The Illinois School Board Journal, November/December 2014

N O VEM B ER/D EC EMBER

2014

Vol. 82, No. 6

Administrator Salaries PART I: SMALL RISE DURING TOUGH TIMES

PLUS: COMMUNICATING ACROSS GENERATIONS • EDUCATIONAL FUNDING

“W

12

e don’t live in a perfect

reporting was legislated. The admin-

historical perspective on the imperfect

world. We live in Illinois.”

istrative salaries series went on hia-

system of local funding for education.

Full marks go out to Ralph Mar-

tus in 2007. It’s back now, with data

Oregon Community Unit School

tire, executive director of the Center

provided by the Illinois State Board

District 220 faced the usual problems

for Tax and Budget Accountability,

of Education and analyzed for the

that a small school district faces in

for perfectly summing up the state of

Journal by the Dean Halverson and

an imperfect world: There are always

the state at the Kishwaukee Fall Divi-

Lora Wolff of the Educational Lead-

more things to do than resourc-

sion Dinner Meeting in October. Mar-

ership department at Western Illi-

es available to do them. However,

tire has been saying this for years.

nois University. The first of a two-part

thanks to a successful public-private

Judging by the appreciative response

series beginning on page 5, “Small rise

partnership, the district was able to

his comment received from school

during tough times,” covers on trends

embark on a much-needed life-safety

board members in South Beloit, he’s

in superintendent and principal sal-

improvement program for its facilities.

right on the money.

aries nationally and in Illinois from

Read superintendent Tom Mahoney’s

This issue of The Illinois School

2007 to 2011. A second article, to be

piece about Oregon 220’s “Alternative

Board Journal acknowledges the

published in the January/February

approach for infrastructure improve-

imperfections of Illinois and recog-

issue of the Journal, will take a more

ments,” on page 2.

nizes that perfection is a moving target

complete data set, analyze the most

In “Communicating across gen-

of impossibility. Illinois doesn’t have

recent administrative salary data and

erations” on page 12, readers will dis-

to worry about perfectionism, because

offer recommendations for school

cover that different generational styles

it’s not going to happen. What can

boards experiencing administrative

– based on shared attitudes, values

happen, especially in the education

transitions.

and motivations – result in imperfect

community in Illinois, is progress. In

Another two-part series goes back

communications. School board mem-

administration and in districts across

to pre-revolutionary times to trace the

bers can reduce misunderstanding

the state, leaders work to make public

history of educational funding in the

by recognizing the communication

schools better. No matter the imper-

judicial system. “Federal decisions

styles of each generation, and tweeting,

fection – funding, quality, conflicting

dispatch equity challenges to states,”

emailing, conversing and respecting,

interests, facilities, resources, politics,

by education finance professional

accordingly.

expectations, equality – school leaders

Susan Farrell, begins on page 18 and

Perfection being unrealistic, the

work towards progress.

examines the foundation of funding

educational community in Illinois

For several years, the Journal

for education and the subsequent

strives toward progress. Illinoisans can

published an annual review of super-

court decisions that have — mostly

take heart because, as author Anne

intendent and principal salaries,

and imperfectly — kept school fund-

Lamott said, “Perfection is shallow,

based on voluntarily-provided data.

ing outside of the jurisdiction of the

unreal and fatally uninteresting.”

Although the data wasn’t perfect, it

federal government. The second part,

was useful. Because of technicali-

which will appear in the next issue of

ties in collection, the data became

the Journal, will look at equity chal-

unavailable when mandatory salary

lenges in the Illinois courts and offer

Welcome to Illinois: Profound, real and endlessly fascinating.

— Theresa Kelly Gegen, Editor tgegen@iasb.com

THE ILLINOIS SCHOOL BOARD JOURNAL / JANUARY-FEBRUARY 2010

TABLE OF CONTENTS

COVER STORY 5 Administrator salaries, Part I: Small rise during tough times From 2008 to 2011, average school administrator salaries in Illinois withstood the recession and survived – barely – cuts to state funding in the economically uncertain years that followed.

By Dean Halverson and Lora Wolff

8 Sidebar: Hiring a superintendent by the numbers

FEATURE ARTICLES 2

Alternative approach for infrastructure improvements Oregon 220 upgrades facilities and improves life-safety standards with public-private partnership.

By Tom Mahoney

12 Communicating across generations From age to age, understanding differences in communication styles improves an educator’s ability to tailor a clear message.

By Leila Lewis

18 Judicial challenges to educational funding, Part I: Federal courts dispatch decisions to states The practice of funding schools locally has a long and storied history in the federal court system.

By Susan Farrell

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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

2 0 1 4

Vol. 82, 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 60148-6120, telephone 630/629-3776.

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

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

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

Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Gary Adkins, Contributing Editor

Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

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Heath Hendren, Contributing Editor Kara Kienzler, Design and Production

Cover art ©iStock.com/DNY59

TOPICS FOR UPCOMING ISSUES www.iasb.com January/February

Administrator salaries, Part II

March/April

Common Core conversation

@ILschoolboards

FEATURE ARTICLE

Alternative approach for infrastructure improvements

By Tom Mahoney

Tom Mahoney is

A

well-worn and timeless axi-

improvements and turned to a unique

new system provides infrastructure

om exists in education: there

turnkey source to make them happen.

needed to meet current and future

superintendent

are always more things to do than

The initial work, reflecting the

demands via a new telecommuni-

of Oregon

resources available to do them.

district’s highest priorities and most

cation system and wireless cabling.

Community

In Illinois, schools face changing

critical needs, will include geother-

Building automation: Going

Unit School

statewide priorities, declining rev-

mal HVAC and domestic hot water,

back decades, the distr ict had

District 220.

enues and an increasing number

electrical and energy management

pneumatic system controls, which

of mandates and must-dos. Costs

network upgrades, building automa-

are notoriously inefficient, relatively

of construction and maintenance

tion, plumbing upgrades and ener-

ineffective and require almost con-

keep districts from doing work that

gy-efficient security solutions.

stant maintenance, especially as

is absolutely necessary for the health, safety and welfare of students.

… unlike some peer districts, Oregon 220 has proceeded with needed improvements and turned to a unique turnkey source to make them happen.

2

Geothermal HVAC and domes-

they age. It is impossible to provide

tic hot water: The HVAC system was

comfort and control of systems cam-

woefully inadequate and was, for

pus-wide with pneumatic controls.

the most part, original to buildings.

With this project, the entire system

Many classroom systems were faulty,

was replaced with modern, digital

not providing enough fresh air to

controls that are available for remote

classrooms. Hot water systems were

monitoring, management and diag-

old and inefficient, and there was

nostic capabilities 24 hours a day,

existing asbestos in HVAC piping.

365 days a year.

Replacing these with new “hybrid”

Plumbing upgrades: Like most

geothermal systems results in better

aging infrastructure, district build-

efficiency, higher levels of quality,

ings had significant leaks and other

Like many school districts in

longer use and better reliability,

plumbing issues. Key water lines

Illinois, Oregon Community Unit

and adding air conditioning in two

were replaced to make them effec-

School District 220 (Oregon 220)

buildings that previously contained

tive and reliable.

faced significant needs to improve

heating-only systems.

Energy-efficient security sys-

learning environments, physical

Electrical and energy man-

tem: In the old system, visitors to sev-

plant and other infrastructure with-

agement network upgrades: The

eral campuses could bypass offices

out obvious funding to support them.

existing electrical system was insuf-

and avoid signing in and identifying

Revenue reductions, both state and

ficient to accommodate new HVAC

themselves, which represented an

local, and diminished resources are

and classroom technology systems.

increasingly unacceptable security

commonplace in Illinois education.

Perhaps most troubling in this digital

situation. Facility entrances were

But unlike some peer districts, Ore-

age, Oregon 220 didn’t have cam-

completely reconfigured, includ-

gon 220 has proceeded with needed

pus-wide wireless infrastructure. The

ing security cameras with digital

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

Photos courtesy of Oregon 220

Facility improvements at Oregon 220 include a new telecommunication system (left), among the district’s upgrades to electrical and energy management networks. System upgrades also benefit the district’s STEM programs (right), even as the project’s grant and bond-funded budget keeps funds targeted towards the district’s academic vision.

recording/storing. Now, tools nec-

staff and synergies that have reduced

essary to control access are in place.

costs and added value for the district.

Added benefits: Reflecting the

There are benefits, as well, for

importance of STEM education, Ore-

the wider community. Cost savings

gon 220 is now considering in-class

will stay local, and by employing

STEM curricula and programs, along

local workers, constituents will bene-

with staff and faculty professional

fit from this project with more money

development. This year students were

flowing into the local economy.

offered a connection to the prestigious

Critical in all this is the role of

Perry Initiative (Inspiring Women

a private-sector partner doing what

to Be Leaders in Orthopedic Sur-

it does best: finding or building

gery and Engineering). These pro-

sources of capital and creating the

grams provide enhancements to the

most appropriate technologies and

district’s existing STEM education:

executing best practices. Public sec-

hands-on education and a proven

tor institutions like a school district

model for engaging and inspiring stu-

are not efficient at attempting these

dents in STEM-related areas of study.

functions when private sector alter-

“The entire cost of the first phase

natives are readily available.

of work has been covered by a combi-

“We selected a methodology that

nation of savings, grants, rebates and

best addressed the educational, finan-

Life Safety dollars,” per Board of Edu-

cial and operational challenges we face

cation President Ed Smith. This first

and helped us meet our objectives

phase will be a $7.5 million project,

without draining internal resources,”

financed primarily with Life Safety

explained Bruce Obendorf, Oregon

Bonds. Even after the introduction of

220 Board of Education vice president.

outside air and air conditioning, the

“Developing technologies and

project is projected to save $261,341

best practices are cost-prohibitive

(net) over its life. After doing all the

and require years of applied effort,

necessary work and paying for the

requiring resources the district did

loan and interest, the operating bud-

not have. Together with OpTerra

get is left with funds to use to deliver

Energy Services, formerly Chevron

on the district’s academic mission.

Energy Solutions, Oregon 220 turned

Oregon 220 has seen several

to a unique public-private partner-

areas of major benefit: improved

ship to uncover solutions that elimi-

safety, better instructional environ-

nate risk and burden to the district.”

ments, single source accountability,

In the current environment,

reduced burden on staff, extensive

of course, more needs are under

professional development to empower

continued on page 15

N O V E M B E R - D E C E M B E R 2 0 1 4 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson

Wabash Valley Tim Blair

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jesse Ruiz Service Associates Vacant

Kishwaukee Mary Stith

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

3

INSIGHTS

Measurable, if modest, progress Here’s what today’s voices of

at all — I’m inundated with e-mails

... let’s stop denying the measurable,

blaming the country’s K-12 system.

if modest, progress that U.S. schools

“Have America’s public schools

Today’s workers have to go to college,

have made in the last half-century.”

gotten worse over time? Americans

readers argue, because our increas-

seem to think so. Every time I write

ingly broken public schools have ced-

about why attending college is so cru-

ed responsibility for educating them

— Catherine Rampell, “Actually, public education is getting better, not worse.” The Washington Post, September 18, 2014

cial for moving up the income ladder

… But it’s not clear that any of this

— or, these days, for landing any job

is true, at least at the national level.

education are saying:

“I suffer the daily experience of being baffled by articles in my field, my subfield, even my sub-sub-subfield.

The methods section of an experimental paper explains, ‘Participants read assertions whose veracity was either affirmed or denied by the subsequent presenta-

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

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

www.iasb.com 4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Jennifer Nelson, Director, Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Assistant Director/ Production Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

tion of an assessment word.’ After some detective work, I determined that it meant, ‘Participants read sentences, each followed by the word true or false.’

The original academese was not as concise, accurate, or scientific as the plain English translation.”

— Steven Pinker, “Why academics stink at writing.” Chronicle Review, The Chronicle of Higher Education, September 26, 2014

“Bullying behavior takes place in an attempt to feel or gain some kind of power. It’s not uncommon to discover that people who engage in bullying behavior have their own deep-seated fears or issues, and that bullying is their way to compensate....

It’s important when these behaviors occur to not only provide support for the targets, but to support the perpetrators as well, helping them to understand why they behave the way they do and how to replace poor choices with different behavior. If they’re simply punished and labeled, that’s not going to deter them from repeating the bullying behavior.”

— Andrea Keith, “Students who bully need support, too.” Gaggle Speaks blog (https://www.gaggle. net/speaks/), October 3, 2014

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

COVER STORY

Administrator Salaries, Part I:

Small rise during tough times

By Dean Halverson and Lora Wolff

N

ine years have passed since the last review of

Introduction In 1997, the Illinois Association of School Boards, working with researchers in the field of educational leadership, published a report on the salaries of superintendents and principals in Illinois. Data for the annual administrative salaries study was obtained through surveys with un-audited information reported by school districts to the Illinois State Board of Education (ISBE) on the Teachers Service Record.

From 1999 to 2005, the response rate of participating districts ranged from 45 to 70 percent. For the 2005-2006 school year, only 38 percent of districts responded. The annual survey ceased in 2007, when the information became unavailable for research purposes because of changes in reporting standards and pending reporting mandates.

In 2009, Public Act 96-0434 required Illinois school districts to report administrator and teacher salary and benefits information to ISBE. Requirements included publishing administrator salary information on the district’s website, presenting it at a board of education meeting and reporting it to the regional superintendent.

The Illinois School Code was further amended in 2011 to reflect changes in the reporting dates.

With reporting standards in place and the data being made available to researchers, IASB’s “annual” study of administrator salaries is now revived. Data that has become available from the missing years is presented in the accompanying articles and graphs, although due to technical difficulties, some districts did not submit data as required. Current data will be analyzed in the January/February issue of the Journal.

administrative salaries appeared in the January/

Dean Halverson

February 2006 issue of The Illinois School Board Jour-

is a professor

nal. During that time, the economic climate changed, as

of educational

did the education climate in Illinois. How have admin-

leadership at

istrator salaries changed with the times?

Western Illinois

This article provides an overview of salary changes

University.

from 2007 to 2011, a five-year span for which data was

Lora Wolff is

previously unavailable to researchers. The timeframe

an assistant

includes the recession that began in late 2007 and the

professor of

financially-stressful times that followed. A current sal-

educational

ary review, for 2012 through 2014, will be published in

leadership, also

the January/February 2015 issue of the Journal. The

at Western.

most recent data will be more comprehensive, because it includes the timeframe in which school districts were required to submit salary information for all administrators. Previously, reporting administrative salaries was voluntary.

As school funding dwindles in most states, school boards are challenged to utilize available funds in a manner that is most beneficial. The National Center for Education Statistics reports that as of 2012, there were 35 states with funding below 2008 levels. When the recession hit in late 2007, an unprecedented decrease in state revenue resulted in 17 states cutting per-student funding by over 10 percent from 2008 levels. The percent change in spending per student, adjusted for inflation from FY08 to FY13, ranged from -21.8 percent in Arizona to +28 percent in North Dakota. Of the 35 states with decreased percentages, Illinois ranked 14th with a decrease of 11.3 percent. The same report indicated that Illinois had a $260 decrease in spending per pupil

NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

5

from FY08 to FY13 when adjusted

most administrators had some level

for inflation.

of increase in buying power. Obvious-

In most school districts, per-

ly, the districts found other areas to

sonnel costs, including salaries and

cut; most likely in personnel since

related benefits, make up over 80

over 80 percent of the budget is allo-

percent of the budget. In times of

cated to that area.

financial crisis, districts closely

What the data does not address

examine this area of spending. As

are other potential budget-reducing

school boards struggle with funding

measures: the reduction of admin-

shortfalls, one specific area of scruti-

istrators or other school employees.

ny is salaries of administrators. The

Because of the difficulty in obtaining

result is a balancing act for school

this type of data across the nation,

boards as each must demonstrate

this article does not address other

fiscal responsibility and at the same

budget reduction possibilities.

From 2007-2011 (four school

time provide salaries that will attract

Average administrator salaries

years) the average superintendent

and retain high-quality school and

at the national level increased, but

salary increased for elementary, high school and unit districts. Superintendents of unit districts saw the high-

Table 1: 2006-2007 through 2009-2010

National administrator salaries 2006-07 Superintendent $125,096 High School Principal $92,965 Middle/Junior High Principal $87,866 Elementary Principal $82,414

2007-08 $148,387 $97,486 $91,334 $85,907

est percentage increase (12 percent)

2008-09 $155,634 $99,365 $93,478 $88,062

2009-10 $159,634 $102,300 $95,003 $89,200

% Change 27.6% 29.4% 8.1% 8.2%

with elementary and high school districts following closely behind (8 percent and 9 percent).

The numbers show the high salary for elementary and unit district superintendents increased while the

Source: National Survey of Salaries and Wages in Public Schools

high salary of the high school superdistrict administrators. The National

what happened to administrator sal-

intendent decreased by $70,000.

Survey of Salaries and Wages in Pub-

aries in the state of Illinois? Com-

This decrease could be the result of

lic Schools reports average salaries

pare the Illinois data from 2006-07

the retirement or resignation of a

for school and district administrators

through 2010-11 to the national data

superintendent or the lack of require-

across the nation from the 2006-07

provided.

ment to report salaries.

Illinois superintendent

average annual salary increases for

salary analysis

superintendents ranged from 2 to

school year through the 2009-10 school year (see Table 1).

At all levels, salaries increased

6

It is interesting to note that the

each year. High school principals

Numbers can be deceiving.

3 percent, which is below the aver-

saw the greatest percentage increase

When reviewing the superinten-

age collective bargaining agreement

(29.4 percent) followed closely by

dent data (See Table 2), a quick

settlements during that same time

superintendent salaries (27.6 per-

perusal would lead one to believe

period.

cent). It appears that the recession

that there were fewer superinten-

In examining the average sal-

and financial crisis had a greater

dents in Illinois (55 fewer in fact)

aries of superintendents by region

impact on the middle/junior high and

in 2011 than there were in 2007.

(See Table 4 on page 10 for super-

elementary principals, with these

However, this number is misleading

intendent salary data by region),

two groups of administrators having

because districts were not required

there was, with one exception, an

only an 8 percent increase in salary

to report the superintendent (and

increase in salaries at all levels – ele-

over four years. However, since the

principal) salaries in 2007. This

mentary, high school and unit – in

Consumer Price Index increased at a

article reviews the data that was

all six regions. The exception was for

very low rate during this time period,

reported.

elementary superintendents in the

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

southeast region, where the reported average salary decreased by 1 percent from 2007 to 2011.

Table 2: Comparison of 2007, 2011 salary data

Superintendent salaries by levels

Superintendents in each type of district in the northeast had the highest average salaries. The lowest average elementary superintendent salary was in the southeast region ($96,312), the lowest average high school superintendent salary was in east central region ($123,331), and the lowest average unit superintendent salary was also in the southeast

Elementary 2007 Elementary 2011 High School 2007 High School 2011 Unit 2007 Unit 2011

N 317 300 97 95 347 311

High Salary $348,113 $374,302 $411,510 $341,511 $262,715 $299,460

Low Salary $52,428 $55,000 $60,582 $58,562 $41,924 $42,502

Average Salary $152,548 $164,671 $177,965 $194,437 $128,815 $144,796

% Change in Salary

Annual % Change in Salary

8%

2%

9%

2.25%

12%

3%

Source: ISBE Division of Data Analysis and Accountability

region ($120,801).

The greatest percentage increase in the average superintendent salary

Table 3: Comparison of 2007, 2011 salary data

Principal salaries by levels

was 17 percent for the southeast high school superintendents. A 14 percent average salary increase was reported for west central elementary, southwest high school, southwest unit, and west central unit superintendents.

Finally, the range of Illinois superintendent salaries in 2011 varied from a low of $42,502 to a high of $374,302, a difference of nearly

Elementary 2007 Elementary 2011 Middle School 2007 Middle School 2011 High School 2007 High School 2011

N 2267 2362 600 612 622 775

High Salary $218,401 $189,729 $198,584 $207,186 $236,816 $219,426

Low Salary $23,490 $27,584 $35,566 $45,960 $35,438 $36,750

Annual Average % Change % Change Salary in Salary in Salary $102,702 $110,092 7% 1.75% $100,953 $108,103 7% 1.75% $108,389 $113,455 5% 1.25%

Source: ISBE Division of Data Analysis and Accountability

$332,000. When examining the average salaries, the difference of almost

or 2 percent) was noted in 2011. In

salaries with the average elemen-

$50,000 is also significant.

that time period there were 95 more

tary principal in Illinois making

elementary principals (a 4 percent

$110,092. During this time the

Illinois principal salary analysis

increase); however, there was a 19.7

high salary for elementary prin-

When examining the data pre-

percent increase in the number of

cipals declined by approximate-

sented for principals – the number

high school principals. The increase

ly $ 30,000. This may be due to

of principals, the high salary, the

in the number of principals contrasts

veteran pr incipal retirements,

low salary, the average salary, and

with the decline in the number of

elementary principals moving to

the average percent change in salary

superintendents. Again, the increase

other administrative positions, or

– what jumps out is the number of

in the number of principals could be

merely dependent on which dis-

principals in 2007 as compared to

due to voluntary reporting in 2007.

tricts reported salaries.

2011 (see Table 3). Overall, there was

Furthermore, salaries increased

The only increase in principal’s

an increase in the number of princi-

dur ing that same time per iod,

high salary occurred at the middle

pals responding, with 60 additional

although the annual average sala-

school level, although this level’s

principals and a 7 percent increase

ry percentage increase was below

average increase of 7 percent was

overall. Furthermore, there were

2 percent. Again, this percentage is

the same as elementary school levels.

increases at all three levels (ele-

lower than many district’s collective

The average high school principal

mentary, middle school, and high

bargaining settlements.

salary increased by just 5 percent,

school). A modest increase at the

At the elementary level there

middle school level (an increase of 12

was a 7 percent increase in average

NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

with the highest salary declining by roughly $17,000.

7

In examining principal sala-

difference of almost $68,000). The

the highest high salary ($219,426)

ries in the six regions of Illinois

disparity between regions was even

and southeast having the lowest

(see Table 5 on page 10) for all

greater at the middle school level

high salary ($123,854), a differ-

three levels – elementar y, high

with the northeast having the high-

ence of over $95,500.

school and unit – the northeast

est high salary ($207,186) and the

For all three levels, the lowest

part of Illinois had the highest

southeast reporting the lowest high

salaries for principals increased with

average salaries and the highest

salary ($124,757). This represents

the elementary level having the low-

salaries. At the elementary level

a difference of over $82,000 in the

est salary ($27,584).

When looking at the average

It is interesting to note that the average annual salary increases for superintendents ranged from 2 to 3 percent, which is below the average collective bargaining agreement settlements during that same time period.

principal salaries across the state the following key points should be noted: • The average salaries increased in all regions and at all levels.

• There is no clear pattern across regions or across levels in the percentage of average salary

the highest salary was $189,730

high salaries earned by middle

increase.

(northeast region) and the east

school principals. And the dispari-

• The average salaries of elemen-

central region reported the low-

ty grows for high school principals

tary, middle school and high

est h ig h sa lar y of $121,8 43 (a

with the northeast again having

school principals are quite close,

Hiring a superintendent by the numbers The most important job a school board will do is hiring a new superintendent.

surprise a board replacing a long-term superintendent.

“Everyone on the board has to be fully invested in

Salary data for superintendents (see page 7) indicates

doing the hiring process and doing it right, because it is

that Illinois superintendent salaries increased about

the most important task they will undertake,” said Donna

10 percent from 2007 to 2011 and continue to rise. In a

Johnson, director of executive searches for IASB. “The

recent national salary and benefits survey, the School

entire board has to be behind the effort.”

Superintendents Association (AASA) showed median

Since 2007, 858 superintendents have taken new

base salaries increasing by about 2 percent over the year

places in Illinois public schools, including 113 in 2013-

from 2012-13 to 2013-14. The same study showed that 50

2014. The peak year saw a turnover of 165, in 2010-2011.

percent of superintendent respondents had been in their

Over the past year, of the 113 districts undergoing a

current position for 1 to 5 years. Just over 10 percent

superintendent change, 99 have new superintendents:

were rehired after retiring, indicating an aging superin-

61 are first-time superintendents, 34 are experienced

tendent population and the potentially narrowing pool

superintendents who have moved from another Illinois

of individuals interested in becoming superintendents.

district, and four came from outside Illinois. The remaining 14 districts employed retired superintendents as part-time interim or acting superintendents.

Johnson says the biggest challenge for boards is “Being able to afford the person they want.”

8

The “going rate” for qualified replacements might

In the past, hundreds of individuals would apply for a posting.

“The applicant pool is not what it was,” Johnson said. “We still have the quality of candidates but not the quantity.”

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

we would remind readers that all

recommendations for administrative

districts were not required to report

salary considerations.

salary data in 2007.

The state’s requirement for all

Notes: The authors wish to thank

districts to report salary data will

Mark Hobneck of ISBE’s data analysis

allow for a better understanding of

and progress reporting division, for

administrative salary data and pro-

providing the raw data and advice on

vide for more complete analysis in

sorting the data by regions. Thanks

the future.

also to Serena Ju Huang, graduate

The disparity in administrative

assistant at Western Illinois Univer-

salaries across the State of Illinois

sity, for sorting and organizing the

reflects the disparity in school fund-

data.

ing across the state.

For information about the ISBE’s

with a span of approximately

data collection process, visit http://

$5,300 and high school princi-

Recommendations for

www.isbe.net/research/htmls/sal-

pals having the highest average

school boards

ary_report.htm.

salary.

Other considerations

Read part II of this series in the

Previous administrative sala-

January/February issue of The Illi-

ry reports, covering 1998 to 2007,

nois School Board Journal, which

are available on the IASB website

Although the information pro-

will analyze the more complete data

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

vided in this article is interesting,

from 2012-2014 and offer updated

adminsalaries.cfm.

Among the factors influencing administrator turn-

“We help them come together, to clarify expectations

over and the candidate pool is pension reform. According

and establish the new working relationship,” Johnson

to IASB executive search consultant Thomas Leahy,

said. “We are interested in the whole process.”

the uncertainty surrounding the status of the pension

Options for a school board embarking an executive

reform bill — Public Act 98-0599 (formerly SB01), pend-

search include hiring an outside firm or managing the

ing review in the Illinois judiciary — has the potential

search, evaluation and hiring process itself. Of last year’s

to create “a pause in quality candidate motion” as well

113 superintendent changes, 19 were assisted by IASB, 37

as affect districts’ ability to attract administrative and

by a variety of private executive search firms, one district

teacher candidates.

had assistance from its Regional Office of Education,

Best practices for a superintendent search include

and 56 school boards managed their searches internally.

developing a timeline, performing a needs assessment,

– Theresa Kelly Gegen

creating a qualifications profile, announcing the position, screening applicants and arranging school board interviews with finalists. The goal is negotiating with the best candidate and awarding a contract.

IASB offers an executive search service, a “Proven Pyramid” approach customized to the specific needs of

Resources IASB Executive Searches http://www.iasb.com/executive/ suptsearch.pdf “In search of a superintendent,” by Thomas Leahy, Illinois Association of School Business Officials Update Magazine, Spring 2014

the district. IASB’s executive search and field services

2013 Superintendents Salary & Benefits Study, AASA

personnel take further action, helping the board-super-

http://www.aasa.org/uploadedFiles/Publications/Salary _

intendent team.

Survey_Public_2013.pdf

N NO OVVEEM MBBEERR--D DEEC CEEM MBBEERR 22001144 // TTH HEE IILLLLIIN NO OIISS SSC CH HO OO OLL BBO OAARRD D JJO OU URRN NAALL

99

Table 5: Comparison of 2007, 2011 salary data

Table 4: Comparison of 2007, 2011 salary data

Principal salaries by region

Superintendent salaries by region Level/Region N Elementary East Central 07 27 East Central 11 23 Northeast 07 203 Northeast 11 195 Northwest 07 25 Northwest 11 19 Southeast 07 10 Southeast 11 8 Southwest 07 24 Southwest 11 29 West Central 07 20 West Central 11 21 High School East Central 07 East Central 11 Northeast 07 Northeast 11 Northwest 07 Northwest 11 Southeast 07 Southeast 11 Southwest 07 Southwest 11 West Central 07 West Central 11 Unit East Central 07 East Central 11 Northeast 07 Northeast 11 Northwest 07 Northwest 11 Southeast 07 Southeast 11 Southwest 07 Southwest 11 West Central 07 West Central 11

9 9 60 60 8 9 3 3 8 8 6 5 41 36 67 50 62 61 44 34 45 38 72 68

High Salary

Low Salary

$167,647 $194,486 $348,113 $374,302 $156,824 $150,320 $157,088 $137,417 $151,570 $148,153 $134,864 $156,418

$60,582 $69,157 $74,595 $69,000 $77,510 $55,000 $62,358 $70,832 $52,980 $58,498 $52,428 $58,908

$182,588 $210,527 $411,510 $341,511 $159,673 $216,569 $148,663 $162,385 $173,198 $174,703 $150,369 $180,207 $225,000 $201,823 $262,715 $299,460 $242,825 $269,388 $164,379 $196,000 $174,280 $188,068 $211,234 $229,558

Source: ISBE Division of Data Analysis and Accountability

10

$60,582 $58,562 $79,921 $74,641 $119,205 $137,969 $110,066 $123606 $84,863 $101,666 $111,704 $102,643 $41,924 $42,502 $96,964 $113,282 $85,902 $90,000 $75,607 $88,118 $72,314 $72,000 $72,000 $87,682

Average % Salary Change $108,249 $122,825 $180,687 $193,191 $104,668 $112,799 $97,736 $96,312 $93,805 $100,816 $104,463 $119,313 $116,778 $123,331 $209,743 $225,954 $138,941 $154,026 $126,140 $147,280 $119,333 $136,165 $130,137 $150,738 $119,146 $131,099 $171,256 $180,786 $129,781 $141,907 $110,098 $120,801 $116,492 $132,537 $119,949 $136,558

13% 7% 8% -1% 7% 14%

6% 8% 11% 17% 14% 16%

10% 6% 9% 10% 14% 14%

Level/Region N Elementary East Central 07 133 East Central 11 134 Northeast 07 1566 Northeast 11 1512 Northwest 07 182 Northwest 11 169 Southeast 07 70 Southeast 11 60 Southwest 07 128 Southwest 11 123 West Central 07 181 West Central 11 192

High Salary

Low Salary

Average % Salary Change

$114,346 $121,843 $218,401 $189,730 $136,380 $147,118 $110,055 $125,590 $115,009 $128,998 $113,765 $135,725

$37,846 $55,188 $23,490 $37,843 $46,400 $52,367 $46,590 $53,523 $41,114 $27,584 $33,394 $43,272

$84,933 $90,128 $111,816 $120,092 $84,595 $93,318 $77,077 $83,060 $80,326 $87,737 $80,997 $86,772

Middle School East Central 07 42 East Central 11 38 Northeast 07 367 Northeast 11 333 Northwest 07 74 Northwest 11 74 Southeast 07 20 Southeast 11 15 Southwest 07 34 Southwest 11 38 West Central 07 60 West Central 11 70

$122,239 $128,287 $198,584 $207,186 $145,470 $157,380 $104,365 $124,757 $116,673 $144,216 $134,580 $164,475

$41,544 $67,606 $35,566 $45,960 $50,000 $56,447 $55,188 $70,038 $58,499 $66,225 $57,395 $62,914

$86,471 $93,595 $109,936 $118,614 $90,377 $93,318 $81,601 $86,412 $86,294 $92,177 $83,106 $88,574

High School East Central 07 59 East Central 11 59 Northeast 07 291 Northeast 11 364 Northwest 07 94 Northwest 11 92 Southeast 07 47 Southeast 11 43 Southwest 07 51 Southwest 11 56 West Central 07 80 West Central 11 90

$142,620 $157,014 $236,816 $219,426 $145,812 $145,875 $135,708 $123,854 $146,669 $136,869 $124,686 $149,927

$52,940 $56,242 $42,807 $36,750 $35,438 $40,113 $56,000 $58,560 $54,000 $58,300 $49,440 $59,603

$86,593 $97,183 $132,070 $133,567 $91,774 $99,131 $84,403 $88,845 $87,215 $92,832 $85,618 $92,180

6% 7% 10% 8% 9% 7%

8% 8% 3% 6% 7% 7%

12% 1% 8% 5% 6% 8%

Source: ISBE Division of Data Analysis and Accountability

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

It Takes a Fresh Perspective to

See New Ideas Through facilities modernization projects that eliminate the risks, burdens and lengthy timelines associated with traditional approaches, we help you improve the learning environment for the people that matter most: students and teachers.

FEATURE ARTICLE

Communicating across generations

By Leila Lewis

Leila Lewis

F

or communication to be effec-

boomers, Generation X and mil-

called “The Greatest Generation.”

tive, school leaders know to

lennials. The U.S. Bureau of Labor

Traditionalists survived the Great

consider the recipients’ political

Statistics indicates the breakdown is

Depression, World War II and hard-

Association of

leanings, socioeconomic status, edu-

5 percent traditionalists; 38 percent

ships so profound that this generation

School Boards

cation level and ethnicity. Another

baby boomers; 32 percent GenX and

can justifiably say, “I walked uphill 10

communications

critical element is generational com-

25 percent millennials.

miles in the snow to get to school.”

consultant.

position.

is a Texas

In an education setting, aware-

A glimpse of history makes it

Each generation carries a group

ness of generational differences

easy to understand the origins of

identity, molded by experiences from

helps leaders work and communicate

traditionalist values. Because the

its formative years. Attitudes, values,

better. Consider these scenarios:

government aided citizens with ini-

motivators and approaches to life

A seasoned school board member

tiatives such as the GI Bill, Veterans

and work are influenced by people,

debates issues with a fellow board

Administration loans and the New

politics, economics and historical

member young enough to be his or

Deal, traditionalists have more faith

events that occurred while members

her grandchild. A 24-year-old parent

in government than later generations

of a generation grew up.

misses a critical message about a

do. Jobs were precious, so tradition-

For the first time in American

first-grader because the communi-

alists embraced employment with

history, four generations share the

cation was delivered via a medium

fervor. Loyal employees stayed at a

workforce: traditionalists, baby

the family doesn’t use. A crucial

company for a long time — lifetimes

percentage of a community fails to

even — and put in an honest day’s

vote in a bond election because a

work for an honest day’s pay. Patri-

campaign didn’t strike a chord

otic traditionalists adhere to a mili-

with its values.

tary-style chain of command. Hard

An overview of genera-

work, dedication, sacrifice, law and

tional profiles offers clues to

order, respect for authority, patience,

why conflicts and misunder-

loyalty, and duty before pleasure

standings occur. Understanding

identify the traditionalist generation.

differences improves an educator’s ability to tailor a message to resound with the intended audience.

Optimistic baby boomers Between 1946 and 1964, 75 million babies were born into a prosper-

Loyal traditionalists

12

ous postwar economy of opportunity

Traditionalists, born between

and optimism. In the 1960s, baby

1922 and 1945, are what television

boomers became agents of change

journalist and author Tom Brokaw

in civil rights, women’s rights and

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

reproductive rights. In the 1970s,

Generation Y, the digital generation

approvals and consensus, hallmarks

President Richard Nixon resigned,

and “echo boomers,” because their

of the generation.

Martin Luther King Jr. was assas-

numbers are similar to baby boomers

sinated and the Vietnam War end-

— about 80 million.

Cut the fluff for Generation X. Members of this generation do not

ed. Boomers embraced health and

Millennial children’s busy sched-

appreciate sugar-coated messages.

exercise fads, New Age spirituality

ules required soccer moms to drive

Direct, timely communication deliv-

and self-help programs — branding

them from soccer to violin to Tae

ered in an informal and tech-savvy

boomers “the Me generation.”

Kwon Do. Helicopter parents called

way earns trust from this cohort.

Because of the population swell,

for each child get a trophy just for

Repeated reminders and clichés

boomers grew up competing with

participating. This generation was

turn Gen Xers off of a message.

classmates, sharing school supplies

born into a world of advanced tech-

Demonstrating competence, not

and learning to play nice with others in

nology, where information is instant-

longevity, builds credibility as the

the sandbox. Upon adulthood, boom-

ly accessible and a smartphone is

source of communication.

ers popularized 60-hour workweeks

part of one’s identity.

Tag and tweet millennials. Orga-

to stand out from the crowd and work

Millennials redefined the mean-

nizations must keep up with emerg-

their way to the top. Many are still

ing of “social.” Earlier generations

ing social media platforms to reach

there: baby boomers hold top leader-

consider “social” a conversation in

millennials. Texts, tweets and social

ship positions in many organizations.

the hallway, with complete sentences

media applications are basic tools for

and eye contact. Millennials include

this digitally-connected generation.

text messaging and technology-based

Millennials expect ongoing, frequent,

collaboration in the definition.

specific feedback. Unlike traditional-

Skeptical GenX Generation X was born between 1965 and 1980. About 46 million

ists, millennials don’t care if a message

GenXers watched cable TV and VCRs

Communicating with

comes from a president or an intern;

and played video games. Fax machines,

each generation

they want information and they want

microwaves, pagers, cell phones, per-

When communicating with tra-

it now, customized and at the push of a

sonal digital assistants and personal

ditionalists, show respect. Use less

button. Instead of traditional market-

computers become household staples.

technology and more personal inter-

ing strategies, disseminating informa-

Twenty-four hour news broadcast real-

action. Good grammar, manners and

tion in short bursts with a humorous

ities of a weak economy in which their

a tablespoon of formality are likely to

or whimsical flair works well with this

parents were laid off, political and eco-

make traditionalist audiences more

demographic.

nomic leaders exposed for wrongdoing,

receptive. Traditionalists revere

and the world proclaimed “not as safe

experience and rank, so a message

as it used to be.” As the U.S. divorce

will be held in higher regard if it

Every generation bemoans the

rate tripled, Generation Xers became

comes from a person of a high rank

one that came after. Millennials will

latchkey kids who learned to fend for

in the organization.

carry on the tradition, whether the

themselves.

Identify stakeholder generations

With baby boomers, reach con-

next cohort is called Generation Z,

As a result, GenX is fiercely

sensus. Team-oriented baby boom-

iGeneration, or Generation#. After

independent, resourceful and skepti-

ers tend to be politically correct and

requisite observations of how every-

cal, unimpressed by leadership, and

prefer contact via phone or in per-

thing’s going downhill with younger

unlikely to devote unwavering faith

son. Though most boomers in the

generations, education professionals

to a workplace or institution. Instead,

workplace use modern technology, as

should realize that a one-size-fits-all

they tend to demand work-life balance.

“digital immigrants” they are slower

approach doesn’t work.

to embrace and less reliant on tech-

On a given day, a school board

nology than younger generations.

member may interact with a news

Millennials, born between 1980

Expect a longer acceptance process

reporter, parent, superintendent,

and 2000, are alternately known as

that includes meetings, committees,

fellow board member and a retired

Distracted millennials

NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

Less stress Less guess

PRESS

Policy Reference Education Subscription Service

community member. The reporter is likely a millennial, Generation Xer or baby boomer. The parent is probably a millennial or GenXer. The board member might be any of the four, but most are of the older two segments. Community members are a mix of six generations, and many work and live in organizational structures set up by traditionalists.

Keeping in mind the personalities of each cohort, fine-tune the content of both message and delivery method to make the most impact.

The list for policy updates in 2014 is long:

A lecture-style speech in a seminar setting probably won’t maintain

1. Posting school board member email addresses 2. Bullying 3. Cyberbullying 4. Teacher recall 5. Job Opportunities for Qualified Applicants Act 6. Safety updates 7. Smart Snacks rules 8. School district election changes 9. Physical exams for new employees 10. Schools as polling places 11. Children of active military duty personnel 12. CPR and AED training in curriculum 13. Undesignated epinephrine auto-injector administration 14. Self-administration of insulin And more…

the attention of the younger two

A PRESS subscription allows subscribers to download sample policies, exhibits and administrative procedures regarding these and many other new and revised laws and regulations.

The answer, which may be “all of the

Go to www.iasb.com today!

audience.

generations, but an active Instagram account won’t reach boomers and traditionalists. Trying to get a response from Generation Xer? Hang up the phone and try e-mail instead.

Small changes make a difference.

Should a message be tweeted, printed on paper, or both? Should it have more pictures to appeal to visually-oriented millennials or be more text-intensive to appeal to traditionalists? Should it have an optimistic tone for boomers and millennials or a realistic tone for Generation X? Should it use humor for millennials? above,” depends upon the message and the generation of the intended

Notes: Reprinted with permission from the April 2014 edition of Texas Lone Star, published by the Texas

Policy Services

Association of School Boards. Adapted for Illinois readers. Copyright 2014 TASB. All rights reserved.

For more information about PRESS or other IASB Policy Services, please contact: 630-629-3776 or 217-528-9688 ext. 1232 or 1119

14

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

Ask the staff

Alternate approach

by law or that a board has deter-

consideration at Oregon 220, but

considering a second phase,” Nese-

mined to be beneficial to district

the district is in much better shape

meier said.

governance. A board must always

to address them via this partnership

seek to u se pol icy a s a tool to

approach.

continued from inside back cover

continued from page 3

With so many challenges and seemingly endless bad news about the state

express and achieve good district

Bill Nesemeier, district director

of education in Illinois, it is encouraging

governance. Elected boards embody

of facilities and grounds, agrees“-

to find solutions that do not further

the spirit of their communities and

Because this first phase of work has

strain limited resources and that can

can use board policy to reflect a

been so successful, we’re already

deliver what districts need most.

board’s values and experience. One way of doing this is to use board policy to delineate district ends – the mission, vision and goals of a district. Occasionally, in effort to better govern a district, a board may realize that it has no policy addressing an important issue.

A system of

EVALUATION starts at the TOP with the

When this happens a board should work with district administrators, and board attor ney as needed, to craft new policy language to

SCHOOL

address the matter.

A school board governs its district through written board policy.

BOARD!

A board has the unique role in the policy update process of reviewing and creating policy updates that express board directives that are important to it, and that it believes will result in the good governance of a district. When a board embraces this role, and reviews and updates policy thoughtfully and frequently,

How do you score? ___ Annual board self-evaluation

it makes the policy manual a true

___ Clear mission, vision and goals

extension of the board, and the

___ Solid community connection

updating process a key tool in a

___ Productive meetings

board’s quest for good district gov-

___ Strong board-superintendent relationship

ernance.

___ 100% Does your score add up?

Notes : For more policy manual guidance, plan to attend Policy 101: Maintaining the Board Policy Manual, a panel session at the 2014 Joint Annual Conference. This session will take place on Saturday, November

Contact your IASB field services director today!

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

Field Services

22, at 10:30 a.m. at Hyatt Regency, Columbus E/F. NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

15

PRACTICAL PR

Branding: Discover district’s identity

By Bridget McGuiggan

I

n an era of education marketing,

coordinating this work, the result

the district’s most critical communi-

once a school district recognizes

will be a lack of cohesion. If com-

cation channels, the website made for

McGuiggan,

the value of identity and understands

munications are not a strategic and

a natural starting point. The expertise

APR, is

the power of communication, brand-

purposeful reflection of the district,

of the district’s website development

director of

ing is the next discussion to have.

an opportunity is lost.

company, Finalsite, helped shape the

communications

One suburban district is using the

The District 181 team researched

next strategy: the creation of identity

for Community

four-step public relations planning

branding and its role, becoming stu-

and style guidelines, which are used in

Consolidated

process RACE (Research, Analysis,

dents of the process and outcomes.

the development of visual and verbal

School District

Communication and Evaluation) to

One of the first lessons we learned

communications. Guidelines include

181, which

bring the conversation to the school

is that branding is not synonymous

exact district colors, verbiage for dis-

serves Hinsdale

board and community.

with creating a uniform look. For a

trict-specific terminology, typogra-

For Community Consolidated

school district, branding is about the

phy, and sizing and spacing of a logo.

Clarendon Hills,

School District 181, the conversation

identity that distinguishes the district

Other key strategies involved engag-

Oak Brook,

started with a review of the history of

in a way that can be easily commu-

ing the board and community in the

Burr Ridge and

district communications. With help

nicated. According to Entrepreneur.

next steps of this process and digging

Willowbrook.

from Audrey Galvin, we gathered

com, “... your brand is your promise

deeper into the district’s reputation

materials for review, such as business

to your customer. It tells them what

and history.

cards, brochures, web content and

they can expect from your products

We developed identity and style

presentations. This sparked discus-

and services, and it differentiates your

guidelines and shared them with

sion about inconsistencies in these

offering from that of your competi-

the administrative team in August

items. We also reviewed social media

tors. Your brand is derived from who

2013. The guidelines continue to be

communication, physical goods like

you are, who you want to be and who

revisited and expanded and will be

tablecloths and giveaway items, and

people perceive you to be.”

shared with the board of education

Bridget

and parts of

multimedia pieces such as video pro-

A critical component of District

later this school year. Keynote and

ductions. We identified considerable

181’s branding research was reviewing

PowerPoint templates, developed at

differences in fonts, colors, language,

past survey data to more fully under-

the start of the 2013-14 school year,

imagery and other elements. In fact,

stand the community’s perception of

were updated for 2014-15. The website

few components appeared coordi-

the district’s strengths and unique

redeployed in December 2013 and as

nated. Even the name of the district

traits – our “place in the world.”

a living tool it is updated almost daily.

itself had been used in a variety of

G a lv i n a nd I a na lyzed ou r

Dozens of brochures and event promo-

ways (Hinsdale 181, Elementary Dis-

research and discussed the findings

tional materials have been created or

trict 181).

with our administrative team, which

re-produced, all following the guide-

supported our work of taking a hard

lines, as have board and committee

look at the district’s brand.

agendas, minutes and memos from

This is a common challenge for districts. When many people are

16

responsible for producing materi-

The goal of shaping a brand began

the superintendent’s office.

als, when leadership changes occur,

with the redeploy of the district web-

Creating the budget is a criti-

when there is no style guide to fol-

site. The site was ready for improved

cal to the four-step process, and

low, and when no one is charged with

navigation and a new look. As one of

was a key element in District 181’s

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

decision making. Some districts may

communication and reference made

we have made to the community? Can

choose to do a hard launch, with new-

by or about our institution over time

we speak in one clear voice? Are we

ly-branded materials distributed all

as experienced by others. Simply put,

moving in one clear direction?

at once. This can be a powerful way

a brand is not something we buy; a

to announce a change but is not

brand is something we build.”

always a financially-viable option.

In a school district branding pro-

Discarding envelopes, business cards

cess, a number of key questions arise:

and other goods that follow the new

What have we built? What did we

branded look can be wasteful. For

earn? Can we articulate the promises

That is a conversation worth having.

Columns are submitted by members of I l l i n o i s c h a p t e r o f N a t i o n a l S c h o o l P u b l i c Re l a t i o n s Asso c iatio n

District 181, a soft launch was a better solution. Materials and publications that were updated in the first stages of branding were all within the normal schedule of production, so there was no additional cost.

Policy Services

Our evaluation of the project continues. Initial identity and style guidelines have been reevaluated for effectiveness. The administrative team has informally remarked on the benefits of working from templates, which not only show unity and coordination, but also save time in not having to make on-the-spot style and format decisions that detract from

Using technology to enhance your board effectiveness through online services, such as...

the work of messaging. Website analytics are reviewed regularly, and the site earned an Award of Excellence in the 2014 INSPRA Communications Contest. The website will be further evaluated in the district’s annual stakeholder survey.

For District 181, what began as a two-person discussion on inconsistency turned into a much broader conversation about identity. And it’s only the beginning. The soft launch focused on the easy part – the design printed material and online posts to create a coordinated look and feel.

The harder part is the deeper work that will serve as our compass moving forward – discovering who we are and what makes us unique. As shared in Ohio State University’s brand guidelines, “A brand is … the

PRESS, the IASB sample policy and procedure service – Receive 24/7 Internet access to PRESS, IASB’s sample board policy and administrative procedure service. Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time saving links embedded in the policies and procedures.

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

BoardBook® – Learn about the advantages of electronic board packet preparation made possible through use of IASB’s BoardBook® service by scheduling a demonstration for yourself, your administrators, or your entire board.

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

cumulative result of every experience, NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

17

FEATURE ARTICLE

Judicial challenges to educational funding, Part I:

Federal courts dispatch decisions to states

By Susan Farrell

I

n 1647, the Massachusetts Bay

personal beliefs, family values, com-

equal protection under the law. To

Colony enacted the Old Deluder

munity wealth, taxation, economics,

understand how this clause affects

worked in

Satan Act. The law required towns of

and state and federal statutes. These

public education, one must view the

school finance in

50 householders to employ a teacher

competing values leave taxpayers

amendment in historical context.

Illinois between

to instruct reading and writing. The

both dissatisfied and disgruntled,

The roots of funding equity chal-

1992 and

teacher’s wages were to be paid by par-

inevitably leading to court challenges

lenges can be traced to racial educa-

2013, including

ents or by the general population. In

of financing systems.

tional segregation. In 1849, in the

13 years at

this simple attempt to foil Satan and

The Illinois State Board of Educa-

Massachusetts case Roberts v. City

the Special

ensure that children were able to read

tion’s 2013 ILEARN database reported

of Boston, the state court’s ruling sup-

Education

the Bible, the stage was set for educa-

that 66 percent of local school district

ported local officials’ right to control

District of

tional finance in the United States.

revenues are raised through local tax-

of local schools, and that segregated

Susan Farrell

The practice of funding schools

ation, 26 percent contributed by the

schools did not violate students’ rights.

County. She

loca l ly ha s become common ly

state and the 8 percent from federal

This ruling established legal approba-

recently received

accepted, and the philosophy is

funding. Because they were not formed

tion for racial educational segregation.

her doctorate

much the same as it was in 1647:

based on number of households or

The U.S. Supreme Court decision in

in education

schools reflect community values

square mileage; districts vary in prop-

Plessy v. Ferguson, in 1896, upheld

in educational

and educate children to become

erty size and wealth. The continued

segregation of the races, but also

administration

contributing members of society.

reliance on local property wealth has

introduced the concept of “separate

from Northern

Because a successful student will

resulted in long-term disparity in dis-

but equal.” This concept stated that

Illinois

benefit the whole community, the

tricts. ISBE reported that the 2013 Illi-

facilities could remain segregated, but

University.

whole community should fund edu-

nois per-pupil operating expenditures

those facilities must be equal.

Farrell resides

cation. Today, however, American

had a range of $22,143 – from a low of

in Stoke-on-

communities are larger, more diverse

$6,353 to the high of $28,497.

Trent, England.

and have more contact with other

Illinois is not alone. Throughout

the first “separate but equal” school

communities. Along with diversity

the United States, wealth disparity

funding case was heard. Springing

comes conflict, most apparent when

between school districts has led to

from Plessy, a case was filed in Geor-

resources are scarce. Nowhere do

state funding equity challenges in the

gia regarding equal educational facil-

the competing visions and values of

court systems, based on equal pro-

ities after the school board closed the

education become clearer than in

tection clauses of state constitutions

minority high school in 1897. The suit

the arena of school finance.

or the federal constitution. The 14th

claimed that a school tax levy was ille-

School finance is mired in a

Amendment of the U.S. Constitution

gal because it supported a white-only

paradox of values encompassing

states that no person can be denied

secondary school. The school board

McHenry

18

In 1899, in Cummings v. Richmond County Board of Education,

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

argued lack of resources, stating it was

of education to our democratic

for later professional training,

preferable to close a minority high

society. It is required in the per-

and in helping him to adjust

school serving 60 students and apply

formance of our most basic pub-

normally to his environment. In

the funding to primary schools serving

lic responsibilities, even service

these days, it is doubtful that any

200 students. The original decision

in the armed forces. It is the very

child may reasonably be expected

was not an injunction on the tax levy,

foundation of good citizenship.

to succeed in life if he is denied

but on the school board from using

Today it is a principal instru-

the opportunity of an education.

funding at the secondary level. The

ment in awakening the child to

Such an opportunity, where the

Georgia Supreme Court reversed the

cultural values, in preparing him

state has undertaken to provide

lower court’s injunction against the board of education. The case was taken to the U.S Supreme Court, which declined jurisdiction, maintaining that education, based on state taxes, was therefore a state matter. The opinion stated: We may add that while all admit that the benefits and burdens of public taxation must be shared by citizens without discrimination against any class on account of their race, the education of the people in schools maintained by state taxation is a matter belonging to the respective States, and any interference on the part of Federal authority with the management of such schools cannot be justified except in the

The IASB Executive Search Team…

case of a clear and unmistakable

• Facilitates executive searches which includes superintendent, assistant superintendent, business manager, principal and director search services

disregard of rights secured by the supreme law of the land.

Over 50 years later, in 1954, the Court reversed the Plessy decision.

In Brown v. The Board of Education of Topeka, the Court stated, “separate educational facilities are inherently unequal.” Chief Justice Earl Warren stated in his opinion:

• Considers the “big picture” in the search process and school district governance • Represents the interests of the client school districts • Assists client school districts build an effective relationship with the new executive • Acts with integrity and in the spirit of trust

Today, education is perhaps the most important function of state and local governments.

FOR INFORMATION CONTACT:

Compulsory school attendance

2921 Baker Drive Springfield, IL 62703 217/528-9688, ext. 1217

laws and the great expenditures for education both demonstrate

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

www.iasb.com/ executive

our recognition of the importance NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

19

it, is a right which must be made

In San Antonio Independent

a new era in school funding challenges.

School District v. Rodriguez, the plain-

Challenges would center on education-

Brown v. The Board of Educa-

tiff claimed the Texas school finance

al clauses of state constitutions and

tion declared racial educational segre-

system favored wealthy communities

focus on obtaining equal and adequate

gation unconstitutional and enlarged

and violated the equal protection

opportunity for students, rather than

the legal scope of challenges from

clause. In this case, the Court decided

equal funding. Two basic strengths to

equal facilities to financial equality.

that the Texas financing system did not

this argument make it acceptable to

A landmark California case,

interfere with any fundamental right or

communities: sympathy and quanti-

Serrano v. Priest in 1971, set the

liberty under the U.S. Constitution. The

fiable measurements. The adequacy

precedent that education could be

Court again noted that education is a

argument’s primary strength is sym-

considered a fundamental right, and

state service and should be addressed

pathy for children, because it advo-

that wealth was a suspect class. The

at a state level. The decision in this case

cates that all students should receive

state court found that the funding

effectively closed education equity chal-

an adequate education. It allows the

system for California discriminat-

lenges at the federal level and moved

court to focus on the child rather than

ed against the poor and violated the

school financing challenges to the state

the funding. The second strength is

state’s equal protection clause. The

courts.

that student outcomes are quantifiable

available to all on equal terms.

decision inspired litigation in almost

In the 1980s, the standard-based

and measurable to specific standards

every state, and in 1973, the funda-

reform movement turned the focus to

of learning. Because the federal con-

mental right concept went to the U.S.

student outcomes. The development of

stitution does not have an education

Supreme Court from Texas.

student academic standards opened up

clause, these challenges must take place at the state level.

This article is the first of a twopart series. In the next issue of the Journal, the author will examine education funding challenges in the Illinois courts.

Field Services

Resource citations

The Superintendent Evaluation Process

Education in the United States: A Documentary History 394 (Sol Cohen ed., 1974).

ILEARN http://webprod1.isbe. net/ilearn/ASP/index.asp Roberts v. City of Boston, 59 Mass.

198 (1849), 210

School boards have a responsibility to evaluate their superintendent to: • Demonstrate accountability, • Strengthen the board-superintendent relationship, • Provide the superintendent with professional development opportunities, and • Make contractual and compensation decisions.

Plessy v. Ferguson, 163 U.S. 537 (1896), 549 Cummings v. Richmond County Board of Education, 175 U.S. 528 (1899) Brown v. The Board of Education of Topeka, 347 U.S. 483 (1954) Serrano v. Priest, 487 P.2d 1241

Your field services director can support your school board and superintendent team in this critical governance work. Call today!

(Cal. 1971), 589

Lombard: (630) 629-3776

District v. Rodriguez, 411 U.S. 1

Springfield: (217) 528-9688

San Antonio Independent School (1973), 28-29

20

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

Milestones

continued from page 24

Dorothy Renee Malone, 57,

Arnold W. Potter, 94, died Sep-

Joseph Bernard Ebbesen, 89,

died September 25, 2014. She was

tember 8, 2014. He was a former

died September 7, 2014. He previ-

a 1975 graduate of East Alton Wood

member of the Wauconda CUSD 118

ously served six years on the DeKalb

River High School, and was a current

school board.

CUSD 428 Board of Education.

member of the district’s school board,

Kenneth E. Ebelherr, 60, died

serving as secretary for 13 years.

September 11, 2014. He previously

Earnest M. Mason, 90, died

served on the Chester East Lincoln

August 27, 2014. He was a former

school board.

member and past president of the

Donald L. Foerder, 77, died September 10, 2014. He formerly served on the Annawan school board.

Malta school board.

William “Bill” M. McNett, 85, died August 17, 2014. He previously

Beryl William Rutledge, 98, died August 10, 2014. He previously served on the Farmer City school board for 12 years.

William “Bill” Savage, 80, died September 7, 2014. He served on the Hall High School Board of Education for many years.

Maurice Fulton, 94, died August

served on the Washington CHSD 308

Gene Schmidt, 54, died Sep-

30, 2014. Fulton served on many

Board of Education and earlier had

tember 15, 2014. He was school

boards, including service to the Uni-

spent 13 years teaching English at

board president at Polo CUSD 222

versity of Chicago, Ravinia, Art Insti-

Washington Community High School.

at the time of his passing. He was

tute and the Glencoe school board.

Gene Roy Megenhardt, 66, died

also Chairman of IASB’s Northwest

James Edward Gorman, 80,

September 24, 2014. He was previ-

died August 7, 2014. He was a former

ously a member of the Oakwood High

member and president of the Girard

School Board of Education.

Division.

Russell Paul Shriver, 94, died September 2, 2014. He was previ-

Everett Wayne “Leo” Miller, 88,

ously a member of the school board

Joe Grant, 63, died September 13,

died September 1, 2014. He formerly

for Community Unit School District

2014. He was active in the community,

served on the board of education for

No. 4.

including serving on the Charleston

South Pekin SD 137.

school board.

school board in the early 1980s.

Jerome A. Toppmeyer, 83, died

Edward Carl Moehle, 88, of

August 1, 2014. He was a past presi-

Richard E. Hergert, 76, died

Pekin, died September 13, 2014. He

dent of the Brussels CUSD 42 Board

September 23, 2014. He was a for-

was a former member of the Pekin

of Education.

mer member and president of the

District 108 Board of Education. A

Thomas A. Weber Sr., 65, died

Rockton School Board.

practicing attorney for more than

May 18, 2014. A sitting board member

Ivan Eugene Houser Jr., 91,

50 years, he founded the law firm of

at the time of his passing, he served

died August 26, 2014. He previously

Moehle, Swearingen & Assoc., Ltd.

on the Wauconda CUSD 118 school

served as Farmer City’s school board

Gene Austin Ogden, 97, died

board from 1995 to 2014. As emer-

August 4, 2014. He had previously

gency services director for Wauco-

served as a member and president

nda he helped guide the village in

of the Oakland school board.

the implementation of its current

president for 12 years.

Louis Jackstadt, 92, died September 6, 2014. He was a former school board member in Collinsville

Jeanne Olszewski (nee Bilan-

tornado warning system. “Tom was

and later became the youngest mayor

sky), 78, died August 9, 2014. She

an ardent supporter of District 118,”

of Collinsville in its history.

served as PTA president and later as

said Sue Mezzano, a fellow board

a school board member for Addison

member in the Wauconda district.

Albert Krebs, 91, died August 15, 2014. He was a former member of the Thornton THSD 205 school board in South Holland.

School District 4.

James Orick Wickham, 77, died

Eugene “Gene” Lloyd Peck,

July 8, 2014. He previously served

90, died September 8, 2014. He had

on the Charleston CUSD 1 Board of

George R. “Jiggs” Livengood,

served several years on the Rochelle

Education.

92, died August 7, 2014. He former-

Elementary School District 218

Roy Edward “Ed” Wilson, 85,

ly served on the Delavan CUSD 703

Board of Education, and had become

died August 5, 2014. He had served on

Board of Education.

president during his tenure.

the Nauvoo-Colusa school board.

NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

21

A Directory of your

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

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro - 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/787-1199; email: rmitchell@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca - 847/742-4063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning. Chicago - 312/382-9980; website: dlrgroup.com; email: tsjolander@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804

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

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

Park Ridge - 847/292-1039

Architects/Engineers

FGM ARCHITECTS ENGINEERS, INC. — Architects.

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

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

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

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

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

BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com

HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/318-0072 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.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

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

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

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

CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; email: rmont@cordogan clark.com

22

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design & Technology. Rockford - 815/484-0739, St. Charles - 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby. com 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 - 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate. com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield - 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating and building enclosure/ roofing consulting. Chicago - 312/464-1444 TRIA ARCHITECTURE — Full service architectural firm providing planning, design, construction observation and interior design. Burr Ridge - 630/455-4500 WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien - 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899.

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

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

COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; website: www.fquinncorp.com 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 ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; email: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

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

Consulting eRATE PROGRAM, LLC — consulting services assisting districts in processing applications for receiving government funds to cover up to 90% of costs for local, long-distance and cellular phone service (purchased by the school), internet access and web hosting. St. Louis, MO - 314/282-3665

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866-ALPHA-01 (866-2524201); website: www.alphaACS.com; email: info@ alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www. thectsgroup.com; email: rbennett@thectsgroup. com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

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

St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; email: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259 OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene consulting specializing in indoor air quality, asbestos, lead paint, radon, microbiological evaluations and ergonomics. Chatham - 217/483-9296

OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oakbrook 312/498-7792; email: sharon@opterraenergy.com RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstenschmidt@ radonresults.com SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

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

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

Bloomington - 309/829-3311; email: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; web‑ site: www.gorenzcpa.com; email: tcustis@gorenz cpa.com HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www. hsemuni.com; email: rbergland@hsemuni.com; rcoyne @hsemuni.com

MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616 ROBERT W. BAIRD & CO., INC. — Financial consulting; debt issuance; referendum assistance. St. Charles - 630/584-4994; website: www. rwbaird.com; email: whepworth@rwbaird.com; garndt@rwbaird. com SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial.com; email: dphillips@ speerfinancial.com STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; email: ehennessy@williamblair.com WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont 630/560-2120

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

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

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KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello 217/762-4578

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NOVEMBER-DECEMBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

23

Milestones Achievements

In memoriam

Paul Goldrick, a current mem-

a member of the Riverside-Brook-

Samuel “Lee” Barnes, 73, died

ber of the school board of Beecher

field Alumni Achievement Awards

September 9, 2014. He served on the

CUSD 200U, has been named the

Board of Directors. As a member of

Williamsville School Board for eight

2014 Beecher Citizen of the Year. He

the school board, it was noted, Kosey

years, the village board for 11 years

received the honor from the Beecher

encouraged student involvement in

and as mayor in the late 1990s and

Chamber of Commerce. The owner

the election process by registering

early 2000s.

of owner of Goldie’s Auto Body in

youths to vote and to become elec-

Beecher, Goldrick is director of the

tion judges.

Bernard Gene Barrett, 89, died August 21, 2014. He was a former

Washington Township Food Pantry

Sam D. Pulia,

and a Township trustee as well as a

for mer school

school board member. He is active

board president

John Raymond Blaisdell, 92,

in community programs such as the

and current vil-

died August 4, 2014. He was a former

town’s Fourth of July commission,

la ge president

president of the board of education

Alice’s House, Festival of Lights

of Westchester,

of Bradford CUSD 1.

parade, and Breakfast with Santa.

received the “Persons of Impact”

Billie Jeanne Bosworth, 80, died

He also worked to develop a kara-

award from the League of Women

September 6, 2014. She previously

te program called Police and Kids

Voters of the La Grange area and

served as a member of the Madison

Together (PAKT).

president of the Shiloh CUSD 1 school board.

the La Grange/Chicago Business

CUSD 12 Board of Education for

Joanne Kosey,

Women’s Club. He was recognized

more than 16 years.

w ho pr ev io u s ly

for exemplary leadership abilities

Robert J. Cantrell, 93, died

served as a mem-

shown in 20 years of service on

August 18. He served on the St.

ber of the R iver-

the Westchester Elementary Dis-

Charles District 303 school board

side - Bro ok f ield

trict 92.5 Board of Education, and

in the 1960s.

Tow n s h ip H i g h

for an accomplished career in law

Henr y A. Carlson, 71, died

School District 218 Board of Edu-

enforcement since 1974. Pulia was

September 3, 2014. He previously

cation, recently was honored by the

also recognized for involvement with

served as a member of the South

League of Women Voters of the La

the West Suburban Municipal Con-

Beloit CUSD 320 Board of Education.

Grange area and the La Grange/Chi-

ference. He has long taught and men-

Gerald L. Cunningham, 85, died

cago Business Women’s Club. She

tored future law enforcement officers

September 22, 2014. He previously

received the “Persons of Impact”

as an Adjunct Faculty Member at the

served on the school board in Creve

award, which honors area residents

College of DuPage Suburban Police

Coeur.

who have advanced awareness of

Academy. After the terrorist attacks

Ronald Darnell, 84, died August

public issues. Kosey was recognized

of September 11, 2001, he traveled to

7, 2014. He formerly served on the

for exemplary community activism

New York City where he was a “first

Harrisburg school board.

in resurrecting the Riverside-Brook-

responder,” assigned to the search

Orris R. Drew, 82, died August

f ield E ducation Fou ndation in

and recovery efforts at Ground Zero.

30, 2014. He was a former Sullivan

2000 and for dedicated service as

CUSD 300 school board member. continued on page 21

24

THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2014

ASK THE STAFF

Policy manual updating leads to good governance

By Brian Zumpf

Q

uestion: W hat is the

team, and the board attorney. Each

PRESS and/or PRESS Plus updates to

importance of continu-

party’s involvement displays the

make recommendations to a board

Brian Zumpf, a

al policy updating on school board

importance of its respective role and

about revising current or proposed

policy consultant

governance?

why the role of a board in the updat-

policy language and about what dis-

who works in

ing process is the key to good district

trict resources (money and time) will

IASB’s Lombard

governance.

be necessary to implement directives

office, answers

Answer: A school board governs through its written policy manual. By diligently updating the policy manual,

Most districts begin the policy

contained in proposed policy changes.

the question

a board can govern in a timely and

update process with the aid of the

A board’s attorney may be called

for this issue.

responsive manner.

Illinois Association of School Boards.

upon to provide legal advice on mat-

Two sections of the School Code

IASB provides policy updates through

ters of policy. In addition to other legal

directly address the role of the school

its PRESS and PRESS Plus subscrip-

services, a board attorney can provide

board with regard to policy:

tion services. Of IASB member dis-

legal advice to a board if there are ques-

105 ILCS 5/10-16.7 states “The

tricts, 65 percent subscribe to IASB’s

tions as to how policy content, either

school board shall direct, through policy, the superintendent in his or her charge of the administration of the school district…”

PRESS service, which provides updat-

currently adopted or proposed in an

ed reference policies for a district to

update, will impact a district legally.

compare against its own currently-ad-

The efforts of IASB, district

opted policies. Close to 40 percent of

administrators and a board attorney

105 ILCS 5/10-20.5 states that is

IASB member districts subscribe to

in the policy updating process are

the duty of a school board “[t]o adopt

PRESS Plus, IASB’s full-service policy

important to provide a foundational

and enforce all necessary rules for the

update service. With PRESS Plus the

base for the good governance of a dis-

management and government of the

applicable updates from PRESS are

trict. However, without the wisdom

public schools of their district.”

provided to a district on its current

and guidance provided by a board, the

To maintain good management

policies in a red-line format. Regard-

efforts of these actors alone may not

and governance of a school district,

less of whether a board updates it

result in good governance of a district.

a board must continually update its

policies with PRESS or PRESS Plus,

The role of a school board in the

board policy manual to reflect new

the updates do not become part of a

update process has many aspects. A

legal mandates and changes in best

district’s policy manual unless, and

board will review policy information

practices, and to address district issues

until, they are adopted by the board.

provided by the advising parties, ask

through new or revised board policy

A superintendent and his or her

clarifying questions, discuss the poli-

administrative team are often the

cies as a board and, finally, adopt those

directives.

When updating policy manuals,

first to review policy updates. Dis-

policies that are either required by law

boards are aided by other parties who

trict administrators provide first-hand

or that a board has determined to be

have important roles in the policy

knowledge and expertise to a board

beneficial to district governance. A

update process: IASB, the superinten-

as to how policy can better serve the

board must always seek to use policy

dent and the district’s administrative

district. District administrators review

continued on page 15

JANUARY-FEBRUARY 2010 / THE ILLINOIS SCHOOL BOARD JOURNAL

13

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