under the self insurance rules. 26

ty discussion.

be able to rely on this exemption after

U.S.C. § 105(h). However, such exclu-

this year.

sion does not apply to minimum essen-

Take, for instance, a collective

tial coverage or affordable coverage

What is Minimum coverage? Large

bargaining agreement provision that

rules, which may, in fact, result in a

employers (those employing more

makes benefits payments contingent

penalty. Because the rules are not yet

than 50 full-time equivalent employ-

upon salary (so that the employee’s

final, it is impossible at this time to

ees) must provide minimum essen-

contribution toward his premium

know whether the collective bar-

tial coverage to all employees. Full-time

is based on a percentage of his salary).

gaining agreement exemption will

equivalent employees (for purposes

Even though this contribution sys-

apply to plans other than those that

of the IRS regulation) are those who

tem (favoring employees with high-

are self-insured, it is impossible to

are entitled to be paid for 30 hours

er salaries) would otherwise violate

know at this time whether such plans

weekly. Part-time employees may

the discriminatory benefits provi-

are safe at this time.

count into the calculation of 50 full-

sion, because the plan was collec-

IASB SERVICE ASSOCIATES The best of everything for schools IASB Service Associates provide quality products and services for schools.

Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

6

Coverage issues

Moreover, some districts may

time employees: the number of part-

have multiple collective bargaining

time employees’ hours in a month

units, each with different plans. It is

over the number of hours in that

unclear, today, whether the rules will

month over a period of three months

ultimately exempt such situations

equals the number of full time employ-

from the discriminatory plan rules

ees. For example:

(such as, if the teachers receive a ben-

A district has 30 full-time employ-

efits that custodians do not receive).

ees, and 30 part-time employees. The

Districts should consider their

part-time employees work 20 hours

individual circumstances. What real-

per week apiece. 20 hours x 4.5 weeks

ities exist in the district? Is there a

in the month = 90 hours. 90 hours x

great deal of trust, or do the employ-

30 part-time employees = 2700 hours.

ees mistrust the board and/or the

2700 hours/130 hours = ~20 full-time

administration? As with any other

employees.

paradigm-shift in employment law,

Therefore, the district has 50

the best immunization against poten-

full-time employees (30 FT employ-

tial problems is communication.

ees+ 20 FTE employees) and is, by

Speaking openly and honestly with

law, a large employer subject to the

employees and union representatives

non-discrimination rules.

about the problems and potential

Minimum essential coverage

solutions will build long-term trust,

requires employers, under the pre-

and increase the likelihood that all

sent rules proposed, to provide health

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

care coverage which meets two require-

= 15 employees. 15 employees x

employees = 50 employees. 50 x

ments:

$2,000 = $30,000).

$2,000 = $100,000).

1. Bronze level coverage, which

If, in the foregoing example, all

The purpose of the penalty is to

is coverage whereby the employer

employees were covered by the same

subsidize the government’s ability to

covers at least 60% premium cover-

plan as non-certified employees (50

pay the employee’s insurance cov-

age; and

percent coverage), the penalty would

erage procured on the open market.

2. The employee’s contribution

instead be up to $100,000 (80 employ-

The “penalty” is paid to the govern-

to his or her coverage may not cost

ees not adequately covered – 30

ment, while the government will pay

more than 9.5% of the employee’s income.

Failure of a large employer to offer any coverage to employees will subject a district to a penalty in the amount of $2,000 for each full-time employee in excess of 30.

STAFF

Failure of a large employer to offer sufficient coverage (that is, minimum essential coverage) to employees will subject a district to a penalty of up to the amount of the lesser of $3,000 per employee who is not covered or $2,000 for each full-time employee in excess of 30.

In the collective bargaining agreement covering all staff, each certified employee is fully covered by health insurance, with a fully employer-paid premium, and each non-certified employee is compensated for 50 percent of his health insurance costs.

Non-certified employees typically contribute 15 percent of their W-2 Box 1 income to pay their health care insurance premiums. W-2 Box 1 income, however, is taxable income.

OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant

Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director-designee Sandy Boston, Assistant Director

Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Assistant Director/ Production Services Gerald R. Glaub, Consultant Diane M. Cape, Production Services Consultant

Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer

FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Reatha Owen, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director

It does not include tax-sheltered benefits, such as TRS payments, 403b retirement annuities, or section 125 tax-sheltered health contributions.

Box 1 income may be substantially less than what is commonly recognized by an employer as the employ-

ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director

Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant

Advocacy Cynthia Woods, Director

ee’s “salary.”

In the foregoing example, the district would owe a penalty of up to $30,000 per year (45 employees not adequately covered – 30 employees

IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

www.iasb.com

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

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

7

a subsidy to the employee in order

employees than previously antici-

may achieve the short term goal of

to assist the employee in getting cov-

pated in other contexts. Second, the

fixing the insurance problem at the

erage on the open market.

cost of health care may or may not

long term expense of encouraging

exceed the cost of the penalty — in

unionization.

Operation of penalties

other words, it may be financially

What is Affordable coverage?

If, in the foregoing example, only

beneficial for a school district to pay

“Affordable” under the proposed rules

10 employees actually access the

the penalty. However, as this is a mat-

means that the employee need not

insurance market and purchase insur-

ter for collective bargaining, such a

spend more than 9.5 percent of his

ance outside the district, the penal-

solution may be both legally and polit-

total household income on health

ty would be $30,000 (10 employees

ically impossible.

insurance. Because it may not be pos-

Some districts may find it ben-

sible for employers to assess every

eficial to cut the number of hours of

employee’s household income (spous-

The “penalty” in this case (unlike

employees who work near the 30-

es and others may contribute sub-

the penalty applicable to discrimi-

hour threshold. However, two prob-

stantially to the income of the

natory benefits plans) is not a penal-

lems arise: first, reducing a group of

household), the IRS has offered a

ty, but rather a premium credit that

employees’ hours is a mandatory sub-

“safe-harbor.” As the rules are present-

will enable those employees to use

ject of bargaining (where the employ-

ly proposed, an employee’s W-2 Box

the public insurance exchanges to

ees are represented) and cannot be

1 income may be used to calculate

buy insurance. The employer man-

accomplished without a reduction

9.5 percent of any employee’s income

date that will begin in 2014 says

in force. Bargaining such a reduc-

for purposes of determining whether

employers with more than 50 employ-

tion may prove to be very difficult

minimum essential coverage is being

ees must provide for minimum essen-

when a union is in place, particularly

offered.

tial coverage or pay for the employee

when it becomes clear that the pur-

Much like “minimum essential

to go get that coverage on the open

pose is to defeat the requirement to

coverage,” an employer who fails to

market. The only way to guarantee

provide insurance. Second, if there

provide “affordable coverage” sub-

avoiding such “penalties” is to offer

is no union, reduction in hours may

jects itself to required subsidiza-

minimum essential coverage to all

create distrust among employees —

tion of health insurance for

employees.

districts are well-advised, even where

under-covered employees. Again, the

Again, there are several matters

no union covers employees, to care-

penalty is the lesser of $3,000 per

to consider. First, the unusual defin-

fully consider their options before

employee seeking open-market insur-

ition of “full-time” under ACA (an

removing rights from employees, par-

ance, or $2,000 per employee (more

employee entitled to be paid for 30

ticularly where such change may be

than 30) who is not offered “afford-

hours per week) means the district

designed to avoid health care provi-

able coverage.”

may have many more “full-time”

sion requirements. Such an approach

drawing subsidy x $3,000 per-employee penalty = $30,000).

Conclusion Employers should consider their individual facts and circumstances

Ask the staff continued from inside back cover engagement process itself must be

8

off can be tremendous.

on these matters. While the rules are complicated, the solutions are not

well-planned and nurtured over an

If you have any questions regard-

reached unilaterally. As collective

extended period of time, the prepa-

ing the report or the work of com-

bargaining on these matters is required,

ration of materials for district gov-

munity engagement, please contact

districts are best-advised to bring

erning teams to use will take time to

Cathy Talbert, IASB associate exec-

both the decision-makers and those

develop and explain, so think of both

utive director for field services and

impacted by the decisions into the

community engagement and its tools

policy services at ctalbert @iasb.com

room early in order to invest every-

as processes rather than single events.

or by calling either 630/629-3940 or

one in the solution as well as the out-

The work is important but the pay-

217/528-9688, ext. 1234.

come.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

PRACTICAL PR

District health requires taking the community’s pulse

By Bill Clow

Bill Clow is direc-

hey” say that you are supposed

to our well-being. We make approx-

to survey your community to

imations and assumptions about the

T

“ tor of community

find out what they think about your

outreach for Har-

world that are much cruder than we

school district. You tell yourself, “My

Market research is

realize.” Well-crafted research can

vard Community

community members ARE NOT shy

often the most

help refine those approximations and

Unit School Dis-

about sharing their opinions, espe-

trict 50 in

cially when they perceive something

McHenry Coun-

is wrong. Why should the district

district’s marketing

building and nurturing relationships.

ty and a member

spend time and resources asking for

tool box.

Those relationships can be with par-

of the Illinois

more opinions?”

neglected tool in the

assumptions.

Marketing is primarily about

ents, staff, suppliers, the media, oth-

“They” say that it is important

er educators, the public, politicians,

National School

to understand your parents’ motiva-

the local community, and regulators.

Public Relations

tions, staff members’ interests and

The importance of developing and

Association.

students’ feelings. You think to your-

often seems to gum up the works and

maintaining relationships with each

self, “I know when they enroll their

slow things down. We just want to

of these groups waxes and wanes

children. Why do I care about any-

get started and research seems to delay

depending on what is going on with-

thing else?”

things with no tangible payoff. With

in the district. The reality is you are

“They” say they can tell you

research, not only do you have to take

better off if you keep your finger on

within one standard deviation how

time for the survey, but you have to

the pulse of all of them, all of the time.

stakeholders will respond to a new

analyze the results and hope that the

Understanding stakeholders’

referendum campaign or curriculum

results don’t indicate a change in plans.

views and feelings about the district

plan. You wonder to yourself, “What

It seems easier to avoid it.

can help the board communicate

chapter of the

But ultimately, the primary rea-

what it is doing and how those actions

Market research is often the most

son market research is so often skipped

meet or exceed their demands and

neglected tool in the district’s mar-

may be that school leaders often don’t

expectations. A simple, well-crafted

keting tool box. There are many rea-

see the value. They have a view of the

survey of parents, students, com-

sons for that. First, many school leaders

district with which they are com-

munity or staff can help the board

who understand about marketing and

fortable and they don’t want to risk

break through the myopia that Nate

communications don’t really under-

disrupting that view with research.

Silver was writing about and see

stand the processes or the terminolo-

As Nate Silver says in his book The

the world, and the local district, as

gy of research. Second, market research

Signal and the Noise, “We focus on

stakeholders see it.

the heck is a standard deviation?”

Columns are submitted by members of

10

the signals that tell a story about the

Ultimately, the district needs

world as we would like it to be, not

market research information because

how it really is. We ignore the risks

board members need to know what

that are hardest to measure, even

“they” say: about the district, about

when they pose the greatest threats

its successes and about their needs.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

FEATURE ARTICLE

Education, healthcare have similarities

By Linda Dawson

S

ome may think the only thing

Behind closed doors

Schools depend on tax dollars, but

schools have in common with

When you walk down a school

they also depend on parents, teach-

IASB director/

hospitals is that they both are large

hallway the doors to individual class-

ers and, often, school foundations

editorial services

buildings in a community. But on

rooms can be closed— a practice often

and fund raisers for some of the

and Journal

closer inspection they have many

interpreted as teachers trying to main-

extras. It has been said that the

editor

similarities.

tain privacy about what is going on

amount of taxes most people pay in

Both are often among the largest

with their teaching in that classroom.

their lifetime could not adequately

employers in the community with a

In some cases it may be just to keep

cover the actual cost of their edu-

wide range of employee skill sets need-

hallway, noise and distractions out.

cation. Hospitals rely on payments

ed. Both employ administrators as

In a hospital hallway doors also remain

from patients and their insurance

well as maintenance and food service

closed but usually to afford the patient

companies, but most of them also

personnel, whether they are hired

privacy as well as to cut down on dis-

rely on their own foundations to

and supervised directly or as work-

turbances and noise that might inter-

conduct fund raisers for special

ers contracted through a private com-

fere with recuperation.

needs like new construction and

Linda Dawson is

pany.

Comparing those who are served

When it comes to people who

by each system, patients come to a

work at each institution, they can

hospital to get better whether because

have varying levels of education.

of illness or injury, and then they are

Both education and healthcare

Doctors nurses and teachers all can

discharged, hopefully to lead pro-

are infamous for having their own

be specialists or generalists. While

ductive lives in a better condition

languages, especially when it comes

the public tends to use the title broad-

than when they entered. Students

to abbreviations and acronyms. For

ly, doctors today are more likely to

actually come to school to be “made

the general populace, medical lin-

have a specialty area rather than

better” as well. Both transformations

go became more familiar after tele-

being a general practitioner. Nurs-

involve a great deal of testing along

vision shows set in hospitals and

es also specialize by working in spe-

the way. The educational system

emergency rooms became popular.

cific areas like the neo-natal unit or

wants students to learn as much as

Most current “educationese” has

geriatric care. The same is true for

they can before they graduate so they

not found its way into America’s

teachers. Teachers have specialized

can go on to a higher level of educa-

common vocabulary except as

in subject areas for years, especial-

tion or to lead productive lives in a

excerpts on the nightly news. Con-

ly in the middle school grades and

career of their choice.

sider the CAT scan,ICU and NICU,

above. But recently some teachers also are choosing reading and math as specialty areas in lower grades.

12

expensive pieces of equipment.

Languages and acronyms

then think about RTI, NCLB, ISAT, Containing costs Both of these institutions also take a lot of money to operate.

and PSAE, and both healthcare and education deal with HIPPA and FRpa, to name a few.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

Red tape and paperwork Both systems seem mired in paper despite computerization of many functions, including patient and student records. Vital statistics are now entered into laptop computers that can be easily accessed by doctors and those working the next shift. Grade books may no longer be

Come celebrate IASB’s Centennial Join your IASB staff hosts at the IASB Information Room (Comiskey Room) from 8:30 a.m., to 3:30 p.m., Friday, Nov. 22, and from 8:30 a.m. to 3 p.m., Saturday, Nov. 23.

a fixture on the teacher’s desk and student grades are now often accessible for viewing by parents on a computer instead of waiting for a report card to come home It’s imperative for both to maintain records of permissions and procedures including the professional development activities of staff. Doctors, nurses and therapists must be educated, licensed

❖ Enjoy a free cookie

and recertified to maintain levels of

❖ Enjoy a free soft drink, water, coffee, or tea

patient care, just as teachers must

❖ Sign our giant IASB Centennial Anniversary Card

be educated, licensed and complete professional development to main-

❖ View highlights of each decade in IASB’s 100-Year History on a stunning wrap-around mural

tain their standard of instruction.

Food service

❖ View video greetings from local school board members

Both schools and hospitals often struggle with food service demands.

❖ Meet and talk with IASB staff members and the IASB board of directors

Both sometimes elicit stories about quality, including mystery meat and rubber Jell-O. Schools are under man-

❖ Learn more about IASB products and services

dates to make meals healthier because

❖ Enter drawings for one of four IASB souvenir gift baskets

of childhood obesity rates even as some factions complain that active

❖ Meet and talk with members of the Illinois State Board of Education

students are not getting enough to eat. So the new rules are being tweaked. Hospitals are changing food

Everyone with a Joint Annual Conference badge is welcome at the IASB information Room. Please, only one cookie or beverage per person. The gift basket drawing will be held at the end of the conference. Winners will be notified and no purchase is necessary.

service ideas, too. For many years they served basically the same meal option to all patients at a specific time, but now many hospitals are adopting a room service menu, where patients have a choice of entrees, sides and snacks, even down to choices on a liquid diet At some facilities patients can request the time when the meal will be delivered. Schools

The Comiskey Room is located in the concourse level of the Hyatt Regency West Tower

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

transitioned many years ago from a

viding laptop computers for all stu-

operate in the public eye as public

single hot lunch offering when many

dents, because those items were not

institutions, even if they are privately

added an ala carte line.

necessary for learning before. A favorite

run, they will both always be subject

Sometimes healthcare and edu-

comment is often, “this school was

to public scrutiny, and as Abraham

cation adopt an attitude that things

great when I went there and kids can

Lincoln noted: “You can please some

need to be done a certain way because

still learn there without all this new

of the people all of the time, you can

that’s how they have always been

technology; give them a book.”

please all of the people some of the time, but you can’t please all of the

done. New technologies are chang-

The same arguments are not usu-

ing some of those practices, but ear-

ally present for hospitals because, in

ly adopters can feel the wrath of

the case of healthcare, patients are

That would seem to be the best

the public if ideas are not well

more likely to question why a new

mantra for hospital boards of direc-

explained, especially in schools. Tax-

treatment or procedure isn’t offered,

tors as well as school board members

payers question things like the cost

thinking it should be.

to remember.

people all of the time.”

Because hospitals and schools

of installing smart boards and pro-

Milestones continued from page 36 Muddy Board of Education for several years.

Daniel M. Koons, 69, died August 19, 2013. He served on the Heyworth/Ben Funk School Board.

Mary Katherine (Stegall) Lawton, 84, died September 20, 2013. Lawton served the Bunker Hill community on the local school board.

Mary Jo McBride, 74, died August 4, 2013. She was a former mem-

ber of the Dixon Unit SD 170 Board of Education.

Charles F. McGee, 94, died August 23, 2013. He served on both the Catlin high school and grade school boards.

Edward C. Murphy, 92, died September 9, 2013. He was a school board member in the Lewistown School District when the present grade school was built.

Peter A. Nick, 78, died July 22, 2013.

He was a former member of the Aptakisic Tripp CCSD 102 school board in Buffalo Grove.

Randy J. Pope, 57, died September 4, 2013. He had served on the Panhandle School Board for 16 years, two of which he served as president.

Robert Russell “Bob” Postlewait, 82, died August 9, 2013. He served on the Bement school board and was chairman of the Bement Foundation since its inception in 1997.

Bill Thomas Samples, 80, died July 19, 2013. He was a past president of the school board of Wood Riv“I’d like to be frozen until insurance will cover my pre-existing conditions.” er-Hartford ESD 14.

14

Tom Schmitz, 73, died July 24, 2013.

Schmitz served on the Batavia school board from 1987 to 1993, including two years as president.

John C. Shelton, 78, died September 23, 2013. He formerly served on the Rondout School Board.

Herman Kelly Sutton, 84, died September 5, 2013. He formerly served nine years on the Marseilles School Board.

James E. Taviner, 77, died September 22, 2013. He was past president of the Calhoun Unit 40 Board of Education.

Robert Ritchey Teel, 86, died August 24, 2013. He was a past president of Schuyler Unit District 1 Board of Education.

The Illinois School Board Journal welcomes news about or from Illinois school leaders. News may include but need not be limited to accomplishments, changes in position or duties, retirement, death and other milestones related to board/district duties. For more information about submitting news items, phone the Communications Department at 217/528-9688, ext. 1138, or e-mail gadkins@iasb. com.

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

COVER STORY

Survey finds board members giving more of themselves

By Gary Adkins

Gary Adkins is director / editorial services and editor of Illinois School Board Newsbulletin

chool board members today

and the number of years they have

in the 2013 survey response is in

give more of themselves in hours

served, board members participat-

length of service. The number of board

of service to their local schools than

ing in the survey answered questions

members serving more than 10 years

board members did five years ago.

about their demographics, their dis-

rose markedly, from 20 percent in

They expend more time on board

trict, their reasons for running for

2008 to 26.7 percent today. Likewise,

work and serve a greater number of

the board, their views of education,

the length of mid-level service (between

years on school boards, according to

and many other questions designed

four and 10 years) jumped from 30

the latest survey of school board mem-

to elicit preferences for receiving

percent to 37.5 percent. Meanwhile

bers in Illinois.

information and professional devel-

the biggest reduction went to those

opment from IASB.

serving less than four years, which

S

The Illinois Association of School Boards conducted its fifth member survey in 2013, updating the survey previously sent out in

The most startling change shown

fell from 49 percent of board members five years ago to 36 percent of board members today.

While

1993, 1998, 2003, and

might argue that the

2008, but with a few

survey does not rep-

updates.

In addition to answering questions about how much time they spend on board work

some

resent a complete picture of all of the nearly 6,000 board members to whom it was sent, the 2013 survey had a good response rate of 22 percent. Survey experts say that level of response provides about a 95 percent assurance of accuracy throughout the entire board member population surveyed.

Despite the demands of the job in terms of additional expenditure of hours and added years in board service, the survey found many school board members would run again.

16

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

Board members with terms that

common than in the previous sur-

ally declined from 23 percent to 21

would expire in April 2013 were asked

vey, at 43.9 and 20.9 percent, respec-

percent, the number spending 16 or

to answer questions about their elec-

tively this time, up from 39.1 and

more hours took a step up, rising from

tion plans. Of the 1,307 overall respon-

19.7 percent, respectively, in 2008.

19 percent to 22 percent. Most star-

dents, 52 percent indicated they would

The next two highest reasons to

tling of all, however, the latter per-

be up for election. Of those whose

run for the school board were to help

centage had been just 1 percent in

terms were due to expire in 2013, 81

their children get a good education

2003.

percent said they were running for

and to fulfill their civic responsibil-

re-election.

ity, both coming in at 14 percent.

Does the increased time demand change overall satisfaction with serv-

Board members with terms that

While they seem to run for school

ing on a board? Surprisingly, no.

would expire in 2015 also were asked

board for the same reasons, once elect-

Despite an increased time commit-

to answer questions on their election

ed, the number of hours members

ment, board members still over-

plans. Of 658 respondents whose

devote to board service has been steadi-

whelmingly find their board experience

terms are due to expire in 2015, 40

ly increasing. Starting at the low end

satisfying. Those respondents devot-

percent said they expect to run for

in hours spent, 18 percent of board

ing five or fewer hours to board work

re-election. But, with the election

members in 2008 said they spend five

actually were less likely to find the

still a couple of years ahead, perhaps

hours or less a month on board busi-

job “very” or “moderately” satisfy-

it’s not surprising that 35 percent said

ness. By 2013, that percent had fall-

ing (16 percent) than those putting

they were undecided on running for

en to 16 percent. Contrast that with

in more hours. A high rating for “very”

another term.

the 55 percent of respondents who

satisfying came from board members

gave that response in 1993.

who reported spending six to 10 hours

Although the numbers have changed on their length of service

Less dramatic is the growth in

a month on board work (41 percent).

and whether they want to run again,

the number of board members spend-

But 43 percent of those putting in 11

the top reason given for not running

ing six to 10 hours a month, which

hours or more a month found their

again remained unchanged: time to

inched upward from 40 to 41 percent

work either “very” or “somewhat”

step aside (53 percent in 2013 vs. 48

between 2008 and 2013. But while

satisfying.

percent in 2008). But the second-

the number of those spending 11 to

Conversely, the biggest percentage

most common answer to this ques-

15 hours a month on board work actu-

(40 percent) who have been “down-

tion has changed since the last survey.

The latest survey found 19 percent of those planning to retire from board service cited the need to spend more time with family and/or jobs. The 2008 survey, in contrast, showed the

Technology use on the rise

second-most common reason for step-

Nowhere do changes in the past 20 years seem more pronounced than in asking board

ping aside then was excessive demands

members questions about their use of technology. Wording in the 1998 survey sounds quaint

on schools (19 percent), which was

if not archaic when asking board members how often and where they accessed the World Wide

still a significant factor in 2013 (14.4

Web

percent).

By 2003, 55 percent of board members reported having Internet access both at work and at home, as compared to just 22.2 percent in 1998. By 2008, the number accessing the Inter-

Board service is valued The top two reasons citizens

net at work and at home had grown to 63.4 percent. In 2013, 66.9 percent of board members said they accessed the Internet both at home and at work.

choose to run for the school board

In 2008, 27 respondents or 1.6 percent said they did not have Internet access, but they

have not changed from five years ago:

planned to acquire it soon. That number had shrunk to just .1 percent in the most recent sur-

they value public education and they

vey or just one respondent in 2013. As another indication of changes in technology, 50.4 per-

want to make a specific improvement.

cent of respondents in 2013 reported that they had Internet access via a mobile device (smartphone

In fact, those answers were even more

or tablet).

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

Table A - Time spent of board work Percentage of school board members reporting amount of time spent per month on all aspects of board work, including meetings, by district enrollment and type of community: District Size

Fewer than 500 students 500 to 999 students 1,00 to 2,499 students 2,500 to 4,999 students 5,000 or more students

Less than 10 hours 2013 2008 2003

2013

10 to 20 hours 2008 2003

More than 20 hours 2013 2008 2003

79% 68% 51% 41% 21%

77% 66% 56% 34% 21%

78% 59% 48% 33% 16%

19% 28% 39% 42% 49%

20% 29% 38% 54% 43%

19% 36% 45% 56% 55%

2% 5% 10% 17% 31%

3% 5% 5% 12% 36%

4% 5% 8% 11% 29%

27% 44% 59% 52%

42% 50% 47% 67%

25% 36% 48% 65%

45% 39% 34% 27%

32% 45% 41% 28%

52% 51% 44% 31%

27% 6% 16% 5%

26% 5% 12% 5%

24% 13% 8% 5%

Type of Community Large City Suburban Small City Rural

some totals to not equal 100 percent due to rounding

right disappointed” in board service

or fewer hours a month.

said they put in six to 10 hours a

Women were slightly more like-

top two things board members named

month on board work. But those

ly to spend more time on board work

as the most positive features of board

putting in under five hours a month

per month than men, with 11 per-

service were seeing students gradu-

only reported a “disappointment”

cent of women saying their board ser-

ate and continue to grow (42 per-

rate of 10 percent.

vice was 20 hours or more, while men

cent), and involvement in important

reported 20 hours or more 9 percent

public discussions and decisions (35

of the time. In all other five-hour

percent).

More students, more work It may come as no surprise to

increments, however, the percent-

Far and away the most negative

board members that the hours devot-

ages for hours served were more sim-

thing about being a board member is

ed to board service increase propor-

ilar for men and women.

dealing with state mandates and a lack of funding, which has remained

tionately with the number of students in the district. Board members with

Job satisfaction

unchanged since the 2008 survey.

fewer than 500 students in their dis-

What impact on their level of sat-

But that negative perception has

trict were more likely to report spend-

isfaction can be observed from the

grown much more widespread, with

ing 10 hours or less a month on board

fact that board members spend more

that answer coming from 70 percent

meetings and preparation (79 per-

time attending and preparing for meet-

of board members today as opposed

cent) compared to just 2 percent

ings? There really seems to be little

to 60 percent five years ago.

reporting they spent more than 20

correlation.

hours. (See Table A.)

18

As was true in 2008, in 2013 the

Approximately 86 percent of

Impact of

The highest percentage who

board members overall described

reported spending more than 20 hours

their experience on the board as either

Overall, the number of board

a month on board work came from

“very” or “moderately” satisfying. Of

members attending a new board mem-

board members in districts with 5,000

these members, in fact, the num-

ber workshop was down slightly from

or more students (31 percent), as

ber describing their board service as

five years ago, but down markedly

compared with just 21 percent in the

very satisfying has risen to 53.9 per-

from the rate in 2003 when approx-

largest districts saying they spent 10

cent from 46.3 percent in 2008.

imately 75 percent reported attend-

professional development

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

ing a new member workshop when first elected. As with the 2008 sur-

intendents responded that way.

When asked about possible

vey, a very low percentage, just 2 per-

mandatory training for board mem-

cent (28 respondents) said they

bers, 46 percent said it should not be

thought no particular training is nec-

required, but they would support and

essary to be a board member. In 2008,

encourage board members to seek

1 percent (21 respondents) said so.

professional development voluntar-

But in both the 2013 and 2008 sur-

ily. Superintendents responded that

veys, fully 88 percent said they believe

way 29 percent of the time.

board members need professional development.

Board members and superintendents also agreed that workshop

The vast majority of board mem-

topics and content, as well as the

bers and their superintendents believe

opportunity to network with other

in professional development for board

board members and superintendents,

members. Just 2 percent in both sur-

were the most positive features of

veys said serving on the board “does

IASB workshops.

Table B - Feelings about the future Percentage of school board members and superintendents who said they were very optimistic or somewhat optimistic about the future of education: Percentage optimistic about the future of education in their districts Board Members Superintendents

2013 2008 2003 1998 1993

80% 86% 78% 89% 80%

80% 90% 75% 90% NA

Percentage optimistic about the future of education in the state of Illinois 2013 24% 20% 2008 37% 40% 2003 37% 32% 1998 57% 68% 1993 32% NA

not and should not” require any particular training. Another 9 percent

Views on education

of board members said it would be

Now that we have looked at board

board members’ view of education

“helpful” but “is not usually essen-

service and professional develop-

issues, both in their own district and

tial,” while just 10 percent of super-

ment, how do responses compare on

in the state? (See Table B.) Overall,

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

slightly more optimistic about their own district than men board mem-

Table C - Rating the Superintendent Percentage of school board members giving their superintendents a satisfactory performance rating on various factors in 1993, 1998, 2003, 2008 and 2013:

Curriculum and instruction matters Financial affairs of the district Relations with the school board Relations with the community Relations with the staff Leadership in creating staff and community support for the district’s mission Providing a proper role model in ethical values

2013

2008

2003

1998

1993

88% 88% 86% 77% 78%

87% 88% 84% 73% 77%

87% 87% 86% 73% 76%

84% 88% 84% 69% 73%

78% 84% 80% na na

bers in 2013. Women respondents weighed in with 82 percent saying they were “very” or “somewhat” optimistic about their district, while men weighed in with 79 percent giving that view.

Respondents in the Northeast region also were more likely to say they were “very” optimistic about the future of education in their own dis-

75%

71%

71%

69%

70%

87%

85%

85%

85%

84%

trict. Overall, 87 percent of those in the Northeast region said they were “very” or “somewhat” optimistic about education in their district. That compares with 78 percent who answered

80 percent of board members were

Gallup poll, released in September

either “very” or “somewhat” opti-

2013, on the public’s views of their

mistic about the future of education

own schools as compared with schools

in their own districts. That’s down

nationally. According to that poll, a

from 2008 levels, when 86 percent

majority of Americans give the pub-

responded with those answers. A total

lic schools in their community an ‘A’

of 3.7 percent of respondents in 2013

or ‘B’ — the highest rating ever record-

said they were very pessimistic because

ed by this poll — but fewer than one

of a lack of resources or inadequate

of five would give the schools nation-

plans for improvement, but that is an

ally a ‘B’ or better.

increase from 1.8 percent of respondents in 2008.

The PDK poll shows that even

81 percent in the North region and 72 percent in the South region.

Turning to the future of education in the state, those in the South and North were more likely to be pessimistic about the future of education in Illinois, and the highest overall percentage of those with a “very” pessimistic view came from those in the South region: 45 percent.

more parents give high marks to the

That’s in stark contrast with the

schools their children attend; 71%

way they feel about education in the

give them an ‘A’ or ‘B’, the highest

rest of the state. Only 24 percent of

percentage in 20 years, and up from

respondents were optimistic about

68 percent in 2008.

education generally in the state of

The IASB survey shows that, by

Illinois and 73 percent are pessimistic.

enrollment, those board members

Of the latter percentage, 37.7 were

with the fewest students in their dis-

very pessimistic. Those levels of opti-

trict were the least optimistic about

mism are far below those of the 2008

their own district. While 72 per-

survey, which found 37 percent were

cent of respondents in districts with

optimistic about education gener-

fewer than 500 students answered

ally in the state.

either “very” optimistic (26 percent)

A closer look reveals that opti-

or “somewhat” optimistic (46 per-

mism for their own district and pes-

cent), all of the other enrollment cat-

simism for education in the state as

egories answered with totals of 82,

a whole were pervasive throughout

85 or 80 percent “very” or “some-

the state. Those responses seem to

what” optimistic.

mirror the latest Phi Delta Kappan

the same way in the Central region,

Women board members were

Governing issues and processes On the questions of board process issues and relationships with the superintendent, there still seems to be a disconnect between how much time board members think they spend talking about their own processes and performance and what their superintendents think.

While 75 percent of board members say they talk about their own process and performance for 20 minutes at least once a year (and at least 27 percent feel they do so at least every two or three months or more frequently), just 57 percent of superintendents say their board members talk about process issues at least once a year and just 11 percent report that

20

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

those conversations of 20 minutes or

While board members taking the

percent to 5.6 percent. Representa-

longer occur once every two or three

survey still are predominantly Cau-

tion from those identifying them-

months or better.

casian, the number of African-Amer-

selves as Hispanic on the board has

The same was true in 2008 when

ican respondents has risen by more

also risen slightly, from 1.2 percent

77 percent of board members said

than two percentage points from 3.2

to 1.4 percent.

they spoke about processes and performance at least once a year or more often, but 64 percent of superintendents said they observed those levels of conversation. Keep in mind, how-

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

ever, that in both sets of survey data the superintendents and board members who responded were not necessarily from the same school districts.

Board members’ perception of their superintendent’s performance has not varied since the first survey was conducted in 1993. Consistently, board members gave their superintendent 84 percent or above on

Executive

SearchES The Gold Standard of Executive Searches

issues of curriculum, finances, relationship with the board and ethics.

Although slightly lower, they still rated their superintendent’s performance at 70 percent or better on relations with the community and staff and leadership that creates support among the staff and community for the district’s mission. (See Table C.) A typical board member Overall, the picture of an Illinois school board member has changed very little since IASB began surveying its members in 1993.

Respondents in the 2013 survey create a picture of a typical board member as slightly younger, slightly better educated, more likely to be married than single, definitely more techno-savvy and earning more, but

Three Reasons to Choose IASB 1. Boards are our priority — We approach the entire process from your point of view, with your needs in mind. We offer a personal approach that’s tailored to your district and its particular needs.

2. Resources and Experience — Tap into the resources of your entire association. We have decades of experience conducting searches and we advise you in every facet of the selection process, including reaching consensus on the many decisions that must be made during an effective superintendent search.

3. Value — When you choose IASB, you put the entire strength of your dues dollars to work. IASB offers a complete service with cost below most firms. Let us do the paperwork and the legwork – while you make the decision!

less likely to have children in school than in 2008. The face of that board

For information contact:

member is still more likely to be Cau-

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

casian (90.6 percent) but is more likely to be female (42.6 percent) than

www.iasb.com/ executive

when the survey began in 1993.

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

How the survey was conducted

for board members and another for

ticipation rates of approximately 22

Unlike the 2008 IASB survey, the

superintendents. Survey responses

percent and 50 percent, respective-

2013 survey was conducted entirely

were received from 1,354 board mem-

ly.

online, with one survey instrument

bers and 429 superintendents for par-

The response rate represents considerably fewer board member participants than in previous years.

The 1993 survey elicited 2,748 board member responses, compared with 2,469 responses in 1998, 2,008 in 2003, and 1,668 in 2008. In contrast,

Help celebrate IASB’s 100 years and your local district’s history

superintendent rates of response were up a bit as 47 percent of district leaders (404) responded to the 2008 survey.

For survey purposes, the state was divided into four regions to tabulate results. The regions were divided along IASB division lines: Northeast: West Cook, North Cook, South Cook, Lake, and DuPage; North: Blackhawk, Kishwaukee, Northwest, Three Rivers, and Starved Rock; Central: Western, Central Illinois Valley, Two Rivers, Illini, Abe Lincoln, and Corn Belt;

IASB will celebrate its 100th anniversary this fall. This milestone event would not be possible without the support of local member school districts.

That’s why we want you to join the celebration.

We are inviting each member district to submit a 30-second videotaped greeting that will be posted on IASB’s YouTube page and featured at the 2013 Joint Annual Conference. This greeting is not only an opportunity to recognize the Association’s centennial; it also will honor local board members and the history of their local district.

South: Wabash Valley, Southwestern, Kaskaskia, Egyptian, and Shawnee.

As a whole, board members from the Northeast and Central regions were slightly more likely to answer the survey, and women were more likely than men to answer the survey. IASB’s database shows board members are split 61 percent men and 39 percent women in 2013, a

The local videotaped message should introduce each board member, the superintendent, name of the district, and the date or year it was chartered.

change from the 64:36 ratio in 2008.

More information and instructions are available by visiting the IASB centennial website at: http://www.iasb.com/centennial/.

37 percent in 1993 to 40 percent in

We look forward to seeing you on TV!

Since the first survey in 1993, the number of female respondents has increased by 6 percent, from both 1998 and 2003 and finally to 43 percent in 2008 and 2013.

Thank you IASB is grateful to the school board members and superintendents who took the time to complete and return the lengthy surveys.

22

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

COVER STORY

Superintendents mirror boards in hours, tenure

By Gary Adkins

Gary Adkins is IASB director/editorial services and editor of Illinois School Board Newsbulletin

C

omparing earlier surveys with

putting in more hours on the job and

or fewer each month with school board

the 2013 survey of district

are serving more years than board

meetings and other interactions with

superintendents shows that, like board

members surveyed in earlier years.

the board. Just 18 percent said they

members, superintendents are spend-

The past five years have seen an uptick

spent more than 16 hours on board

ing more time on board work and not

in their years of service, reversing a

work a month. The other 22 percent

staying in the same district for near-

long trend toward fewer years of ser-

said they spent between 11 and 15

ly as long as they once did. Nor do

vice.

hours a month on board work.

most superintendents report job sat-

Superintendents have seen a lev-

In 2013, the hours spent on board

isfaction as excellent any more, a

eling off over the past five years in

work were dramatically higher. Just

change from the past two surveys in

the heavy amount of time spent on

8 percent of the 416 superintendents

2008 and 2003.

board work, and their years of ser-

who returned surveys said they spent

vice have increased.

fewer than 10 hours a month on board

For comparisons’ sake, the 2013 survey of school board members

In 1998, 60 percent of superin-

meetings and interactions with board

revealed many board members are

tendents reported spending 10 hours

members. The number spending 11 to 15 hours was nearly constant at 22 percent. But the number who said they spent more than 16 hours a month with board dealings, which had skyrocketed to 72 percent in 2008, remained nearly that high in the latest survey, at 71 percent.

These calculations take into consideration a slight difference in wording for the questions. In 1998, superintendents were asked about their hours beginning with increments of five hours or fewer a month, six to 10 hours, 11 to 15 hours and then 16 or more hours. And they were also asked separately about “meetings” and “other interactions.”

In 2013 (and in 2008), superintendents were queried about hours with increments of 10 hours or less,

24

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

11 to 15 hours, 16 to 20 hours, 21 to

vey and 2008 survey compared to

10 years as the superintendents in

30 hours and more than 30 hours in

1998. In 1998, nearly 30 percent of

that upper age bracket start retiring.

a single question. To make the com-

superintendents were between 40

parison valid, responses from the two

and 49 years old and 62.5 percent

earlier questions were combined,

were 50 to 59. By 2003, an aging pop-

The 2013 survey of superinten-

divided by two and then percentages

ulation shifted the numbers to 17 per-

dents shows that while a great many

Job satisfaction

were computed based on the 577 respondents in that survey.

Mobility issues Regarding longevity with districts, superintendents seem to be

What might this mean for school districts? Initially, they have a lot

slightly more mobile than 15 years

of years of experience to draw from when it comes to superinten-

ago, while the age of serving super-

dents who may be available if they need a new one. However, just as

intendents overall is still edging up.

was stated five years ago, districts may face a big challenge in the

In 1998, 48 percent of superintendents said they had been with their current district more than five years.

next five to 10 years as the superintendents in that upper age bracket start retiring.

That stood at 45 percent in 2013 after plummeting to 28 percent in the 2008 survey. The number of superintendents who reported less than a year in their current district has jumped

cent in the 40-49 category and 73

superintendents continue to be very

from 11 percent in 1998 to 18 per-

percent who were 50-59. By 2008,

happy with the jobs they have cho-

cent today. Those who had been on

21 percent of superintendent respon-

sen, the majority are not. While those

the job between one and five years,

dents said they were 40-49, and 55

who reported being “very satisfied”

however, fell from 41 percent to 38

percent said they were between 50

with their experience on the job was

percent.

and 59. But in 2013, 38 percent of

constant at 60 percent in 2003 and

As to the age of the superinten-

superintendents indicated they are

2008, that number tumbled to 42 per-

dents, approximately the same per-

between 40-49, and 40 percent said

cent in 2013.

centage are younger than age 30 as

they are between 50 and 59.

The number reporting that their

in past years (the under-30 figure was

While the numbers were static

job was “moderately satisfying” showed

.2 percent in 1998 and it is .2 percent

in the lower two age brackets (under

a slight decline from 32 percent to

in 2013). But the number of super-

39) between 1998 and 2003, the 30-

27 percent between 2003 and 2008,

intendent respondents who said they

39 age bracket’s numbers fell in 2013

but it jumped to 39 percent in 2013.

were between 30 and 39 grew from

to 8 percent. That was after dropping

Meanwhile, however, the “not as sat-

just 2 percent in 1998 to 7 percent

from 29.4 percent in 1998 to 17 per-

isfying as expected” response also

in 2008 and it was up to 8 percent in

cent in 2003, then bouncing back up

rose, rising from 8 percent in 2008

2013. Meanwhile the number of super-

to 21 percent in 2008.

to 15 percent in 2013 after being

intendents who indicated they were

What might this mean for school

reported at just 6 percent back in

older than 60 has settled back down

districts? Initially, they have a lot of

2003. Both the “downright disap-

a bit after a precipitous rise, going

years of experience to draw from

pointed” and “undecided” respons-

from 6 percent in 2003 to 17 percent

when it comes to superintendents

es increased in the last five years,

in 2008 to 14 percent today.

who may be available if they need a

rising from 1 percent to 2 percent

This concludes a long-term trend

new one. However, just as was stat-

from 2008 to 2013.

among superintendents that was evi-

ed five years ago, districts may face

When analyzed by age, general-

dent in the 2003 superintendent sur-

a big challenge in the next five to

ly the older or younger the superin-

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

25

than 2,500 students in their districts

Table D — District Ratings

and for those who had served five

Percentage of school board members and superintendents who gave their district a satisfactory rating on various local conditions:

to nine years, as well as respondents

1998

District wages and working conditions necessary to attract capable principals and teachers Standards that administrators and teachers have for themselves and for students

Board Members 2003 2008 2013

Superintendent 1998 2003 2008

in the North and Northeast regions.

In addition, when the question was

2013

analyzed by the type of community, nine of the 15 respondents, or 60 per-

80 %

82%

82%

88%

76%

73%

77%

78%

cent, from cities larger than 50,000 people expressed partisan or personal politics as a “cause of disappoint-

75

80

80

82

83

86

81

89

Community involvement in setting district policies and standards 55

48

44

49

60

55

48

53

Local tax rate for schools

60

66

64

71

58

64

53

70

ment.”

Another notable change, this one an increase, appeared when the superintendents were asked whether having “inadequate resources” was a disappointment. The “yes” respons-

tendent, the more likely they were

found their job “very” or “moder-

es rose by 20 percent went from 56

satisfied with their job, but those in

ately” satisfying. Those responses fell

percent in 2008 to 76 percent in 2013.

their middle years were not as like-

to 81 percent for those age 50 to

When coupled with the informa-

ly to be satisfied. Of the 57 respon-

59, and to 77 percent for those 40 to

tion that shows an aging superin-

dents who were 60 or older, 88 percent

49. Satisfaction levels were high in

tendent profile, this significant increase

the age 30 to 39 category, where 84

could mean that district administra-

percent found their job “very” or

tors are growing weary of trying to

“moderately” satisfying, and the one

do more with less and are increas-

respondent who was under 30 report-

ingly disappointed when finances

ed the job as “very satisfying.”

remain scarce.

As superintendents were asked to choose whether certain sources of disappointment were relevant to their

Opinions about district perfor-

feelings about their jobs, few changes

mance vary little between superin-

were apparent among and between

tendents and board members and

the 2003, 2008 and 2013 surveys.

those opinions also have been fair-

Less than five percentage points of

ly constant over the past 10 years

difference appeared in most ques-

with two notable trends:

tions, with some even less.

“Myron always has places to go and people to sue.”

26

School improvement

The level of satisfaction with com-

However, one notable increase

munity involvement in setting dis-

appeared when superintendents were

trict policies and standards has shown

asked about “partisan or personal

a notable increase and the level of

politics” being a cause of disap-

local tax effort for schools is now in

pointment. While just 38 percent

decline. (See Table D)

answered “yes” in 2003, the number

In the 1998 survey of superin-

jumped to 47 percent in 2008 and

tendents, 60 percent said they were

it continued rising to 52 percent in

satisfied with the way their commu-

2013.

nities were involved in setting board

When looking closer, politics

policies and standards. That number

seemed to be more of a disappoint-

fell to 55 percent in 2003 and fell

ment for superintendents with more

again to 48 percent in 2008 but

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

bounced back to 53 percent in 2013.

That may signal that increasing the level of community involvement may be possible after all, increasingly a goal of school improvement plans.

A similar wave of falling and rising satisfaction was noted among board members during that same time span, although their levels were not as high to begin with. In 1998, 55 percent of board members thought their district performance was “satisfactory” in terms of community involvement. That number dropped to 48 percent in 2003, and 44 percent in 2008. But it bounced back to 49 percent in 2013, still lower

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

than in the earliest surveys, but signaling a trend toward greater satisfaction.

In 1998, 71 percent of superintendent respondents thought the district performed satisfactorily with

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

its local efforts to finance its schools.

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

this time to 53 percent. From board

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

While that dipped to 58 percent in 2003, the number was back up to 64 percent in 2008, but it fell again members’ perspectives, the satisfaction index on tax effort went from 70 percent in 1998 down to 60 percent in 2003, but it was back up to 66 percent in 2008 before slipping a bit to 64 percent in the latest sur-

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

vey.

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

tional questions regarding their Inter-

Superintendents and school board members were asked addinet use, contacting IASB and readership of various Association publications. If you would like to see

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

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

the actual questions and response numbers from IASB school board member and superintendent surveys from all four survey years, go to http://iasb.com/ services/surveymenu.cfm.

28

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

IASB Centennial Crossword Puzzle This game is just for fun. Try to fill in as many of the missing words that you can. Hint: All of the answers to these current or historic references can be found throughout IASB’s website. The answer key to the puzzle can be found on page 31.

Across 1 Title of IASB book on effective board meetings: ____ to Order 3 Name of person who followed Wayne Sampson as IASB president in 1988: Barbara ____ 4 This Free Library provided IASB’s first home 8 The mission of IASB is excellence in local school ____ in support of quality public education 11 This policy-setting gathering is a regular event at Conference: Delegate ____ 12 IASB Executive Director 1979-1989: Hal ____ 13 The first president of the Association was J.W. ____ 14 IASB’s Policy Reference Education Subscription Service is known by this acronym 18 IASB award program that recognizes participation and service is known as Master Board ____ 20 The first issue of this IASB periodical was published in November 1943 22 Owen Marsh was elected to this IASB post in November 1964 25 In 1919, the Annual Conference was held in this city 26 The name of current IASB Vice President: Karen ____ 27 Current IASB Executive Director is Roger ____ 28 lASB’s first full-time executive director was Robert M. ____ 29 President of the Chicago Board of Education was a 1956 Conference speaker and later vice presidential candidate: ____ Shriver

Down 2 Peoria hotel that was the site of the annual conference in 1929: Hotel Pere ____ 5 This division met for the first time in April 1946 in Moline 6 IASB executive director 2000-2012: Michael D. ____ 7 Namesake of Outstanding Service Award for Board Secretaries ____ 9 IASB program for districts in Corrective Action is known as Targeting ____ through Governance 10 Name of the suburb where lASB’s Chicago office is located 12 Name of the IASB Associate membership available to firms 15 IASB built a new office in this city in 2003 16 Reorganized structure resulted in 17 of these for the fall 1959 meetings 17 IASB executive director from 1969 to 1973: B.B. 19 Name of current IASB President, Carolyne ____ 21 Name of the U.S. President in the Association’s founding year ____ 23 The name of the street (Drive) where Springfield headquarters are located 24 Title of IASB book on school law, Illinois School Law ____ 25 This city first hosted Annual Conference in 1937 at the Congress Hotel

Thanks for helping to celebrate IASB’s Centennial!

Lighting the Way for 100 Years: 1913-2013

FEATURE ARTICLE

5Essentials …

Getting a better picture of schools’ holistic health

by Whitney Pickels and Emily Modlin

Whitney Pickels and Emily L. Modlin are Master of Public Policy candidates at the University of Chicago’s Harris School of Public Policy. Pickels previously worked as a principal consultant at PA Consulting Group doing strategy and policy analysis for the federal government. Modlin previously worked in family and child policy research for MDRC, a nonprofit social policy research firm in New York.

30

T

est scores alone are not a holis-

Why is this a useful tool?

member would like to examine the data.

tic measure of school health.

The 5Essentials is an early indi-

The recent survey taken by Illinois

cator of later student achievement.

Survey results from this year can

students and staff, called the “5Essen-

Schools strong in three or more of

best be used as baseline information,

tials,” will provide superintendents

the 5Essentials are 10 times more

a look at the current learning condi-

and board members with a more

likely to improve student learning in

tions in schools. Future surveys, pro-

robust picture of school climate. By

reading and math compared to schools

posed to be administered annually,

making good use of the data from

weak in three of the 5Essentials, based

will allow principals, superintendents

5Essentials, school boards should be

on more than 20 years of research

and boards to identify progress against

able to move their schools from good

by the University of Chicago Con-

this baseline.

to great.

sortium on School Research on schools

The survey, administered by Illi-

and what makes them successful.

How to apply the data

nois schools from February to March

Strong school boards want to

Data from the 5Essentials sur-

this year, provides insight into how

monitor a small number of mean-

vey can help districts develop long-

schools perform across five critical

ingful measures to gauge the health

and short-term strategic plans tar-

components: school leadership, staff

of their districts. But, as Tim Knowles

geting student learning and organi-

collaboration, family relationships,

at the University of Chicago notes,

zational effectiveness by informing

school environment and classroom

“Schools are awash in a sea of data,

which goals to set and which indica-

instruction. The survey pulls infor-

but not much of it is useful for dri-

tors to use to assess progress.

mation from several perspectives —

ving improvement. So, what is use-

As Knowles indicates, “The

students, teachers, and parents —

ful about the 5Essentials is that it

[5Essentials] framework is … designed

and offers administrators and school

provides teachers, school leaders

for people who have a broader set of

boards a clear structure to interpret

and parents with really good, fine-

lenses. If I’m responsible for a set of

the results.

grain information” to help schools

schools, or if I’m responsible for

improve.

the whole district, I can detect what

Reports could be accessed by district leaders and principals starting

Specifically, the survey’s five

in June. A summary of each school’s

components break down into 19 mea-

Once the results are received, it

results on the components were

sures of school climate. The results

is critical to review the data with key

released publicly online in October:

can be viewed at the aggregate level

stakeholders and develop a strategic

https://illinois.5-essentials.org/

or in detail, depending on how a prin-

plan to determine focus areas. While

2013/.

cipal, superintendent or school board

it may be tempting to tackle every-

the levers I should be pressing are.”

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

thing at once, a realistic plan would devote enough time to a specific area in order to see growth the next time the survey is administered.

Questions to ask the superintendent about the 5Essentials:

The survey will give district lead-

• Do you understand the survey is intended to provide infor-

ers informational indicators that

mation and is not designed or validated as an evaluation

should provide a great entryway for

tool?

meaningful, strategic conversations

• How will you use the results from the 5Essentials survey?

that can drive school improvement.

• Is there a district plan in place to explain the survey and

For example, the 5Essentials can

explain the results to teachers, families and the community?

assist school boards in their impor-

• Do you plan to review the data and prioritize areas for school-

tant role in developing the superin-

wide improvement with each principal?

tendent and other school leaders. As

• Are you considering how you can use the information to

IASB notes in the fourth of its Foun-

support professional development for principals during the

dational Principles of Effective Gov-

next school year?

ernance on delegating authority:

• Could pairing a principal from a school that is strong in one

“Ultimately, the school board is respon-

area with a principal of a school that is weak in that area be

sible for everything, yet must recog-

an effective way to help each other improve over the next

nize that everything depends upon a

school year?

capable and competent staff.”

By combining feedback from teachers, students and parents around school health, the survey results can be a powerful professional development tool for principals. While analyzing her school’s reports, Chicago Public School Principal Assata Moore

IASB Centennial Crossword answer Key

honed in on one section in particular for her own development: “The effective leadership section. I look at that section as the one that I own.

The online survey helped me see what our rating was and let me laser focus on which elements I was going to focus on first, like program coherence, and then branch out into other areas … like how to support collaborative teaching.”

The 5Essentials data has the potential to empower principals, administrators and school boards by giving them an even clearer picture of their schools. And, with a clearer picture of schools’ holistic wellbeing, these leaders should be better equipped to guide their schools toward an even healthier year.

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

31

FEATURE ARTICLE

Fostering creativity like Pixar

By Joseph Fatheree

Joseph Fatheree is an instructor of technology at Effingham CUSD 40. He was named Illinois Teacher of the Year in 2007 and received the National Education Association’s National Award for Teaching Excellence and the cable industry’s Leaders in Learning Award in 2009.

I

t’s no secret that schools all across

platforms in the history of animation.

ber to outline expectations and then

Illinois are feeling pressure from

The Harvard Business Review pub-

give them permission to dream big

recent changes in the law. The adop-

lished “How Pixar Fosters Collective

and push the envelope. Together, they

tion of Common Core State Standards

Creativity” in December 2008. The

would develop professional goals and

and changes in the evaluation sys-

article featured an interview with

hold one another accountable.

tem have left school leadership scram-

Pixar co-founder Ed Catmull and

Second, he would create a cul-

bling for answers.

focused on the discussion of what

ture where the free exchange of ideas

is more important: a great idea or

was encouraged. He would set sched-

people.

ules where teachers had time to work

Administrators are charged with creating a system that promotes creativity and innovation at the highest

I have read and reread that arti-

together. Teachers would have the

level, while empowering students

cle many times over the course of the

opportunity to team teach and devel-

with the college and career readiness

past couple years. Each time, it has

op lessons together. They would thrive

skills they need to find success in the

left me wondering what a school would

in a school that asked for their input

21st century. Unfortunately, one of

look like if Ed Catmull were at the

on how to solve tough issues.

the issues with the current system is

helm. I haven’t had the pleasure of

Through meetings, classroom

that it has done little to encourage

meeting him yet, but I think a school

visits, emails, tweets, videos and out-

collaboration.

under his tutelage would resemble

side dinners at the local pizzeria, Cat-

something like the following.

mull would build a collaborative

Over the years, great teachers have had few opportunities to share

First, I believe Catmull would

environment where teachers want-

best practices with colleagues or

recognize directives like IDEA, NCLB,

ed to come to work. In fact, one of

administrators. Instead, they have

the Performance Evaluation Reform

his biggest problems would be the

been forced to teach in silos where

Act (PERA), and the Common Core

need to turn applicants away.

their voices are rarely heard.

State Standards as what they are:

One of the positive things to come

to be true. However, that’s exactly

out of recent changes in the educa-

I believe he would look at new

the way it is at Pixar. The leadership

tional landscape is the willingness of

mandates and laws with a “glass half

recognized the importance of great

leadership to think differently and

full” perspective and see them as a

talent and worked hard to build a

look for new ways to create a change

way to create a myriad of endless pos-

company where the best in the world

in school culture.

sibilities for the students and staff

want to work. The rest is history.

A friend of mine shared a mod-

32

guidelines.

I know this all sounds too good

under his watch and care.

As a former Teacher of the Year,

el with me that is filled with possi-

He would make sure that staff

I was blessed to have the opportuni-

bility and worth considering. It is a

members were not bogged down in

ty to travel to countless schools around

nontraditional approach based on

an endless sea of red tape. Instead,

the United States. I can tell you from

one of the most successful business

he would meet with each staff mem-

continued on page 35

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

IASB gives you options to receive your

Mandatory Training for School Board Members Professional Development Leadership Training Every school board member newly-elected or reelected in 2013 by law MUST complete this training within one year of taking the oath of office. It includes instruction in education and labor law, financial oversight and accountability and fiduciary responsibilities.

Additionally, it will fulfill the requirement for Performance Evaluation Reform Act (PERA) training.

Train at the Pre-Conference Workshop Register for a pre-conference workshop on Friday, November 22, 9:00 a.m. to 3:00 p.m., in the Chicago Sheraton Hotel. Continental Breakfast and lunch is included. Participants must remain to the conclusion to receive their certificate of completion. For more information contact Judy Williams at 217-5289688, ext. 1103.

Train at Annual Conference Panel Sessions Every school board member newly elected in 2013 also must complete Open Meetings Act Training within 90 days of taking the oath of office.

This training is available from the IASB Online Learning Center at http://www.iasb.com/ training/onlinelearning_ courses.cfm

By attending three specific, required panels at conference, participants will fulfill their training obligation. Once registered at conference, they may pick up a PDLT Mandatory Training Attendance Sheet. Only the specific panels listed on the sheet will meet the requirement. After initialing attendance at the appropriate panels and returning the signed sheet prior to the end of conference, they will receive a certificate of completion. For more information contact Judy Williams at 217-528-9688, ext. 1103.

Train in your district IASB staff will facilitate a concise, informationpacked 4-hour workshop in your district for your board or for board members from several districts. It covers all the required material, and consists of a video presentation and interactive activities. For more information, contact your field services director today.

A Directory of your

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

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

ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools.

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

Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/3180072 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128

Architects/Engineers

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529

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

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

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; e-mail: smchassee@arconassoc.com

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

BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities.

Columbia, MO - 573/874-9455; website: www. cmeng.com

LZT ASSOCIATES, INC./LARSON & DARBY GROUP — Architecture, planning, engineering. Peoria 309/673-3100; Rockford - 815/484/0739; St. Charles, MO - 630/444-2112; website: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service.

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

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

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

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.com

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

34

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899.

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

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

COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; webite: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities.

Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845 POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; e-mail: info@sollitt.com

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

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866-ALPHA-01 (866-252-4201); website: www.alphaACS.com; e-mail: info@alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

Itasca - 630/773-7203 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security.

St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; e-mail: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

Pixar continued from page 32 experience that great teachers want to work in a stimulating environment where both their work and voice is valued. They would love to work at a school where the

A system of EVALUATION starts at the

TOP with the

foundation was based on collaboration and teamwork.

Finally, Catmull would find a way to eliminate bureaucracy. Over time, most schools have developed a “chain of command,” which everyone is expected to follow to

School Board!

the letter. In fact, failure to do so in some schools is

How do you score?

ground for dismissal.

At Pixar, the leadership believes that everyone should have the ability to talk to everyone. It is one of the fundamental reasons behind their success.

I believe Catmull would remove those boundaries and encourage teachers and administrators to work together by sharing, discussing and challenging one another to do their best. Everyone at Pixar knows who is in charge, but they are also encouraged to challenge leadership, poke holes in plans, develop solutions and offer new ideas.

Contact your IASB field services director today!

Their collective goal is to make Pixar the most suc-

Annual board self-evaluation

____

Clear mission, vision and goals

____

Solid community connection

____

Productive meetings

____

Strong board-superintendent relationship

____

Does your score add up?

100% ____

cessful animation company in the world. And in the animation industry, Pixar is the standard by which all others are judged.

Wouldn’t it be great if the schools in Illinois became the standard for education? Ed, thanks for the inspira-

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

tion.

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

Fairview Heights - 618/206-4180; Chicago - 312/2812014 BMO CAPITAL MARKETS/GKST, Inc. — Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; e-mail: jamie.rachlin@bmo.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: http://www.ehlers-inc.com; e-mail: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants.

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

HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: rbergland@hsemuni.com; rcoyne @hsemuni.com KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monitcello 217/762-4578 ROBERT W. BAIRD & CO., INC. — Financial consulting; debt issuance; referendum assistance. St. Charles - 630/584-4994; Web Site: http://www. rwbaird.com; Email: whepworth@rwbaird.com; garndt@rwbaird.com SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: dphillips@speerfinancial.com STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; e-mail: noblea@stifel.com

NOVEMBER-DECEMBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

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

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

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

Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD — Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465 35

MILESTONES

Milestones Achievements Susan Rasmus has been named by the Indian Prairie Educational Foundation as its first executive director. She previously served for four years on Indian Prairie CUSD 204’s Board of Education, including a term as president. Rasmus worked most recently as director of business development for Washington-state-based All for Kidz, Inc. Rasmus has given time and energy to many community organizations. She is a past PTA president and a former substitute teacher. In her new role, Rasmus will be responsible for planning and implementing

a comprehensive development program to complement and provide financial assistance to the district.

Kent Duncan, foundation chairman described Rasmus as passionate about education. “We are very fortunate to have a person of Sue’s background and experience who can step into this role,” he said.

Nolan H. Baird, Jr. joined the board of directors for Artis—Naples, Florida, to help oversee the Naples Philharmonic and a museum. Artis—Naples also hosts more than 300 concerts, performances,

exhibitions and educational events for children and adults each year.

Baird is a former president of the Glen Ellyn SD 41 school board, and is president and CEO of Kensington Capital Management LLC. He was previously a portfolio manager at William Blair & Company, a global investment bank and asset management firm based in Chicago, after 35 years at Stein Roe & Farnham, where he was executive vice president, a member of the executive committee and headed its largest portfolio management team. Baird also has been chairman of the board of trustees of the College of DuPage, and president of the United Way of Suburban Chicago.

In memoriam Russell “Buck” Boeman, 91, died August 15, 2013. He was a past member of the Crete School Board.

Wayne Wilson Britton, 101, died August 8, 2013. He previously served on the Mt. Zion CUSD 3 school board.

James Ray Buckman, 66, died September 23, 2013. He served on the Spoon River Valley CUSD 4 Board from 1973 to 1987.

Earl L. Bull, 82, died September 8, 2013. He formerly served on the Riverdale CUSD 100 school board.

Howard S. Carley, 99, died September 3, 2013. He was a former mem36

ber of the Neponset Board of Education.

Joseph M. Eigsti, 91, died September 3, 2013. He previously served as a school board member at Willow Springs SD 108.

James D. Ford, 84, died July 28, 2013.

He served nine years on the Minonk-Dana-Rutland School Board.

Howard G. “Hod” Getz, 79, died September 29, 2013. He served four terms on the Morton District 709 School Board.

William D. Greek, 74, died September 21, 2013. He was a former Hen-

ry School Board member.

George L. Jarbo, 64, died August 9, 2013. He was a former school board member for Norwood SD 63, Peoria.

Eldon Johnson, 78, died August 17, 2013. He served 13 years on the Rossville-Alvin CUSD 7 school board.

Kim K. Kearby, 66, died September 19, 2013. He was a current member of the Round Lake CUSD 116 Board of Education.

R. LaVern Knepper, 85, died September 30, 2013. He served on the continued on page 14

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2013

ASK THE STAFF

Community engagement is an IASB work in progress

by Linda Dawson

uestion: In early September,

ment is, why it is critical, what boards

back and retain local control must

our board president and the

can expect to accomplish, and how

come from an engaged community.

to evaluate the results.

Frank discussions about what com-

Q

superintendent received a memo from IASB Executive Director Roger Eddy

Why are we doing this? Quite

munities expect from their schools

and an executive summary of a report

frankly we are very concerned about

are valuable, but of equal importance

on community engagement. How can

what happens when or if school boards

is what the community is willing to

we learn more in order to get start-

don’t engage in this vital work. Pub-

support to meet those expectations.

ed?

lic education and boards of educa-

Who better to connect with the com-

Answer: Your next opportunity

tion in the United States are under

munity over local issues of education

will occur at Joint Annual Confer-

attack. State and federal education

than school board members? Who

ence in November. IASB staff who

agencies are demanding more of local

better to connect with the commu-

worked on this report will present a

schools. The stakes in student per-

nity over local issues of education

panel session at 1:30 p.m. on Satur-

formance on mandated testing are

than school board members? Who

day, November 23, in the Columbus

rising. State and federal lawmakers

better to address the problems in edu-

E/F Ballroom, Hyatt East Tower.

are putting strings on education fund-

cation than elected community mem-

The full report is online at http://

ing as an incentive to change. Cor-

bers who are most aware of the

iasb.com/training/connecting.cfm

porations and their privately funded

problems?

in both a pdf and digital format,

think tanks and philanthropic orga-

This effort begins with the local

Meanwhile, IASB staff are begin-

nizations are crusading for “educa-

governance team — school board and

ning to develop regional and in-dis-

tion reforms.” And communities

superintendent.

trict workshops to support member

whose taxpayers are straining under

With the aid of effective and ongo-

school boards interested in pursuing

tightening household budgets and

ing community engagement, we believe

this work. Much care and prepara-

higher property taxes are question-

that the district governing team is in

tion are going into the next steps that

ing the return on investment for their

the best position to determine how

will bring community engagement

education tax dollars.

resources are invested and delivered.

processes and tools to member school

School board members who are

This new report provides a strong

elected to represent these commu-

foundation that will begin the process

The purpose of this report, “Con-

nities know that meeting ever-increas-

of enabling school boards to take back

necting with the Community: the

ing demands for accountability is a

and retain the control that so many

Purpose and Process of Communi-

difficult job. But the general public

are trying to take away from local

ty Engagement as part of Effective

does not understand how these attacks

school districts and their communi-

School Board Governance,” is to help

threaten the very existence of pub-

ties. Community engagement is not

school boards and superintendents

lic education and local school gov-

easy work, nor can it be done quick-

understand what community engage-

ernance. That’s why efforts to take

continued on page 8

districts in Illinois.

The question for this issue is answered by Linda Dawson, IASB director/ editorial services and Journal editor.

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

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

www.iasb.com

goes on in school buildings and nowhere else.”

John W. Gardner, Secretary of Health Education and Welfare under President Lyndon Johnson, 1912-2002

“A man who wants something will find a way; a man who doesn’t Stephen Dolley Jr., North Carolina attorney, 1929-2011

manage change, to exercise leadership to help guide education into the future. If we lie back and let others lead school boards could go the way

“Discipline is learned in the school of adversity.”

will find an excuse.”

“School boards… must learn to

Mohandas Ghandi, father of the Indian nation,1869-1948

of the dinosaur.”

Hal Seamon, IASB executive director, The Illinois School Board Journal, September/December 1973

“The ultimate goal of the edu-

“Education would be much more

“The secret to high performance

cational system is to shift to the indi-

effective if its purpose was to ensure

and satisfaction at school at work and

vidual the burden of pursuing his own

that by the time they leave school

at home is the deeply human need to

education. This will not be a widely

every boy and girl should know how

direct our own lives to learn and cre-

shared pursuit until we get over our

much they do not know, and be imbued

ate new things and to do better by

old conviction that education is what

with a lifelong desire to know it.

ourselves and our world.”

William Haley, British newspaper editor,1901-1987 ● ●

FROM 1913

Daniel Pink, Drive: The Surprising Truth About What Motivates Us, 2009

● ●

“Ethics and equity and the principles of justice do not change with the calendar.”

DH. Lawrence, English novelist, authored Sons and Lovers in 1913

IASB Centennial “The principal said we saw each other so often I deserved my own spot.”