M AY / J U N E 2 0 1 9
V ol. 8 7, N o . 3
Start
strong NEW BOARD MEMBERS • WHAT TO EXPECT • FINANCE PRIMER • VISION 20/20
I
f you are one of the approxi-
something that’s new to you — a ref-
“First, take on school finance” begins
mately 1,200 first-time school
erendum, a superintendent search, a
on page 6 and was written with the
board members in Illinois, I’d like
facilities plan, or setting a new vision
help of William Phillips, Ed.D., a
to congratulate you, thank you, and
or new goals. Maybe you’ve sorted out
school finance guru, field services
welcome you to the world of gover-
some acronyms, read something that
director with the Illinois Associa-
nance and leadership in Illinois public
helped, or otherwise had an “ah-ha”
tion of School Administrators and
education. This issue of The Illinois
moment that you are ready to apply to
Associate Professor of Educational
School Board Journal was prepared
the next item on your board calendar.
Leadership at the University of Illi-
with you in mind, as you embark on a
It’s often said, “You don’t know
learning adventure in service to your communities.
nois-Springfield.
what you don’t know.”
Courtney Stillman, a former
IASB has resources to help school
school board member and current
If you are one of the approximate-
board members — no matter how new
school attorney with Hauser, Izzo,
ly 5,000 other readers, this issue was
they are — figure out what they don’t
Petrarca, Gleason & Stillman, LLC,
prepared with you in mind as well.
know, and start to know it.
draws on those experiences with
That’s because, first of all, I want to
Re a l i zi n g t hat t here i s no
encourage you to remember what
resource better than your peers, the
those first days were like as you build
Journal asked experienced school
On page 22, newbies can get an
your new board team, and be consid-
board members to share their recol-
introduction, and experienced board
erate of the learning curve of your
lections of their first year of service,
members can get an update, on the
newest members as you do your board
and give advice to the 2019 newcom-
continuing work of Illinois Vision
work. Most of you do this naturally.
ers. Their answers, which begin on
20/20, an organization that unites
page 13, are abundant, honest, sin-
the education community behind
cere, and considerate. I thank every-
a long-range plan to improve public education in Illinois.
Secondly, I hope you’ll read this because you’re still learning. School board members are
one who took the time to respond and
always learning. Laws change. Your
shared a wealth of experience and
community demographics might
wisdom.
“Seven tips for new board members,” beginning on page 11.
The word “learn” appears over 60 times in this issue. No matter what
change. Perhaps you have a new
Many of those respondents raised
stage of school board service you’re
leadership role on your board this
the challenge of understanding school
currently enjoying, we hope you’ll
term, or there exists an element of the
finance. So, this issue of the Journal
join us at IASB in continual learning
work of the board that you didn’t quite
offers new members a primer — the
in support of public education.
grasp the first (or ninth) time around.
basics you’ll need to know before you
Maybe you board is embarking on
dig into the details of your district.
— Theresa Kelly Gegen, Editor
tgegen@iasb.com
TABLE OF CONTENTS
COVER STORY 13
What to expect the first year Compiled by Theresa Kelly Gegen We asked, they answered. Experienced board members share their advice to newcomers and recollections of their first days of school board service.
M A Y / J U N E
FEATURE ARTICLES 6
First, take on school finance By IASB and William Phillips For new board members, understanding school finance is the steepest learning curve. Read this practical “first take” on understanding the basics of school finance issues.
11
Seven tips for new board members By Courtney Stillman From the perspective of a former board member and school board president, seven tips will start you on a path to success in your new role as a school board member.
New MemBb oard er
22
Re-visioning Illinois Vision 20/20 By Theresa Kelly Gegen Review the accomplishments and learn what priorities are next for Illinois Vision 20/20, educators working together to fulfill the promise of public education.
2 0 1 9
Vol. 87, No. 3 ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18 per year. Foreign (including Canada and Mexico) $21 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production
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Copyright © 2019 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.
Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 In Case You Missed It (ICYMI). . . . . . . . . . . . . . . . . . . . . . . . . 26, 28 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover
www.iasb.com @ILschoolboards
PRACTICAL PR
A showcase for intelligences By Jim Hook
Jim Hook is director of the communications department at North Palos SD 117 based in Palos Hills.
P
eople have different strengths and intelligences.
square root of a three-digit number,” he
teacher, is a bit on the competitive
said. “But every student has talent and
Howard Gardner, the Harvard-ed-
side is a major understatement. He
is intelligent in something. That is what
ucated Ph.D. proved that years ago with
and Sweiss, an English Language Arts
makes this competition so amazing. We
his “Theory of Multiple Intelligences”
teacher, decided to hold a friendly
have had some incredibly talented kids
that suggests human potential lies in
competition three years ago between
compete over the years. I mean, some
the fact that people have a unique blend
two of their honors classes.
of the things they did blew our minds.”
of capabilities and intelligences that reach beyond the classroom. For the last two years, North Palos
The students competed in an eight-topic debate, which Sweiss’ students won.
Buckle up, Mr. Mateja. This year’s talent could be even better. Take Anna Slodyczka, for exam-
SD 117’s Conrady Junior High School
“They destroyed us,” Mateja clar-
ple. The Hickory Hills eighth-grader
in southwest suburban Chicago has
ified. “Let’s not mince words. It wasn’t
plays multiple instruments and is part
been proving just how “intelligent”
even close.”
of the Conrady band. She spends every
its 1,100 ethnically-diverse student
Having a hard time accepting the
Saturday in Downtown Chicago, where
body is by conducting Multiple Intel-
thrashing and looking for a chance to
she practices as part of the Chicago
ligence Symposiums. These events,
redeem himself, Mateja approached
Youth Symphony Orchestra.
the third of which was May 3 in the
Sweiss and asked for an opportunity to
Slodyczka aspires to someday
Performing Arts Center at neighboring
avenge the earlier embarrassment. He
conduct the San Francisco Sympho-
Amos Alonzo Stagg High School in
suggested a new competition that has
ny Orchestra. But for now she has her
Palos Hills, feature amazing students
evolved into the junior high school’s
sights set on Conrady’s Multiple Intel-
performing amazing feats.
third annual Multiple Intelligence
ligence Symposium with her musical-
The seeds of the event were
Symposium, which he refers to as a
ly-talented group of friends.
planted by Conrady Team Leader
“science fair and talent or variety show
Adie McHugh while studying learning
rolled into one.”
Slodyczka plays the bassoon. Martin Sweeney plays bass clarinet
symposiums as part of her Teacher/
The competition is inspired by
and bass guitar. Juan Ornelas plays
Leader endorsement. McHugh sug-
Gardner’s Theory of Multiple Intelli-
the drums, Wiktoria Ziemba plays the
gested the idea to veteran Conrady
gences. These “intelligences” relate
violin, and Chris Kalinka plays trum-
teachers Frank Mateja and Caro-
to a person’s unique aptitudes and the
pet and alto saxophone.
line Sweiss, friends and colleagues
ways they demonstrate their intellec-
The quintet plays together in a
who have been known to challenge
tual abilities. Mateja said he likes the
band and, for the symposium, they’ve
each other in friendly competitions
symposium because it gives “all kids
created their interpretation of the “evo-
between their respective classes. Con-
the chance to shine and to discover
lution of music,” incorporating various
rady Junior High was the recipient of
their hidden talents.”
genres of music into one longer piece.
the prestigious National Blue Ribbon Award in 2017.
2
To say that Mateja, a history
“Not every kid can shoot a basket-
“Music influences our culture,”
ball or sing in a choir or figure out the
Ornelas said. “Music is a reflection of
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
ourselves. We’re going to incorporate
learning was incorporated into the
different styles of music into one piece
ELA honors classes in an attempt to
by altering the tempo and style.”
add rigor to the curriculum.
In a different act, Samantha Doyle
Students construct essential
said she is excited about performing
questions and explanations using
a skit that mirrors the popular “TED
reasoning, correct sequences, exam-
Talks.”
ples, and details to help them guide
She said her talk focuses on help-
inquiry about a topic, ask essential
ing provide teens with coping skills
and focusing questions that lead to
when they feel overwhelmed. “Kids
independent research, and determine
are stressed out, depressed, and full
sources that represent multiple points
of anxiety,” Samantha said. “School,
of view that will assist in organizing a
grades, relationships, and social media
research plan.
all play a role in a student’s life and it
Originally part of the eighth-grade
can be hard out there for them. They
honors curriculum, the competition is
also need to know how to deal with
now open to all eighth graders. Sweiss
their feelings.”
said the competition “requires kids to
Friends since kindergarten, Ash-
think outside the box.”
ley Fontana and Kyra Murphy perform
“These kids are the best of the
a dance interpretation of the “Gender
best. They are the best Conrady has
Pay Gap.” The idea, the girls said, came
to offer,” she said. “This is a unique
from Murphy’s mom and “we just ran
opportunity for them to get up on
with it.”
stage and showcase their talents,
“We’re excited about this opportunity,” Murphy said. “We get to do
their smarts, their passion, and their creativity.”
what we love to do, which is dance,
Mateja said students “use their
while having an opportunity to take
multiple intelligences to create and
a stand on a real social issue.”
present things that are truly inspiring.”
Fontana and Murphy said they
The first two symposiums fea-
decided to participate after seeing a
tured honors students, but this year
video of last year’s show during a social
the competition is open to all eighth
studies class. “Our two favorite teach-
graders. Students practice on their own
ers (Mr. Mateja and Ms. Sweiss) were
before or after school or at home and
talking about it and were involved in
meet periodically with teachers who
it so we decided to do it.”
serve as mentors.
Mateja said, “Everything the
Teachers who serve as mentors
students do is based on inquiry and
include Sweiss, Mateja, McHugh, Kris-
research. Kids are smart in so many
tin Brudzicz, and Jessica Doneske.
different ways. These kids are incredibly passionate about what they are doing.
President Joanne Osmond
Treasurer Linda Eades
Vice President Thomas Neeley
Immediate Past President Phil Pritzker
BOARD OF DIRECTORS Abe Lincoln Bill Alexander
Northwest Chris Buikema
Blackhawk David Rockwell
Shawnee Sheila Nelson
Central Illinois Valley Tim Custis
South Cook Vacant
Corn Belt Mark Harms DuPage Thomas Ruggio Egyptian John Metzger
Southwestern Mark Christ Starved Rock Simon Kampwerth Jr. Three Rivers Rob Rodewald
Illini Michelle Skinlo
Two Rivers Tracie Sayre
Kaskaskia Linda Eades
Wabash Valley Dennis Inboden
Kishwaukee Vacant
West Cook Carla Joiner-Herrod
Lake Vacant
Western Sue McCance
North Cook Vacant
Service Associates Jason Vogelbaugh
Board of directors members are current at press time.
We use this competition as a catalyst for creativity and independent learning.” Conrady incorporated inquiry-based learning into its social studies curriculum as part of the new Illinois Learning Standards. Inquiry-based
Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association
M A Y - J U N E 2 0 1 9 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L
IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.
3
INSIGHTS
Education itself “The promotion of social, emotion-
of education itself. It is not a distraction
succeed. And it is not another reason for
al, and academic learning is not a shift-
from the ‘real work’ of math and English
political polarization. It brings together
ing educational fad; it is the substance
instruction; it is how instruction can
a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students,
www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Thomas E. Bertrand, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Executive Searches Thomas Leahy, Director Timothy Buss, Consultant Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Valorie Moore, Consultant ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Susan Hilton, Director Zach Messersmith, Director Deanna L. Sullivan, Director Ronald Madlock, Assistant Director OFFICE OF GENERAL COUNSEL Kimberly Small, General Counsel Legal Services Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel
ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer MEMBER SERVICES Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Trainer Field Services Reatha Owen, Senior Director Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director Patrick Rice, Director/Equity Director COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Gary W. Adkins, Director/Editorial Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Director/Editorial Services Jennifer Nelson, Director/Information Services Katie Grant, Assistant Director/Production Services
especially those who have experienced the greatest challenges.” — From A Nation at Risk to a Nation of Hope, The Aspen Institute National Commission on Social, Emotional, and Academic Development, January 2019. “In some cases, the benefits of rural schools are being rediscovered elsewhere and can offer a model for all schools ... Conversations about hands-on, experiential learning are also already taking place in rural communities, where links between the classroom and life outside are made obvious.” — “Why It’s Time to Focus on Equity in Rural Schools” by Liz Teitz, Education Writers Association, January 2019. “If legislators are serious about putting Illinois back on track to fiscal and social health, they’ll add ‘finding good teachers’ to the list of serious problems our state must address, right up there with ballooning pension debt and crumbling infrastructure. ... A solid public education is essential
Policy Services Angie Powell, Director Brian Zumpf, Director Ken Carter, Consultant Boyd Fergurson, Consultant
to giving working-class kids a solid chance to climb the economic ladder and prosper.” — “Editorial: Add teacher short-
IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831
One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940
age to the list of big problems Illinois must solve,” by the Editorial Board, Chicago Sun-Times, March 13, 2019. .
4
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
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P R O U D L Y
S E R V I N G
T H E
P U B L I C
S E C T O R
FEATURE A S TRO T IRCYL E
First, take on school finance Adapted and updated from IASB’s “The Effective School Board Member” with additional contributions from William Phillips.
William Phillips, Ed.D., is a field services director with the Illinois Association of School Administrators and an Associate Professor of Educational Leadership at the University of IllinoisSpringfield.
T
Sources of funds
he financing of public schools
trends. Boards also set budget priori-
is the most common challenge
ties and standards for budget prepara-
In general, Illinois school districts
confronting school boards. For new
tion, protection of assets, purchasing,
have five primary sources of income:
board members, understanding
and related business activities.
Local property taxes, the county sales
school finance is the steepest learn-
With limited revenue available
ing curve. As you first take on school
to meet ever-increasing demands for
finance, here is a “first take” for new
improved and expanded educational
school board members.
services, the financing of quality
tax, state aid, federal aid, and borrowing (long term debt, bonds). Local property taxes
It will surprise no candidate or
education must be a concern that
Each year the superintendent
new school board member that the
occupies the minds of board mem-
should present the school board
task of meeting a school district’s needs
bers much of the time. The school
with a proposed budget. The board
with the available funds is pressing. In
board must answer the question:
examines the proposal and places
IASB’s 2018 member survey, respon-
“How much is this community will-
a tentative budget on file for public
dents ranked budgeting and funding
ing to spend on its schools and how
inspection. At the end of the inspec-
as the top issue facing their district.
do we balance that with require-
tion period, the board must hold a
District finances ranked second —
ments of the state and the needs of
public hearing and then formally
only to overall leadership — as the
our students?”
adopt its budget.
topic of interest to most school board members. It’s a deep and dynamic issue that challenges everyone, especially but not exclusively new school board members. This introduction to school finance will be the first steps for a new board member in understanding a complex but vital topic. Each school board should have adequate business management and legal talent available. The board receives and expends large amounts of public monies, and the board is accountable for all of it. Therefore, each school board must regularly and consistently monitor the financial health of the school district, both current performance and long-term
6
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
Based on the educational needs
is due in December; districts must
Note, however, that t a xe s
of the school district, the board adopts
estimate what this number will be.
extended by the county clerk are
a tax levy. The levy states the number
This creates a forecasting problem
typically lower than taxes levied by
of dollars the budget calls for in local
and forces districts to guess their
the board. Theoretically, the levy
taxes. The remainder of the budget
new EAV and yet ensure that their
can be any amount called for by the
consists of what the district expects to
maximum authorized amounts of tax
budget. The extension, however, is
acquire in state and federal sources.
proceeds will be received. This pro-
limited by maximum tax rates allow-
The board must adopt its bud-
cess is known as “balloon levying.”
able in each of the school board’s
get during the first quarter of each
Board members need to keep in mind
major funds and by an overall cap
fiscal year — that is, before October
that if they do not ask for an increase
on annual increases applicable in
1 — and then must file its tax levy
in their previous tax extension by
some counties. The maximum tax
with the county clerk no later than
five percent, they are not required to
extension is determined by multi-
the last Tuesday in December. The
post a public notice known as, “the
plying the maximum tax rate by the
county clerk then extends taxes and
black box.” However, a public hearing
district’s total equalized assessed
produces bills for individual proper-
is required for their tax levy.
property valuation.
ty owners. Taxes are collected and
For PTELL (Property Tax Exten-
distributed to school districts nine
sion Limitation Law) districts, the
months to a year or more after the
tax levy process is different in that
With voter approval, school dis-
board adopts its tax levy. The timing
their key numbers are their previous
tricts in Illinois can access a source
of tax collection and distribution var-
extension times this year’s Consum-
of revenue through the County
ies among the counties.
er Price Index. Thus their tax levies
Schools Facility Occupation Tax. A
County sales tax
The timing of the levy presents
can be more precisely forecast after
county board must approve place-
a conundrum for school boards:
they compute their “limiting rate.”
ment of the sales tax question on a
They must ask for local funds based
After computing this rate, they will
ballot for voters, either on its own
upon approved tax rates and the new
know how much their levy is and
or at the request of school boards
Equalized Assessed Evaluation. But
the district can distribute the levy
representing 51 percent of the total
the new EAV is not known when it
notwithstanding fund limitations.
student enrollment for the county.
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
7
Money generated through the
3. Determining the district’s Base
of it goes to districts that apply for
sales tax can only be used for school
F u nd i n g M i n i mu m, a hold
special grants. All federal dollars are
facility purposes, such as acquisition
harmless provision that will be
subject to appropriation, and vary
of land, construction, rehabilitation
recalculated each year, which
depending upon federal priorities.
or architectural planning, among oth-
guarantees a district no less state funding than the prior year.
quarter-cent intervals up to one penny
4. Distributing additional state
School boards can incur both
on the dollar, is collected by the State
funds — known as Tier Funding
long-term and short-term debt. Long-
Department of Revenue and distribut-
— to assist districts in meeting
term debt usually represents bond
ed to the regional superintendent, who
their Adequacy Targets. Districts
and interest payments and requires
in turn issues the money to any school
furthest below their Adequacy
voter approval within various types of
district in a county that adopts the tax,
Targets receive the greater share
bonds that can be sold. Some require
based on its percentage of students
of new dollars appropriated.
referendums, some do not, and some
that are residents in that county.
The distribution from the state to
require what is called a “backdoor ref-
This tax gives school boards
the district starts with the base fund-
erendum.” There are several types of
an additional option to the local
ing minimum, then adds “Tier Fund-
long term bond instruments available
property tax, but it is for limited
ing,” new money as determined above.
to meet a district’s specific need. In
purposes — school facilities — and
There are four tiers; districts with the
addition, short-term debt most often
must be kept in a specific, separate
greatest gaps between their level of
represents borrowing against future
account designated for that purpose.
resources and Adequacy Target are
state aid or tax collections by issuing
As of this writing, 56 of Illinois’ 102
Tier 1 and receive the majority of new
warrants or notes or applying for a
counties have approved the County
funding, districts that have resources
“line of credit.” Short-term borrowing
Schools Facility Occupation Tax.
greater than targets are Tier 4. Each
is designed to enable a school district
Funds derived from this source do
new dollar a school district receives
to pay its bills when income is delayed.
not affect a district tax rate and spe-
through this formula becomes part of
Such borrowing does not represent
cific bonds may be sold and paid for
its Base Funding Minimum the next
true deficit financing so long as the
with this source of revenue.
year.
loans are repaid from current income.
State aid
EBF replaces the funding model
Many districts, however, are
known as General State Aid, which
forced by circumstances to borrow
In 2017, Illinois approved a new
from 1997 to 2017 was distributed to
against taxes anticipated for the next
school funding formula. State aid in
public schools in the form of grants
fiscal year. In a few unusual circum-
the Evidence-Based Funding formula
to make up the difference between a
stances, boards may borrow against
(EBF) is fixed annually by four key
foundation level established by the
taxes anticipated two years ahead.
components:
state, and the property tax revenue
Borrowing against future years’ tax-
that districts generated locally.
es is deficit financing in that it means
1. Determining the district’s Adequacy Target (AT), which is the cost of educating all students
8
Borrowing
ers. The tax, which can be levied at
either that current income is less Federal aid
than current expenditures or that a
based on 27 defined cost factors,
The federal government has been
deficit is being carried over from an
adjusted based on the needs of
involved with school support for many
earlier year. While it is not unusual
the student population and a
years in such areas as title programs,
for a district to sell bonds to generate
regional cost factor.
school lunches, special education,
revenue for annual expenses, this is a
2. Measuring the district’s available
funds for educationally disadvantaged
temporary generation of revenue and
local resources (local capacity)
students, career and technical edu-
will raise taxes in districts utilizing
and comparing the local capac-
cation (including agriculture), etc.
this situation.
ity to the Adequacy Target as a
Some federal money supports the
Boards also have access to lon-
percentage of adequacy.
state in its funding of schools; some
ger-range forms of borrowing to help
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
them deal with accumulated debt. One
normally requires professional assis-
funds. They can provide tax reduc-
of the most valuable insights a school
tance from one of the various profes-
tion opportunities for individuals and
board member can acquire is to under-
sional firms that provide this service.
companies to donate.
stand the meaning of borrowing and
Still other sources of revenue
the meaning of debt in their various
for the school district include stu-
contexts. Borrowing can be construc-
dent tuition and fees, rental of school
Accounting procedures in the
tive or — if not managed properly or
property, private funds, income from
state of Illinois require that income
over-relied upon — it can become an
school-sponsored activities, proceeds
and expenditures be accounted for
insidious burden of the school district.
from insurance claims, interest, and
through the use of funds, which in this
Every situation is unique, and new
gifts. Such sources usually provide
case means a group of revenue and
school board members are encouraged
limited amounts of money. However,
expenditure accounts set up to obtain
to discuss the district’s long- and short-
many districts have found it productive
an objective. The education fund deals
term debt with their superintendent,
to actively manage the investment of
primarily with the instruction of stu-
school business official, and full board
idle funds. Some districts have created
dents; the operations and maintenance
of education. Districts utilizing the var-
educational foundations to pursue pri-
fund is primarily concerned with ener-
ious types of long term debt available
vate donations and other fundraising
gy costs and the upkeep of buildings;
need to be aware of the types of bonds
activities. Such foundations require a
the transportation fund records all
available, effect of additional debt on
written charter approved by the school
revenue and expenditures pertaining
local property taxes, and repayment
board and a board of directors that
to the transportation program of the
options available to their district. This
controls the dissemination of these
district. There are other smaller funds
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
Accounting for school funds
9
set up to meet specific purposes.
• Establish policies and limita-
• Procedures are in place requir-
These funds should be studied and
tions on staff authority gov-
ing the segregation of duties
understood by each board member.
erning budget preparation,
of district personnel so as to
Board policies should be very
purchasing, protection of assets
establish checks and balanc-
specific in relation to the budget,
and related business procedures.
es in the receiving, banking,
accounting, purchases, other expen-
• Monitor month-to-month finan-
and recording of funds, and
ditures, financial reports, audits, and
cial performance — income and
in requesting, mak ing, and
other financial records of the board.
expense — in relation to the finan-
Financial decision-making and board policy A well-informed board of educa-
recording of payments.
cial plan represented in the budget.
• The district is in compliance
• Monitor the district’s financial
with school board policies and
health, both current and long-
administrative procedures.
term.
Each of the topics addressed
tion can make a big difference to the
• Stay abreast of other financial
above could fill volumes beyond the
financial health of a school district.
issues affecting the district.
scope of this introduction to school
Both the board and superintendent
Additionally, according to Fritts,
finance. New board members are
must have access to a wide range of
school board members need to be
advised to have a conversation, or
information that accurately portrays
assured that
a series of conversations, about the
the financial condition of the district
• Board policies adequately govern
realities of school funding in your
and its outlook in both the short and
school district financial and busi-
district, and then see of questions
long term.
ness management procedures,
and resources below to acquire the
The school board, of course,
including budgeting, purchasing
next level of understanding.
cannot make the day-to-day finan-
and bid letting, payment of bills,
E ditor’s note : Link s to the
cial decisions characteristic of a
investing of funds, and other stan-
resources in this stor y can be
large and dynamic institution. But
dard fiscal practices necessary to
accessed at blog.iasb.com/p/jour-
the board must make its direction
safeguard school district monies.
nal-resources.html.
clear through written policies that define fiscal responsibilities, direct the staff toward financial goals, and establish limits regarding budgets, debt, protection of assets, and related issues. Essentials of Illinois School Finance, an IASB publication by James B. Fritts, outlines the school board’s responsibilities for the school district’s financial performance as follows:
CARTOON?
• Establish clear expectations for maintenance of the school district’s “financial health.” • Establish desired outcomes and priorities that need to be reflected in the budget. • Establish related expectations of the administration in its construction of the budget.
10
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
FEATURE STORY
Seven tips for new board members By Courtney Stillman
C
ongratulations on becoming
level and then with upper level
a member of the Board of
administration if necessary.
Education! Your new role is a significant and rewarding one as you make important policy decisions that enhance educational opportunities
2
Courtney Stillman is a former board
Your school board president
member for
is the board’s spokesperson. It is important for the board of
New MemBb oard er
for students and benefit children and
education to speak to the community
your community. From the perspec-
with one voice. The board president
tive of a former board member and
will preside over your monthly meet-
school board president, these tips are
ings and will, in most cases, speak
intended to prepare you for success
with the press if necessary. Although
in the board room.
votes on a specific agenda item may
This will allow time to research your
not be unanimous, the majority vote
question and provide you with the
Your role is to determine
is the decision and must be respected
most comprehensive information to
policy for your district.
by the entire board and conveyed to
support your decision-making. This
the community by your board pres-
will not only aid in your thoughtful
ident or superintendent.
determination, but you will also
1
Your role as a school board
member is to make policy for the district and allow the administration to implement those policies. The superintendent you have hired will report back to you on the prog-
3
Review your meeting agenda
bers and the community to be the
and board packet and come
informed and knowledgeable board member that you seek to be.
ress of the goals and initiatives you
Your board president will meet
determine as a board. It is not your
with the superintendent to set the
role to micromanage the daily work
agenda for board meetings, and you
of the district, but to oversee the
will be provided with the agenda and
policy of the district. If you receive
information regarding agenda items
concerns, ideas, or complaints from
before the meeting. Make sure to
Your board president may facili-
parents, teachers, or community
review this information before the
tate a new board member orientation,
members, you should alert your
meeting and come prepared to make
but if this is not offered, contact him
board president or your superin-
decisions. To make the meeting more
or her to ensure that you know the
tendent rather than handling the
efficient and productive, and to avoid
procedures for your board meeting.
situation yourself. Your board pres-
surprises, you should determine if
Some meetings are run quite formal-
ident will follow the chain of com-
you have questions and ask them of
ly; others are more casual. Following
mand, in which situations are first
the board president or appropriate
established board meeting proto-
addressed at the school building
administrator before the meeting.
col makes meetings more efficient
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
157C, where she served on the board of education for 11 years and
appear before your fellow board mem-
prepared to the meeting.
Frankfort CCSD
as president for six years. She currently represents school boards as an attorney at Hauser, Izzo, Petrarca, Gleason & Stillman, LLC.
4
Know and follow board policies, agreements, and
procedures that govern your meetings.
11
and respectful towards other board
questionnaire about his or her edu-
a self-evaluation with IASB not only
members, the community, and the
cational background, family, person-
allows your board to determine if it
administration. Furthermore, board
al hero, hobbies, and other interests
is following the foundational prin-
meetings and decisions are public
outside the boardroom. Each member
ciples of effective boards, but also
matters. Board members need to be
also indicated on the questionnaire
allows you to identify and address
careful about not discussing items
his or her reason for running for the
any issues interfering with board
through personal emails or texts and
board and stated his or her wish for
member or board-superintendent
about voting outside of meetings.
the school district. As a result, board
relationships. The comments sec-
members learned some basic person-
tion of the evaluation may provide
Keep private information
al information about each other and
particular insight into board mem-
confidential.
learned each other’s interests and
bers’ beliefs about the board’s effi-
Certain agenda items, such as
motivations regarding the school
ciency, effectiveness, and teamwork.
litigation, student and personnel mat-
board. Another year, at one of our
Self-evaluation may provide a forum
ters, and collective bargaining take
board’s self-evaluation workshops
to discover board member concerns
place in closed session because of the
with IASB, each board member wrote
and to resolve them before they neg-
sensitivity of the information. This
what he or she wished his or her leg-
atively impact board success. As a
information must be kept confidential
acy to be on the school board. We
result of your self-evaluation, you
by board members and discussed only
shared our legacies with each other
may agree upon board goals, pro-
within the closed session forum.
at the self-evaluation and we kept a
cedures, or protocols. For example,
5
after one self-evaluation, in which some members voiced frustration
“it is the relationships between people, and not the people themselves, which distinguish a great organization from a mediocre one.”
with officer elections, our board amended policy to include a specific procedure of meeting before the board’s reorganization to dis-
— Larry Reynolds, The Trust Effect
cuss which board members were interested in officer positions and what officer and board liaison posi-
6
tions entail. Our board also used Learn why your fellow
summary of our legacies for review
self-evaluation to in-service new
members are part of the
at a later date. Developing legacies
board members on board expecta-
again provided appreciation for, and
tions and professionalism.
board. One key to successfully working
understanding of, other members’
Dr. Larry Reynolds, in The Trust
with other board members is under-
perspectives. Even if you don’t agree
Effect: Creating the High Trust, High
standing their perspective, why they
with another board member, at least
Performance Organization (People
sought election to the school board,
you may understand why they are
Skills for Professionals), wrote “it
and what they want to accomplish.
asserting a particular position or vot-
is the relationships between peo-
This understanding may facilitate
ing in a certain way. Through this pro-
ple, and not the people themselves,
respectful board discussions, even
cess, your superintendent also gains
which distinguish a great organiza-
if not all board members agree.
information about board members’
tion from a mediocre one. In fact,
After our board reorganized, when
perspectives and goals for the district.
the quality of relationships can
I was board president, I appointed one member each month as “Board Member of the Month.” For the member’s assigned monthly meeting, the board member completed a short
12
7
mean the difference between sucEngage in regular, periodic
cess and failure.” Improved board
self-evaluation.
relations assist with effective, effi-
Taking time to evaluate your
cient decision-making that benefits
board’s effectiveness is critical. Doing
the district.
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
COVER STORY
What to expect the first year Compiled by Theresa Kelly Gegen
I
n 2017, The Illinois School Board
This includes honest admissions
Journal asked experienced school
about what they, at one time, mis-
board members their thoughts on the
understood. New board members can
early days of school board service,
expect to understand this feeling and
and sought their advice for new board
use this advice to overcome it.
ceived, and we decided to do it again.
“
Gegen is editor of The Illinois School Board Journal.
members. Their sage, practical, and encouraging remarks were well-re-
Theresa Kelly
I wish I had had a better understanding of the role of a board
As approximately 1,200 newbies set-
member and the function of the
tle into their seats for their first meet-
board of education. I joined the
ings, the Journal again asked experts
board with many misconcep-
to light the way for them, and tell what
tions and quickly learned that
new members can expect in the weeks
the job is different and more
and months ahead. Read on for some
complex than it had appeared.
honest, helpful, and supportive advice
— Michael Rodriguez
”
for new board members.
“
The scope of a school board’s
What do you wish you had known before you joined your board of education?
authority, I was under the impression school boards had much more control over
”
everyday events.
— Terrie Golwitzer
“
I think it would have been helpful to know just how little a school board has to do in the day to day operation of the school district. Hire the right super intendent and stand
”
back. Let him/her work. — Rob Rodewald
Many respondents indicated that they “wish they had” a greater understanding of the roles and responsibilities of being a board member.
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
“
I wish I had known how school
”
boards actually functioned. — Mable Chapman
13
“
I wish I would have known all of the different areas that
“
A better underst anding of
school boards focus on in
”
how school finances work. — Steve Bouslog
order to govern the district. From finance to grounds to staffing issues and so much
“
I needed to know more about
more, school boards provide
”
state funding.
— Denis Ryan
governance and lead from the balcony with full respect of
”
those on the dance f loor. — Kenna Dunlap Johnson
“
I wish I would have realized before election that so much
“
The superintendent is your only employee. Always car-
of school board work is focused
ry a copy of Robert’s Rules of
on finances and meeting budget
Order and the allowable closed
Others discussed specifics,
restraints rather than what I
meeting discussion topics.
most often finance and budgeting,
expected —working on aca-
— Carolyn Wilhight
when asked what they wished they
demic issues. And — having
had known before they started board
to be a part of school expul-
service. To help with this common
sions was heart-wrenching. I
refrain, this issue of the Journal also
had never thought of having to
offers a beginner’s guide to school
experience that.
finance starting on page 6.
— Susie Kopacz
”
“
”
I wish I had known something
”
more about school finance.
— Gwaine Dianne Williams
For others, it was information specific to their district that they found they had the most to learn.
“ Policy Services
I wish I would have known some of the main goals and objectives as well as struggles the district was working on and facing before I became a board
Board policies are only as effective as the administrative procedures and district actions that implement them.
”
member.
— Colette Binger
“
Being a teacher and attend-
As the board monitors district performance many questions will arise, including the following: • How are board policies being implemented? • Are administrative procedures up-to-date? • Are the administrative procedures in alignment with board policy?
ing board meetings for three years before I decided to run, I knew what to expect. But if one is considering running for a school board they should acquaint themselves with the issues facing the district and be prepared to of fer some concrete solutions to those
IASB Policy Services offers an Administrative Procedures Project service designed to help administrators provide their district with the procedures necessary to assure implementation of and alignment with board policy. For more information, visit www.iasb.com/policy or call 630/629-3776, ext. 1214 or 217/528-9688, ext. 1154
14
”
issues.
— Juanita Jordan
“
The language of curriculum.
”
There are many acronyms. — Tom Vickers
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
“
“
How long it takes to make real
”
change in large districts. — Bob Spatz
School board members should expect to feel somewhat overwhelmed with the amount of information, but also have no
“
How different it is to communi-
fear, that just like a new job,
cate under the Open Meetings
they will begin to put the piec-
Act.
es together in time with proper
”
— Karen Freese
— Kenna Dunlap Johnson
“
How little community members
”
“
care, little or no involvement. — Gary Knight
“
”
orientation and mentoring.
I wish I would have known that having the title of school board member sets you apart, and once you have that title, when you walk into a school building in the district you are treated differently (always treated well, but given preferential treatment). I went
A lot of information including a
What can new board members expect in their first 100 days?
preliminary budget to review, mandatory training, and some-
”
thing unexpected. — Bob Spatz
“
New board members should plan to get some of their mandatory training done within the first 100 days (FOIA, Open Meetings Act). Also, it would be great to sit down with the
from being an active parent
superintendent for a briefing or
involved in many ways to a
Some board members again
training as to what to expect,
school board member and I
offered practical advice to board
ask questions and go through a
felt a difference. It was almost
work during the first 100 days. As in
typical board meeting agenda
as if the people I had known
2017, several experienced members
and some other items.
for years held me at ar m’s
referred to it being “overwhelming.”
— Colette Binger
length now, reticent at times
But, as was the case in 2017, new
to share so willingly and open-
board members can rest assured that
ly as before. People I knew
“overwhelmed” is normal, because
were being guarded in their
there is a lot to learn. However, as
decide which board commit-
approach. On the other hand,
our respondents assure, there is also
tee to join.
there were those that imme-
lots of help.
— Gwaine Dianne Williams
“
”
Orientation to the school district and board of education;
”
diately wanted to take advantage of knowing me personally to push agendas. It was a real
A learning curve. You arrive in the middle of the budgeting
“
At least three board meetings, learning what the board’s work
eye-opener to me to see the
process. That brings a great
is, getting up to speed on cur-
change in how people treated
amount of new information.
rent topics and issues that the
me once elected.
— Tom Vickers
board is working on.
— Susie Kopacz
“
“
”
”
— Janice Roeder
That it is a big learning process
”
“
”
Meetings, hopefully not too many controversial items at
”
and there is a lot to learn.
first.
— Janice Roeder
— Lisa Anthony
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
“
Learning about what you
”
don’t yet understand. — Lanell Gilbert
15
“
Being challenged to ‘get’ how finances work, and it will take
“
To be able to fix any issues we have as a board to get the school
”
you much longer than 100 days
on the right track.
to learn. Be patient.
— Kimberly Grivakis
”
— Steve Bouslog
Others, as with the previous
“
They can probably be pretty
question, took a more personal
overwhelmed with all they
approach to their advice for the first
need to learn in regards to
100 days.
school finance, school law, and the Open Meetings Act. I highly recommend new board mem-
“
New b oa rd memb er s c a n expect a period of confusion,
bers take as much training as
as they take on the task of
soon as possible to shorten the
learning their new role. If
learning curve.
they are serious about doing
— Susie Kopacz
a good job, they can expect
”
a period of investigation and
“
Ask for a copy of your poli-
learning, soaking up as much
cy manual and use it, it will
information as they can in a
answer most of your questions
short period of time.
about your role. Take the OMA
— Michael Rodriguez
”
training right away and review the communication guidelines in your policy manual. Review
“
They will be overwhelmed and
the mission, vision, and goals
confused. Please ask questions and insist that acronyms be
”
of the district. Ask your super-
explained.
intendent to sit down with you
— Terrie Golwitzer
The work of the school board doesn’t stop for new members. The
and give you an overview of the district along with a tour of the
first year puts new board members
“
To become aware of why they
through a normal cycle of board work,
became a board member and
on top of the training required by state
experienced board member and
how their expectations align
law and the learning curve of being a
talk to them about why they
with reality.
newbie. Our experienced board mem-
serve and what they have/hope
— Mable Chapman
ber respondents offer a variety of ways
buildings. Spend time with an
”
to accomplish. Don’t be afraid to
”
— Karen Freese
to deal with those challenges.
“
ask lots of questions!
They can expect to be bombarded with a plethora of informa-
”
tion in a short period of time.
“
What are the biggest challenges a board member faces in the first full year?
In the first 100 days, new
— Juanita Jordan
members will learn the role of
”
a board member. — Janet Rogers
”
“
Back to the learning curve. Be patient. You are learning your role as a board member, while also learning about the ‘busi-
“
Questions. Lots of questions.
ness’ of education. That is not
— Rob Rodewald
a reference to just budgeting,
“
Listen, learn, and don’t be afraid
tration of a school district. But
to ask why.
remember your role.
— Denis Ryan
— Tom Vickers
but all aspects of the adminis-
“
How the board actually works, — Gary Knight
16
”
and its responsibilities.
”
”
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
“
The biggest challenge is trying to
members and each member acts
fit in. Sometimes you’re a square
as part of the team, not alone.
trying to fit in a round hole. It’s
Learning that confidential infor-
ok to be square.
mation is not to be shared with
— Denis Ryan
family, friends or co-workers.
”
Learning to value and respect
“
The biggest challenges will like-
the opinions and ideas of the
”
ly include getting familiar with
other board members.
the board meetings; learning
— Janice Roeder
how to handle questions from
“
teachers, community members, and stakeholders; learning that
1) Finances; 2) Learning the role of an effective board and
”
everything you do ties back
board member.
to policies and procedures;
— Steve Bouslog
and figuring out the chain of command. The most import-
“
New board members should be
ant challenge during the first
to the superintendent’s cabinet
year is to learn that you only
(department heads). Be sure
won an election, they are not
have board member status (can
to schedule all board meeting
automatically wise in all things
be perceived as power) when
dates so as not to conflict with
relating to schools and admin-
you are collectively joined as
other important personal and
istration of such. I was guilty
a board, not individually. The
business events.
of feeling I knew it all already,
best job you can provide the
— Gwaine Dianne Williams
which was a total detriment to
”
district is to govern and learn
”
“
that role.
— Colette Binger
aware that just because they
my ability to govern or lead. It
”
Learning school governance.
did not take long at all for me
— Lanell Gilbert
to lose that feeling though.
”
— Susie Kopacz
“
The district finances are complex and hard to understand.
“
Learning that they are only one vote of seven and sometimes you
“
Understanding the school and
It takes quite a long time to
have to compromise to come to a
understand even just a little
consensus on any given issue.
needs in the school.
bit of it.
— Juanita Jordan
— Kimberly Grivakis
”
”
the staff and what are all the
”
— Lisa Anthony
“
Getting a handle on what’s actu-
“ “
Finances, teacher shortage,
”
Understanding the limits of their influence, the speed at
and declining enrollment.
There’s a lot of information out
which things can happen, and
— Janet Rogers
there, but until you are part of
the necessary, but sometimes
the decision making you don’t
counter-intuitive, restrictions
Understanding how a tax levy
really know what’s going on.
of the Open Meetings Act, and
and a budget are two different
Understanding school financ-
the reality of governing versus
things.
ing will always be a struggle.
campaigning.
— Rob Rodewald
— Bob Spatz
”
— Terrie Golwitzer
“
ally happening in the district.
“
Understanding board policy, becoming familiar with the superintendent and introduced
“
”
Learning a lot of information, especially learning that the board consists of seven
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
”
“
Comprehending protocols and
”
procedures and limitations. — Gary Knight
17
“
Learning all there is to know. Policy is not always a fun thing to
“
I believe that some of the biggest challenges are understand-
read, but it’s the heart of your job
ing their role in the district.
as a board member. You may be
Also, learning that coming
frustrated with what you feel is
onto a school board with an
a limited ability to effect change,
agenda could cause frustra-
but work with the system and
tion as agendas do not work
with your superintendent.
for successful school board
— Karen Freese
work because of all of the vari-
”
ous areas we have to focus on,
“
The big gest challenge the
policies, governance, etc. I also
new board member faces is
think that finding your voice
attempting to function effec-
can be challenging, so just
tively without knowledge of or
remember that it gets better
familiarity with the large num-
in time after you start to put
ber of federal and state laws
all of the pieces together.
and statutes, as well as district
— Kenna Dunlap Johnson
”
and board policies and contracts that govern our actions
”
as a board of education. — Michael Rodriguez
“
Knowing what you can and cannot do as a board member-real-
and cannot effect change by
izing that you are just one vote
yourself.
”
— Mable Chapman
“
One last thought: don’t immediately pair up with those you think are like-minded. Set your ow n course. Do your own research and make your own decisions based on all the facts. Being persuaded by fellow strong and vocal board members, or being influenced
IASB — A nationwide search with Illinois experience
by outside groups or organizations, or even bargaining units within the district can be det-
• IASB works with the National Affiliation of Superintendent Searchers (NASS), with over 110 consultants located in 40 states
rimental to a board members objectivity. Read your board
• NASS annually assists hundreds of districts and school boards with superintendent and other administrative searches
packets in entirety. K now
• Illinois searches with IASB include serving 239 school districts in 72 different counties, from 2009-2018
your own agenda as a priority.
the facts, do some research and don’t go into a vote with Governing on a board is about compromise and seeking the
Contact IASB, your local search professional, to find out more: 217/528-9688 or 630/629-3776, ext. 1217, www.iasb.com/executive
truth and the best for the entire — Susie Kopacz
18
”
district and the community.
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
held in each of IASB’s 21 divisions in the spring and fall.
“
Senior citizens tend to be more negative towards the schools due to their proper-
“
My advice is to attend as many
ty taxes. I would recommend
workshops as possible, listen
taking the IASB classes for a
and follow leads of experienced
new school board member
board members making sound
and found them extremely
decisions.
helpful and knowledgeable.
— Janet Rogers
— Lisa Anthony
”
“
As board president, I typically
What other information would you share with a new member to school board service?
sit down one-on-one with a new
“
”
Know your IASB Field Serv ic e s D i re c t or a nd st a f f ;
board member to explain and
attend your IASB Regional
help him or her to understand
meetings and IASB annual
the function of the board and
con ference ; attend NSBA
the role of the individual board
a n nu a l c on fer e nc e ; r e a d
member. I would share IASB
IASB and NSBA magazines
materials, and encourage the
to be abreast of trends and
new board member to attend the
legislative decisions.
spring and fall dinner meetings
— Mable Chapman
”
and the Triple-I conference, as well as take advantage of IASB
”
training opportunities.
“
— Michael Rodriguez
If not familiar with the school district’s curriculum department, get to know them and ask as many questions as you
“
Learn about governance and
can. Understand you will be
policies.
on a learning curve for a long
— Denis Ryan
time. Our district prepares a
”
”
very thorough orientation. Among the multitude of resources available for all board members,
“
Make sure to attend the IASB
— Gwaine Dianne Williams
Division Meetings as you will
“
our experienced school board mem-
meet great people and learn
bers recommend several for newbies.
invaluable information. Go to
These include mentoring, working
the Chicago conference for
with fellow board members to famil-
board member professional
iarize yourself with this new role,
development and take part in
and taking advantage of IASB’s offer-
board member evaluations. We
ings. Often mentioned is the Joint
expect our teachers to do pro-
members.
Annual Conference of the Illinois
fessional development and do
— Juanita Jordan
Association of School Boards, Illinois
evaluations, these are crucial
Association of School Administra-
for a board as well. You only
tors (IASA), and Illinois Association
employ one person, the super-
of School Business Officials (Illinois
intendent. Work closely with
online professional develop-
ASBO). Informally known as “Tri-
him/her. Be a team of eight,
ment, and think about/review
ple-I,” it is held every November in
work collaboratively with the
your role as a board member
”
Get as much training as you
”
can.
— Lanell Gilbert
“ “
Make sure you attend all the classes offered to new board
”
Attend division meetings, attend Triple-I, take advantage of
Chicago. Respondents also recom-
superintendent.
before every meeting.
mend Division Meetings, which are
— Colette Binger
— Tom Vickers
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
19
“
I would convey to new board
valuable information for school
And it will re-energize you for
members t hat it is h ig h ly
board members. They helped me
your role as a board member!
essential to show up, speak up
see my position from a profes-
— Karen Freese
and be a participating member
sional and more informed mind-
of your board. It is also very
set. The November convention
important to attend IASB divi-
was invaluable to me as a new
sion events, the Joint Annual
Board member. Seeing all the
ber. Don’t hesitate to reach out
Conference, and any other
other districts, sharing ideas and
to your IASB Field Services
IASB learning opportunities
concerns, and the top speakers
Director. Keep open lines of
in person or online. I would
for the general sessions were out-
communication with the super-
share that the IASB website
standing. In addition, the Kish-
intendent. Respect the other
has a wealth of information and
waukee dinner meetings I found
board members and the board as
resources for board members.
to be excellent, Not one time did I
a whole. Respect the process.
— Janice Roeder
ever walk away thinking that was
— Kenna Dunlap Johnson
”
“
”
Seek a mentor in another more seasoned school board mem-
”
a waste of my time, I truly felt the
“
“
Attend the Conference Request
agendas and speakers provided a
Ask questions. Don’t feel your
copies of Illinois School Law,
wealth of information and knowl-
school policy, and Illinois School
edge to me as a board member.
you don’t understand doesn’t
Finance. Partner with a school
It also gave me opportunities for
make you stupid. Avail your-
board member from another
networking with other district
self of all the training chances
district. Get the phone num-
board members.
you get through the IASB.
ber of your IASB representative.
— Susie Kopacz
— Rob Rodewald
”
question is stupid. Just because
”
He or she is a great resource. — Carolyn Wilhight
“
“
I have always learned something useful for our board and
tage of all the resources that the
”
The IASB training, Division
district at the IASB annual con-
IASB has to offer.
ference. Make sure you attend
— Terrie Golwitzer
ference are worth the time, and,
as often as you can.
if your board is interested, board
— Steve Bouslog
”
time savers.
— Bob Spatz
”
“
“
Don’t hesitate to reach out
Be involved, look, listen, and
”
always learn.
— Gary Knight
to IASB for help also. Attend the IASB annual meeting and
20
Learn, learn, learn. Take advan-
Meetings, and the Triple-I con-
self-evaluations are long-term
“
“
“
Always remember there are
I highly recommend attending
take advantage of the pre-con-
all the workshops or doing all the
ference workshops. This is the
other board members that have been on the board for years that
IASB training modules online.
most concentrated learning
are willing to help you.
They are full of pertinent and
opportunity you can have.
— Kimberly Grivakis
”
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
About our respondents Ne wbi e s an d e x pe r i e n ce d
Gary Knight has served 13 years
board members alike can learn
on the board of Laraway CCSD 70C
a little something from our 2019
in Joliet.
respon de nt s, to whom we are grateful.
Susie Kopacz is a 12-year member of the Community Unit School Dis-
Lisa Anthony is an eight-year
trict 300 school board in Algonquin.
member of the school board for Leyden CHSD 212 in Franklin Park.
Rob Rodewald, a member of the IASB Board of Directors for Three
Colette Binger has served 10
Rivers, has served on the Bourbon-
years on the board of education for
nais SD 53 school board for 16 years.
Dakota CUSD 201. Michael Rodriguez has served Steve Bouslog is a 24-year member of the school board for Princeton
12 years on the Waukegan CUSD 60 school board.
ESD 115. Janice Roeder is a 22-year memMable Chapman has served over 20 years on West Harvey-Dixmoor
ber of the school board for Rhodes SD 84.5 in River Grove.
SD 147 Board of Education. Janet Rogers has served for 20 Karen Freese has served for three years on the school board for
years on the Harvey SD 152 Board of Education.
Cerro Gordo CUSD 100. Denis Ryan recently ended 10 Lanell Gilbert has served 20
years of board service at CHSD 230 in
years on the board of education for
Orland Park and was a director rep-
South Holland SD 151.
resenting the South Cook division.
Terrie Golwitzer is an 18-year
Bob Spatz has served on the
member of the board of education
board of education for Oak Park ESD
for Bradley SD 61.
97 for 12 years.
Kimberly Grivakis has served six
Tom Vickers is a 10-year member
years on the school board for San-
of the school board for Libertyville
dridge SD 172 in Lynwood.
SD 70.
Kenna Dunlap Johnson has
Carolyn Wilhight is an eight-year
served two years on the school board
member of the board at Westchester
for Blue Ridge CUSD 18 in Farmer
SD 92 1/2.
City. Gwaine Dianne Williams has Juanita Jordan is a 16-year mem-
served for eight years on the May-
ber of the school board for Prairie
wood-Melrose Park-Broadview SD
Hills ESD 144 in Markham.
89 Board of Education.
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
21
FEATURE ARTICLE
Re-visioning Illinois Vision 20/20 By Theresa Kelly Gegen
Theresa Kelly Gegen is editor of The Illinois School Board Journal.
I
n 2013, amid a school funding crisis and an education environment
that was growing increasingly divisive between educators and policymakers, a group of state education organizations began a visioning process that became known as Illinois Vision 20/20, to unite the education community behind a long-range plan to improve public edu-
pillars: Highly Effective Educators,
educators is a top priority, not only
cation in Illinois.
21st-Century Learning, Shared
because of the teacher shortage situ-
Realizing that the way to meet
Accountability, and Equitable and
ation but because research shows the
current challenges and create lasting
Adequate Funding. Having achieved
best thing Illinois can do to improve
change required cooperation, and led
success upon each of these pillars (see
public education is attract and devel-
initially by the Illinois Association of
below), the founding organization
op highly effective educators. Con-
School Administrators (IASA), a part-
began, in 2018, to review and renew
tinuous, high-quality, job-embedded
nership was formed with IASA, IASB,
its priorities.
professional development and oppor-
the Illinois Principals Association
“While the pillars of Vision 20/20
tunities for educator collaboration are
(IPA), the Illinois Association of School
remain unchanged, our work contin-
a necessary part of an effective con-
Business Officials (Illinois ASBO), the
ues to ensure positive outcomes for
tinuous improvement process.
Superintendents’ Commission for the
Illinois school children,” said IASB
“The educator shortage looms
Study of Demographics and Diversity
Executive Director Thomas Bertrand.
large as we know that teachers and
(SCSDD), and the Illinois Association
Vision 20/20 has established new pri-
administrators have the largest
of Regional Superintendents of Schools
orities within the same four pillars.
in-school impact on student out-
(IARSS) to create a plan to improve
These include the following, with the
comes,” Bertrand said. “We also know
education in the state.
Vision 20/20 motivation for each pillar.
that our neediest districts have been
In introducing Illinois Vision 20/20, the organization said, “Vision
Highly Effective Educators
continue to support legislation aimed
20/20 asks not just for state action, but
“The quality of teachers and school leaders is the greatest predictor of student achievement schools can influence. By attracting, developing, and retaining our state’s best educators, we can have a profound impact on student learning.”
at recruiting and retaining high impact
Vision 20/20’s original scope
Increasing the availability and
‘grow your own’ programs, profession-
of work was developed around four
equitable distribution of high-quality
also for local action and the support of educators across the state to fulfill the promise of public education.”
New Priorities
22
hit the hardest by the shortage. We will
educators. Solutions to the shortage should include more flexibility regarding licensure reciprocity and alternative licensure, as well as support for loan forgiveness for aspiring educators, al development, and mentoring.”
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
21st-Century Learning
are essential to crafting effective
equity w ith the adoption of an
“For success in life, students need more than knowledge of math and reading. It is time to expand the definition of student learning, commit to the development of the ‘whole child,’ and invest in policies proven to link all schools to 21st-century learning tools.”
education policy.
Evidence-Based Funding Model, a Vision 20/20 initiative (enacted
Equitable and Adequate Funding
as Public Act 100-0465, the Evi-
“All students in Illinois are entitled to a quality education. It is our duty to ensure our students have access to all necessary resources by improving equity in the funding model, appropriating adequate dollars for education, and allowing local school districts the autonomy needed to increase efficiency.”
dence-Based Funding for Student
ments, and that allows them to learn
The General Assembly made
tion, local school districts must
and apply knowledge, think creative-
g reat str ide s towa rd f i na ncia l
have autonomy and flexibility to
Vision 20/20 believes that all Illinois students deserve 21st-century instruction that provides equitable access to modern learning environ-
Success Act). Now, it is imperative to fund more than the minimum funding level required by statute to ensure all students have equitable access to high-quality educational programs and safe educational environments. In addi-
ly, and be well-prepared for a global citizenry. Learning is not limited to the classroom or school day. Illinois’s public education must provide a pathway from high-quality early childhood education to beyond grade 12;
A system of EVALUATION
starts at the TOP with the
preparing students for college and
SCHOOL
careers, both known and unknown, as well as for global citizenship.
BOARD!
Shared Accountability “A quality education for all Illinois students cannot be ensured without the collaboration, compromise, and hard work of both educators and legislators. With that in mind, it is necessary to expand educator responsibilit y in the legislative process, create a shared accountability model, and restructure mandates to allow more local district flexibility.”
Student learning should be the number one priority of the edu-
How do you score? ___
Annual board self-evaluation
___
Clear mission, vision, and goals
___
Solid community connection
___
Productive meetings
___
Strong board/superintendent relationship
___ 100% Does your score add up?
cation system. Providing greater flexibility in local decision-making will allow for innovation and a direct impact on student performance. Ultimately, accountability for student learning rests in the local school district. As such,
Contact your IASB field services director today! Springfield - 217/528-9688 Lombard - 630/629-3776
Field Services
educators’ experiences and voices
M A Y - J U N E 2 0 1 9 / T H E I L L I N O I SSupt-ad.indd SCHOOL 1 BOARD JOURNAL
3/22/2019 5:05:08 PM
23
match resources most effectively with local needs.
Additionally, by amending the
makes changes concerning referenc-
Educator Licensure Article of the
es to adequate yearly progress based
“We will also continue to advo-
School Code, Public Act 100-0596
on ISBE’s recognition standards for
cate for full funding of the Evi-
makes changes to provisions con-
student performance and school
dence-Based Model and for more
cerning the licensure powers of
improvement and system of rewards
support for school security and
the State Board of Education and
for school districts and schools. The
social-emotional supports for our
other licensure agencies and activ-
terminology was changed, including
students,” Bertrand said.
ities, with the purpose of improv-
removing academic early warning
ing recruitment of teachers into the
and watch status and related pro-
profession.
visions. Instead, the Act requires
ECRA Group, a research and analytics consulting firm that partners with Vision 20/20, has developed a new online dashboard that will update this work in progress, including the
ISBE to establish a “Multiple Mea21st-Century Learning The Postsecondary
Objectives” for each public school
Wo r k fo r c e R e a d i n e s s
to address the school’s overall per-
(PW R) Act (P ublic Act
formance in terms of academic
99-674) was signed into law in 2016
success and equity and sets forth
In 2014, the Illinois Vision
to help link students to college and
provisions concerning priority and
20 /20 partnership stated, “The
careers. It takes a student-based
focus districts.
uniting pur pose shared across
and competency-based approach
A l so, P ubl ic Act 10 0 -1135
zip codes and political party lines
to helping students achieve college
amends the school code to require
in Illinois is the over whelming
and career readiness.
that three of the members of the
four pillars (link below).
Previously
belief that public education plays
Add itiona l ly, Vision 20 / 20
Illinois State Board of Education
a defining role in ensuring equal
supported efforts to invest in early
must represent the educator com-
opportunity. It is our collective
childhood education. The FY 2019
munity. The law sets forth the qual-
duty to do all we can to guarantee
funding for the Early Childhood
ifications for these members and
every student, no matter his or her
Block Grant is on the right path
makes other changes with regard
demographic or geographic iden-
to support the greatest number of
to the qualifications of members
tity, has equal access to a quality
children who may otherwise not
of the board.
education.”
have access to high-quality early
Here, again with the four pillars,
learning opportunities.
Equitable and Adequate Funding
are the notable accomplishments
Vision 20/20 also introduced
On August 31, 2017,
of Vision 20/20, according to the
HB 5750 to expand equity in tech-
the Evidence-Based
organization.
nology access, including funds
Funding for Student Suc-
directed to school district broad-
cess Act, or Public Act 100-0465
Highly Effective Educators
band expansion. Although vetoed,
became law. Five previous grant
Vision 20/20 worked
Vision 20/20 considers the support
prog ra ms are combined into a
towards the enactment of
of this legislation through the Gen-
single grant program and distrib-
Public Act 99-58, regard-
eral Assembly a victory and will
uted as evidence-based funding.
ing licensure reciprocity. The Act is
work to support this legislation
Those grant programs are Gen-
designed to streamline the licensure
again in the future.
eral State Aid, Special Education
process for teachers and administrators and establish reciprocity with
24
sure Index” and “Annual Measurable
— Personnel, Special Education Shared Accountability
— Funding for Children Requiring
other states in order to increase the
P ubl ic Act 99 -193,
Special Education Services, Spe-
pool of qualified candidates for posi-
implementing a Balanced
cial Education — Summer School
tions in Illinois.
Accountability System,
and English Learner Education. In
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
this new system, districts receive
performance. Although this bill did
legislative accomplishments and
the same receipts from each of
not get through committee, Vision
determine areas of focus going
those five programs again in FY
20/20 will continue to pursue this
forward. Representing IASB and
2018 as a hold harmless provision.
initiative.
its member school boards at the
An additional $650 million dollars have been invested in education as
IASB and Vision 20/20
meeting were President Joanne Osmond (Lake Villa CCSD 41),
a result of this legislation, being
I A S B ’s m i s sion s t at e me nt
Vice President Tom Neeley (Morton
directed toward those districts
requires that it build excellence
CUSD 709), division directors Lin-
farthest from adequacy.
in local school board governance
da Eades (Northwestern CUSD 2),
Additionally, The Districts of
through, among other activities,
Simon Kampwerth (Peru ESD 124),
Innovation proposal (HB 4902)
providing “A platform for a strong
Denis Ryan (CHSD 230), Barbara
would allow school districts in Illi-
collective voice on common inter-
Somogyi (Elk Grove CCSD 59), and
nois to become Districts of Inno-
ests and concerns.”
Mary Stith (Geneva CUSD 304),
vation and encouraged to develop
Vision 20/20 is one such plat-
and Executive Director Bertrand.
new instructional and adminis-
form. The work to review and renew
Note: Links to the resources
trative practices or alternatives to
Vision 20/20 included representa-
in this story can be accessed at
existing ones with the intention of
tives from the founding organiza-
blog.iasb.com/p/journal-resourc-
improving student learning and
tions who met in 2018 to review
es.html.
Policy Services Custom, in-district services and workshops to assist your board with all aspects of its policymaking role
Development — Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends. Updating — Policies that are current with legal requirements and provide for effective board governance.
Review — A process that assures board policy continues to accurately support the board’s mission, vision, and goals. Monitoring — A process that assures board policy is being followed and is having the intended effect. Communicating — A process that allows easy access to current board policy by the board, staff, students, parents, and the community.
If your board needs assistance in any of these areas, contact IASB policy services today! Phone: 630/629-3776 or 217/528-9688, ext. 1214 or 1154 Email: bzumpf@iasb.com or apowell@iasb.com
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
25
ICYMI
ICYMI
ICYMI
Transforming school culture by connecting with the community By Victoria McDonald Presenters: David Bartz, Professor Emeritus, Eastern Illinois University; Gary Dolinko, Board President and Kate Donegan, Superintendent, Skokie SD 73.5; Elizabeth Reynolds, Superintendent, Calumet Public SD 132. Moderator: Patrick Rice, Director/Equality Director, Field Services, IASB
Victoria McDonald is principal for Robinson High School, Robinson CUSD 2 and a participant in the Educational Administration Intern program at the 2018 Joint Annual Conference.
W
ithin this “Transforming
not community engagement, or vice
past, present, and potentially the
school culture by connecting
versa. Being effective at both com-
future of the district and community.
with the community” panel session
munication strategies is essential
The topic of owners and custom-
of the 2018 Joint Annual Confer-
for the long-term success of a school
ers was brought forth for a separate
ence, the not-so-subtle differences
district. Rice continued this line of
discussion when superintendents and
between the terms “public relations”
thought by stating that both commu-
board members were asked about
and “community engagement” were
nication tools enable the district to
ways to handle those complaints or
explained. The panel discussed in
shape the preferred impression for
situations brought by community
detail how these terms are not syn-
all vested parties.
members or staff. How can the chain
onymous, nor should they be used as such.
of command be encouraged and sup-
munity engagement: “Communi-
ported without angering those raising
Presenter Elizabeth Reynolds
ty engagement, also called public
the issues?
illustrated public relations as not
engagement or civic engagement, is
To describe community engage-
ongoing communication, but more
the process by which school boards
ment, Reynolds used a few adjectives
“spitting out” information. Modera-
actively involve diverse citizens in dia-
to further delineate the difference
tor Patrick Rice of IASB continued
logue, deliberation, and collaborative
between public relations and com-
this thought and stated that a district
thinking around common interests
munity engagement, noting that
could be good at public relations but
for their public schools.”
community engagement is planned,
ICYMI (In Case You Missed It) is a feature in Journal, sharing panel reports from the 2018 Joint Annual Conference. Reporters are participants in the Educational Administration Intern program.
ICYMI
26
Here’s how IASB defines com-
At the core of quality community
sustained, and deliberate. Once those
engagement is building quality rela-
ideals are ingrained in the planning
tionships with “owners,” as opposed
process, but before any meetings
to “customers.” The administration
commence with the diverse com-
is the complaint committee; big-pic-
mittee members, all of the panel-
ture items are the work of the board.
ists stressed that the first step is to
When the board approaches those
clearly define the purpose of the
large, high-profile topics that demand
committee, and expectations of how
community input, it must recognize
the committee will proceed towards
who is not at the table, and seek out
that purpose. This first step is of the
diverse and eclectic perspectives to
utmost importance because estab-
provide a broad understanding of the
lishing those guidelines will help each
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
member maintain respect for their
could easily become a public rela-
out the welcome mat for community
peers, regardless of any differences of
tionships disaster when involving
members.
opinion. Well-developed expectations
an emotion-filled issue. As frighten-
Public schools exist because of
and purposes will also ensure that
ing as this scenario is, in the midst
the communities that need and sup-
all of the stakeholders have a voice
of attempting effective community
port them, therefore schools must
that is heard.
engagement, one mistaken word
make a valiant effort to include the
could derail the whole process.
community in the decision-making
Kate Donegan took this conversation a little deeper. She explained
Rice asked the panelists for ways
process. Schools should not be treat-
how vitally important it is that every
to diversify community engagement.
ed as one-size-fits-all; a school district
member is on the same page with
The panelists listed focus groups,
and the schools within it should fit
the same language; that public state-
surveys, social media, public forums,
the community. One way to achieve
ments and language shared with the
meetings with community groups,
this is by active, ongoing engagement
community are concise and articu-
and participating in community ser-
through well-planned community
lated by members who understand
vice. They also recommended meet-
involvement. These efforts invested
the purpose and expectations. A
ing with people where they are at,
will be mutually felt in both the school
poor choice of a word or phrase
or if they are coming to you, rolling
and the community.
Ask the Staff continued from inside back cover
superintendent can interact during meetings, between meetings, handling complaints or concerns, use of social media, and more. It ensures that every member is functioning within the same framework and with the same expectations. Board protocols also hold every-
Starting Right:
Board-building for the new governance team
An in-district workshop designed for a board welcoming new board members or a new superintendent.
one accountable to the governance team. New members, ask if your
Benefits include:
board has developed board proto-
• Building quality communication and relationships
cols in your orientation meetings, or you can find them in your district’s
• Creating agreement about board practices and procedures
policy manual. The keys to a high-performing board include knowing how to do
• Developing effective district leadership
its job effectively, focusing on continuous improvement, and pursuing professional development as a governance team. IASB is here to assist you in your board role. B est w ishes to new school board members as you merge with your team in making your district
Contact your field services director today! Springfield: 217/528-9688 Lombard: 630/629-3776
Field Services
a success.
MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
27
ICYMI
ICYMI
ICYMI
Illinois Report Card: New data, new uses for policymakers By Joe Mullikin Presenters:Alan Clemens, Director, Illinois Report Card, Northern Illinois University; Patrick Payne, Director of Data Strategies and Analytics, Illinois State Board of Education. Moderator: Kristin Brynteson, Director of Professional Development, Center for P-20 Engagement at Northern Illinois University and Board Member, Genoa-Kingston CUSD 424.
Joe Mullikin is principal of Meridian CUSD 223’s Highland Elementary School in Stillman Valley and a participant in the Educational Administration Intern program at the 2018 Joint Annual Conference.
28
T
he intent of this panel was to
that this was a misleading data point
summative designations: exemplary,
share what is different with the
and has therefore been removed for
commendable, under-performing,
update of the Illinois Report Card,
the calculation of PARCC (which has
and lowest performing. Much discus-
which annually offers a snapshot of
since undergone a change in Illinois)
sion took place surrounding how this
each public school and district across
and SAT. Additions such as the science
designation was and is determined,
the state.
assessment data, performance scat-
along with what is shown on the Report
Over the past year, with the
terplots, achievement gap data, and
Card. There were some questions as
adoption of the Every Student Suc-
a new breakdown for postsecondary
to whether or not students who were
ceeds Act (ESSA), multiple different
enrollment were added.
included on the Report Card, but were
data reports have been included in
One of the most profound changes
not supposed to be included in the cal-
the reporting. The Illinois Report
to the Illinois Report Card was in the
culation of the summative designation,
Card’s intent is to communicate a
area of the evidence-based funding.
were actually being recorded correctly.
narrative — the story of the district.
With this shift, a new tab was add-
The Illinois Report Card is a valu-
Many of the changes to this year’s
ed within the finances section. This
able tool for all schools and communities
release were done in the interest of
demonstrates the actual percentage
to see where they are at. The continued
adding additional context about the
towards adequacy and the tier in which
development and refining of the report
district on its opening page. Previously,
the district has been assigned, along
card allows for the story of the district
the front page was a generic and brief
with a bar graph that represents the
to continue to evolve and develop. One
overview of the district. This year, the
target in relation to funding. Further
of the most interesting additions to the
district’s front page shows key data
tabs include the local capacity target
Illinois Report Card was the perfor-
points such as graduation rate, student
as a percentage of adequacy target,
mance scatterplots. This allows you to
mobility, summative designations, evi-
real receipts as a percentage of ade-
choose multiple different demographic
dence-based funding data, chronic
quacy target, and traditional measures
data points and graph that in connection
absenteeism, and teacher retention.
such as operation and instructional
with the overall student percentage of
There were also significant chang-
spending per pupil. This portion of
student proficiency on SAT or PARCC.
es to the academic progress portion
the presentation led to a long and a bit
In the future, this will allow dis-
of the Illinois Report Card. Academic
tense conversation about the summa-
tricts to seek out best practices from
progress had traditionally included
tive designations as related to schools.
other schools within our state and
the composite data for state assess-
Part of the ESSA framework from
improve the collective performance
ments. After review, it was concluded
Illinois is assigning of one of four
of Illinois schools as a whole.
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
Memoriam continued from page 32
Daniel James Maher, 88, died
as president, on Carbondale ESD
Harold B. Steele died Friday,
January 27, 2019. He formerly served
95 school board. He was also on the
Feb. 1, 2019. He was a member, vice
on the school board of Joliet PSD 86.
board of McKendree College and
president, and president of the Princ-
Richard N. McCabe, 97, died
served on a Governor’s Commission
eton HSD 500 Board of Education
February 23, 2019. He previously
to study student unrest in the 1960s.
from 1952 to 1971.
served on school boards in Cornell
Virginia Rose Perucca, 88, died
Roger Steiger, 81, died March
March 16, 2019. She was a substitute
8, 2019. He was a former member of
and LeRoy. Ralph J. McLaughlin, 89, died
teacher and PTA Council president
the Olympia CUSD 16 school board
February 2, 2019. He served as a
in Champaign, and served on the
in Stanford.
member of the Hoover Schr um
Champaign CUSD 4 school board.
Memorial SD 157 (Calumet City) school board for 13 years. Grant Neill, 97, died February 15, 2019. He served six years, two
Lawrence (Larry) Russell Wil-
Raymond J. Spreitzer, 81, died
ham, 85, died February 9, 2019.
January 31, 2019. He previously
He had served as a board of edu-
served on the Elwood CCSD 203
cation member for Elkhart Public
school board for nine years.
Schools.
New Board Member Workshops SUMMER 2019 Dates and Locations
Let’s get started! For new school board members, there’s a lot to learn: mandated training, meetings, working with the superintendent, and learning the work of the board. Newly elected school board members may not have governing experience, but they want to succeed and have a positive impact in their community. IASB is here to help — Let’s get started!
members. All Illinois mandated training is covered at the Friday workshop. The Saturday workshop includes essential information and resources for effective school board governance. As always, experienced board members and superintendents are encouraged to attend with their newly elected board members.
IASB’s New Board Member Workshops are designed to meet the needs of new school board
Mark your calendar and register for IASB’s New Board Member Workshops!
JUNE 7–8, 2019
JUNE 21–22, 2019
Pere Marquette Hotel 501 Main St. Peoria, IL 61602
Delta Hotels by Marriott 1400 Milwaukee Ave. Glenview, IL 60025
NIU Naperville 1120 E. Diehl Rd. Naperville, IL 60563
The Pavilion 1602 Sioux Drive Marion, IL 62959
JUNE 14–15, 2019
Radisson Hotel & Conference Center 200 South Bell School Rd. Rockford, IL 61108
Gateway Center One Gateway Dr. Collinsville, IL 62234 Tinley Park Convention Center 18451 Convention Center Dr. Tinley Park, IL 60477
JULY 12–13, 2019 Crowne Plaza 3000 South Dirksen Pkwy. Springfield, IL 62703 NIU Naperville 1120 E. Diehl Road Naperville, IL 60563
For more information, contact Peggy Goone at pgoone@iasb.com or 217/528-9688, ext. 1103. MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
29
HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro – 217/532-3959; East St. Louis – 618/3980890; Marion – 618/998-0075; Springfield – 217/787-1199; email: dpool@hurst-rosche.com JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website: www.jmaarchitects.com; email: allison@jmaarchitects.com
A Directory of your IASB Service Associates IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable reputations for quality and integrity. Only after careful screening is a business firm invited to become a Service Associate.
Appraisal Services INDUSTRIAL APPRAISAL COMPANY — Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook – 630/575-0280
Architects/Engineers ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website: www.arconassoc.com; email: rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/356-9606; Bloomington – 309/828-5025; Chicago – 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford – 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago – 312/332-9600; website: www.cannondesign. com; email: sbrodsky@cannondesign.com CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840 DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning. Chicago – 312/382-9980; website: dlrgroup.com; email: mengelhardt@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website: www.eea-ltd.com; email: geriksson@eea-ltd.com FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436 FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website: www.fgmarchitects.com THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/922-1376; website: www.garlandco.com
30
KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: www.legat.com PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 website: www.PCMPLUSD.com PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 847/466-7220 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: www.rljarch.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 — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; 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
Building Construction CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: COREconstruction.com F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/444-1525-3535; website: www.fhpaschen.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
GREENASSOCIATES, INC. — Architecture/construction services. Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates.com; email: greig@greenassociates.com
NICHOLAS & ASSOCIATES, INC. — Construction management, general contracting, design and build. Mt. Prospect – 847/394-6200 email: info@nicholasquality.com
HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com
PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 website: www.pepperconstruction email: jripsky@pepperconstruction.com THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: www.poettkerconstruction.com
BERNARDI SECURITIES, INC. — Municipal bond specialty firm; offers a full range of school bond underwriting services, including capital needs financing and debt refinancing. O’Fallon – 618/206/4180; Chicago – 312/281-2014; email: rvail@bernardisecurities.com
RUSSELL CONSTRUCTION COMPANY, INC. — Russell provides successful, knowledgeable construction management and contracting services in the PREK-12 market from concept to completion and continuing care for your facility needs. Davenport, IA – 563/459-4600
BMO HARRIS BANK — BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources. Chicago 312/461-7895
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; website: www.smwilson.com; email: judd.presley@smwilson.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook – 630/734-6033
Computer Software, Supplies, Services COMPUTER INFORMATION CONCEPTS, INC. — Infinite Campus Student Information System and Finance Suite, and Tableau Data Visualization / Analytics. Greeley, CO – 312/995-3342 SONITROL GREAT LAKES — Verified electronic security. Northbrook – 847/205-0670; website: www.sonitrolverified.com
Consulting DECISIONINSIGHT, LLC — DecisionInsite provides the nation’s school district leaders with the technology, enrollment forecasts, and expertise they need to understand how enrollment impacts their district. Irvine, CA – 877/204-1392
Environmental Services ALPHA CONTROLS & SERVICES, LLC — We deliver energy cost justified solutions that make the learning environment comfortable, secure, and efficient. Rockford, Springfield, Champaign; website: www.alpaacs.com email: jasonv@alphaacs.com – 815/227-4000
EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website: www.ehlers-inc.com; email: abooker@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services. Chicago – 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello – 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton – 630/653-1616 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website: www.speerfinancial.com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville – 800/230-5151; email: noblea@stifel.com
CTS GROUP — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/6330691; website: www.ctsgroup.com; email: rbennett@ctsgroup.com
WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120
ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@energysystemsgroup.com
NELS JOHNSON TREE EXPERTS — full service tree maintenance and plant health company. Evanston — 847/475-1877
GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044 GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, MO – 314/548-4136; Des Plaines – 847/770-5496; Maryland Heights, MO – 314/548-4501; email: Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington – 309/828-4259 ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website: www.ILLec.org; email: hwallace@iasbo.org ENGIE SERVICES U.S. — 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. Chicago – 312/4987792; email: sharon@opterraenergy.com
Grounds and Maintenance Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/3423042; website: www.bushuehr.com; email: steve@bushuehr.com
Insurance MEEMIC INSURANCE — For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community. Auburn Hills, MI – 856/495-9041 THE SANDNER GROUP — Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago – 800/654-9504
Office Equipment FRANK COONEY COMPANY, INC. — Furniture for educational environments. Wood Dale – 630/694-8800
Superintendent Searches ECRA Group & HYA — Superintendent searches, board and superintendent workshops. Schaumburg – 847/318-0072
RADON DETECTION SPECIALISTS — Radon measurements in elementary, middle and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont. 630-325-4443/800-244-4242. www.radondetection.net; email: KirstenS@radondetection.net
Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 MAY-JUNE 2019 / THE ILLINOIS SCHOOL BOARD JOURNAL
ADVANCING
PUBLIC EDUCATION IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.
31
MILESTONES
Achievements Douglas Shaw, vice president
communities. Shaw has spent his
involved in the Manteno Church of
of the Peoria SD 150 Board of Edu-
career as an IT professional at Cat-
the Nazarene.
cation, has been
erpillar Inc., and he also serves as an
named a tr ustee
adjunct instructor at the University
Mark Stauffenberg, who has
of Western Illinois
of Illinois-Springfield’s Peoria Center.
served on the Manteno CUSD 5 school
University. Shaw’s
board for 16 years,
appointment was
Ji m St auffenberg, who has
15 as president, was
announced recent-
served 12 years on the Manteno
re c ent ly n a me d
ly by Governor J.B. Pritzker. Trust-
CUSD 5 Board of
Manteno Citizen of
ees are charged with leading WIU’s
Education, and
the Year, along with
student recruitment and outreach
25 ye a r s on t he
his brother Jim. He
efforts, focusing investments on core
Kankakee County
also has spent many years on other
programs, burnishing the universi-
Board, was recent-
boards such as the Manteno Town-
ty’s reputation and brand through-
ly named Mante-
ship Long-Range Planning Board,
out the state, and strengthening
no Citizen of the Year, along with
and the Manteno United Methodist
relationships with its surrounding
his brother Mark. He is currently
Church Administrative Council.
Helen “Geri” Abele, 71, died
Education. A collector of marbles,
member of the Lake Forest school
March 13, 2019. She was a former
at one time his collection exceeded
board. She was also a life trustee of
Monroe SD 70 board member and
half a million marbles.
Lake Forest College.
In memoriam
Girl Scout leader.
Daniel J. Jordan, 52, died Feb-
Raymond L. Benson, 94, died
4, 2019. He was the former superin-
ruary 27, 2019. He previously served
February 24, 2019. He previously
tendent at Limestone Community
for seven years on the Emmons SD
served on the Itasca SD 10 Board of
High School in Bartonville. He served
33 school board, including serving
Education for 37 years. Both a public
as the business manager and assistant
as president.
school and a public park are named
superintendent, and became superin-
Kenneth Lee Kraus, 77, died
in his honor in Itasca.
tendent in 1975. He retired in 1990.
February 6, 2019. He was a former
Barry Joseph Carroll, 74, died
He then served as interim superinten-
member of the New Athens CUSD 60
December 23, 2018. He previously
dent for East Peoria SD 86, and Deer
school board.
served on the Lake County Region-
Creek-Mackinaw CUSD 701. He was
Richard B. Lienau, 89, died Feb-
al Board of Education. Most of his
an adjunct professor for Illinois State
ruary 1, 2019. He previously served
career was spent as a musical instru-
University teaching school finance.
on the Summerfield school board
ment manufacturing executive. He
Harold Goeke, 102, died Jan-
launched his career as a guitar player
uary 14. He was school board pres-
Marjorie “Marge” Loizzo died
with The Mandrell Singers, and he
ident for New Hope School District
February 10, 2019. She served as
opened for artists such as the Mamas
7 that built New Hope School and
a school board member at Rond-
and the Papas, Joni Mitchell, and
then became part of Litchfield CUSD
out School District 72, where her
Carole King.
12. He then served on the Litchfield
children and two grandchildren
School Board.
attend(ed), from 1974 to present.
Kenneth “Wayne” Cruitt, 91,
32
Norman Endsley died February
died February 5, 2019. He had served
Margaret Stuart Hart, 97, died
as a member of the Findlay Board of
January 27, 2019. Hart was a former
and was its president.
continued on page 29
THE ILLINOIS SCHOOL BOARD JOURNAL / MAY-JUNE 2019
ASK THE STAFF
How does the new member merge with the current board? By Reatha Owen
N
ew board members, I’d like to
finances in particular, can take
offer you a warm welcome to
some time. Understanding school
the world of school board service.
finance with an emphasis on fund-
Every other year, most school
ing, budgeting, and expenditures is
boards gain at least one new mem-
a board responsibility; this is how
ber, and some may acquire a new
the board manages and maintains
majority of four or more members.
the financial health of the school
Each member of the board has the
district. During your orientation and
potential to make an important con-
as you move forward in your board
tribution to the board. Collectively,
work, don’t be afraid to ask ques-
the board has the potential to cre-
tions — this is how you grow in your
ate a high-performance team that
role on the team. You may ask for
focuses on governing the district.
a board mentor who is available to
Boards have the important ongoing
answer questions as you learn your
job of moving the district forward and
work as a board member. A mentor-
making certain every child is learning.
Orientation
ing relationship can be particular-
This work does not stop when a new
Or ient ation is a cha nce to
ly helpful in explaining the history
member joins the team. So how does
speed up the learning curve and get
behind controversial board issues
the new member merge with the cur-
you engaged in the board’s activi-
or past changes or board decisions.
rent board? It starts with having sound
ties. Orientation benefits the board
policies that govern the district. These
as a team by providing an official
policies establish the governance cul-
launch for new partnerships and
ture of the board, describe the board/
relationships.
School board protocols As a governing team, the board is responsible for its activity and
superintendent relationship, clarify the
Typically, orientation involves
behavior. Using board protocols,
operational expectations for the orga-
face-to -face meetings with the
the board is able to communicate
nization, and monitors progress. Taken
superintendent and board president.
collective expectations on how the
together, they provide clear direction
New members may have some famil-
board and superintendent agree
for the district.
iarity with the organization, but
to communicate and handle their
Let’s get started by looking at two
it’s always helpful to have a better
duties. In short, board protocols
items that will assist you in merging
understanding of the district’s his-
answer the question, “How will we
with your governance team. The first
tory as well as getting familiar with
work together?”
addresses an orientation to the dis-
the district’s mission, vision, goals
The se proto c ol s prov ide a
trict and public education. The sec-
(strategic plan), and policies. Get-
structure by which the board and
ond is learning how the board works
ting a full measure of the educa-
together through board protocols.
tion world in general, and district
continued on page 27
IASB Senior Field Services Director Reatha Owen answers the question for this issue of the Journal.
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