Illinois School Board Journal May/June 2023

COMMUNITY EDUCATION GOVERNANCE LEADERSHIP

PURPOSE ACCOUNTABILITY

RESPONSIBILITY BOARD MEMBER

EDUCATION BOARD MEMBER LEADERSHIP ACCOUNTABILITY

COMMUNITY RESPONSIBILITY GOVERNANCE PURPOSE

RESPONSIBILITY EDUCATION GOVERNANCE LEADERSHIP

PURPOSE ACCOUNTABILITY BOARD MEMBER COMMUNITY

LEADERSHIP GOVERNANCE PURPOSE ACCOUNTABILITY

BOARD MEMBER COMMUNITY RESPONSIBILITY EDUCATION

PURPOSE LEADERSHIP EDUCATION BOARD MEMBER

May/June 2023

COMMUNITY RESPONSIBILITY GOVERNANCE ACCOUNTABILITY

Vol. 91 No. 3

July/August 2019 87 No. 3

ACCOUNTABILITY RESPONSIBILITY

EDUCATION COMMUNITY GOVERNANCE PURPOSE LEADERSHIP

GOVERNANCE EDUCATION ACCOUNTABILITY COMMUNITY

LEADERSHIP PURPOSE RESPONSIBILITY

COMMUNITY EDUCATION GOVERNANCE LEADERSHIP

PURPOSE ACCOUNTABILITY RESPONSIBILITY BOARD MEMBER

EDUCATION

LEADERSHIP ACCOUNTABILITY

COMMUNITY RESPONSIBILITY GOVERNANCE PURPOSE

RESPONSIBILITY EDUCATION GOVERNANCE LEADERSHIP

PURPOSE ACCOUNTABILITY COMMUNITY

LEADERSHIP GOVERNANCE PURPOSE ACCOUNTABILITY

BOARD MEMBER COMMUNITY RESPONSIBILITY EDUCATION

PURPOSE LEADERSHIP EDUCATION BOARD MEMBER

COMMUNITY RESPONSIBILITY GOVERNANCE ACCOUNTABILITY

ACCOUNTABILITY RESPONSIBILITY

EDUCATION COMMUNITY GOVERNANCE PURPOSE LEADERSHIP

GOVERNANCE EDUCATION ACCOUNTABILITY COMMUNITY

LEADERSHIP PURPOSE RESPONSIBILITY

COMMUNITY EDUCATION GOVERNANCE LEADERSHIP

PURPOSE ACCOUNTABILITY RESPONSIBILITY BOARD MEMBER

EDUCATION

LEADERSHIP ACCOUNTABILITY

COMMUNITY RESPONSIBILITY GOVERNANCE PURPOSE

RESPONSIBILITY EDUCATION GOVERNANCE LEADERSHIP

PURPOSE ACCOUNTABILITY COMMUNITY

LEADERSHIP GOVERNANCE

PURPOSE ACCOUNTABILITY

BOARD MEMBER COMMUNITY RESPONSIBILITY EDUCATION

PURPOSE LEADERSHIP EDUCATION BOARD MEMBER

COMMUNITY RESPONSIBILITY GOVERNANCE ACCOUNTABILITY

Front Page

TTo the many individuals reading the Illinois School Board Journal for the first time, I join in welcoming you to the role of a member of the board of education. At this point, you may be overwhelmed with information. That’s normal, reasonable, and even essential for the first year. Remember, everyone was new once.

And, to the many individuals reading the Journal who are continuing in their roles: Remember, everyone was new once.

The Journal is one piece of the many efforts of the Illinois Association of School Boards to help you grow into your role as a school board member. Every other year at about this time, the Journal asks experienced school board members for advice and encouragement to the new wave of board members joining this important circle. I am grateful for all the veteran board member contributions, and you can read their words of wisdom starting on page 18.

For starters, I want to point out one of the responses we received in this round of questioning. We asked, “Thinking back, what do you wish you had known before you joined the Board of Education?” and the very first answer received was from Terrie

Golwitzer of Bradley CUSD 61, who said:

“I wish I had learned earlier that most people that come to you with a problem just want to be heard. To feel like someone has paid attention to their issue and understands their point of view even if there is absolutely nothing I could do about it.”

I hope everyone takes this answer to heart. It covers both the importance of listening and the reality that a single board member can’t fix everything.

Somewhere between taking the oath of office and fixing everything is a sweet spot of service. As you begin or continue your work on behalf of your district and its community, remember why you joined or ran for the school board in the first place. Everyone’s compelling reasons are a little different, but most can be encapsulated. When we survey school board members about why they choose to join their local boards of education, the vast majority agree that it’s because they value public education. Other top answers were “to make a specific improvement in the schools” and “to fulfill my civic responsibility.”

Consider why you started. Do those answers fit your reasons? Or

do you have other factors in mind? It doesn’t matter if you are a newbie or a 20-year member of your board. The post-election board organization is a great time to look at where you began, review what brought you to this work, and move forward with your mission as a board member to help our community realize its vision for public education. We also asked our team of experienced board members, “What advice do you have for 2023’s new school board members?” And although there were a lot of good answers, as you can read elsewhere in this Journal, there was one brief phrase that appeared in everyone’s advice.

Ask questions.

I hope everyone takes this answer to heart, too. It’s important. So again, welcome, and good luck to everyone! Heed the advice you’ll find here. Remember that “Most people that come to you with a problem just want to be heard.” Listen to them. And ask questions. Listen again, and ask again. Keep listening, keep asking. 

Theresa Kelly Gegen is Director of Communications/Editorial Services for IASB and Editor of the Illinois School Board Journal.

You can ask her questions at

tgegen@iasb.com

COMMENTARY

12 Thank You, Your Work Matters

By Rich Moore

An experienced school board member offers the board member Code of Conduct as a starting point for understanding board members’ responsibilities.

16 Code of Conduct for Members of School Boards

By IASB

Standards and principles for school board members.

COVER STORY

18 New Hat, New Role, New Challenge

By Theresa Kelly Gegen

As you don your school board member hat, gain valuable insight from experienced school leaders who share insights and thoughts on board service.

FEATURE STORY

26 Understanding the Annual EBF Spending Plan Requirement

By Luke Corry

From ISBE, discover a new opportunity to engage in discussion about the intended use of state funding within Illinois’ Evidence-Based Funding Plan.

Kara Kienzler, Associate Executive Director

Theresa Kelly Gegen, Editor

Bridget Kusturin, Advertising Manager

Jennifer Nelson, Copy Editor

Katie Grant, Design and Production

Jeff Armbruster, Typesetting

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 (217) 5289688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (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 $20 per year. Foreign (including Canada and Mexico) $25 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.

Copyright © 2023 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.

Building on the Foundation

By Patrick Allen

Now that the election has passed, and everyone knows what their board will look like going forward, it is time to figure out how your board can start to lay the foundation of success for your district. There are many things to be done — getting to know each other on the board, ensuring that there is a common understanding of the rules the board will use to operate, making sure that the newly seated

board members have picked up over the years, and important for existing board members to learn the expertise that new board members are bringing to the table.

A common understanding of the rules of operation for a board helps in forming the governance team. This is something that can be done during a board self-evaluation. Board protocols help everyone not only to understand,

member and the role of the administration. Often, this is an area that causes unnecessary tensions. Board members often have differing opinions on the role of the board and individual members. If these differences are not discussed and clarified, they can, and often do, lead to increasing tensions over the life of the board. It can also lead to frustration for the administration, as well.

board members have an understanding of their role, and setting common goals for the work of the board going forward. This is far from a comprehensive list but gives a glimpse into the work that will need to be done to form an effective governing team.

While it is not necessary to be best friends with all of the other board members, it is important to understand the other board members and the ideas that they will bring to the board. Having a common understanding can go a long way in beginning to build the trust necessary to form the highly effective team. It is important for new board members to learn the expertise that existing

but also to feel invested in the operations of the board. It is a good time to review how the board does its work and see if there are ways to improve those processes. All board members will be involved in this exercise, and it helps to make it feel like a new board, instead of an old board with new members.

When board members are first seated, they likely have an idea in their head of what it means to be a board member and what the role of a board member is. After participating in a meeting or two, that idea has likely shifted. It is important for all board members to have a common definition of the role of a board

Setting board goals is an excellent way to build a strong board team. There will be goals or a strategic plan in place from a prior board, but it is important that the new board review these. The new board needs to find a way to take ownership of these goals. Once the board has a set of goals or a strategic plan of its own, the growth of the board becomes a lot easier.

During the goal-setting process, many different areas get reviewed. There is individual work, there is small group work, and there is work with the entire group. It starts with the development of core values and beliefs. The next activity is to review, or develop, the mission and vision statements. Often, these have not been updated in a long time, and need to be changed to meet the current direction of the district. After the mission and vision are complete, a SWOT analysis (strengths, weaknesses, opportunities, threats) or a

A common understanding of the rules of operation for a board helps in forming the governance team.

Plus/Delta activity is done to determine areas that might need to be addressed with the development of the board goals. These are typically done across five areas, but can be altered based on conversations prior to the workshop. These areas are district finance, facilities, student achievement and curriculum, programs and services, and community and district relations.

Once the SWOT or Plus/Delta is complete, it is time to develop board goals. The results are reviewed, and areas that need to be addressed are identified. Small groups will work to develop goals within these areas, and eventually will report out to the governance team as a whole. This ensures that everyone’s voice has been heard throughout this process and that everyone feels a part of the goals that are developed.

It is important that new board members and existing board members take intentional steps to make a transition to a new board as smooth as possible. The steps listed above are simply ideas for measures that can and should be done for a board to be as effective as possible. It is important that this new board not wait. The longer boards wait, the larger these problems can become. Addressing any issues before they become issues allows the formation of the new board to happen quicker, and allows the new board to focus on the things it should focus on.

Patrick Allen is Field Services Director for IASB’s Abe Lincoln, Kaskaskia, Southwestern, and Two Rivers divisions.

IASB Administration and Sta

As of April 15, 2023

OFFICE OF THE EXECUTIVE DIRECTOR

omas Bertrand, Executive Director

Tulsi Srinivasan, HR Director

Chris Montrey, Admin. Assistant

ADMINISTRATIVE SERVICES

Jennifer Feld, Chief Financial O cer/Associate Executive Director

Karen Faith, Assistant Business Manager

Camille Gillette, Specialist III

Ruth Ann Ferris, Receptionist

Sally Kimmel, Receptionist

OFFICE OF GENERAL COUNSEL

Kimberly Small, General Counsel/Associate Executive Director

Maryam Brotine, Assistant General Counsel

Debra Jacobson, Assistant General Counsel

Ummehani Faizullabhoy, Assistant Director

Michael Ifkovits, Legal Assistant

Karis Li, Legal Assistant

POLICY SERVICES

Angie Powell, Senior Director

Nicholas Baumann, Director

Boyd Fergurson, Director

Tammie Ng, Director

Breanna Rabacchi, Assistant Manager

Emily Tavernor, Assistant Manager

John Fines, Admin. Assistant

Tasha Levy, Admin. Assistant

Jennifer Robinson, Specialist

EXECUTIVE SEARCHES

omas Leahy, Director

Tim Buss, Consultant

Jim Helton, Consultant

Dave Love, Consultant

Alan Molby, Consultant

Patricia Sullivan-Viniard, Consultant

Vic Zimmerman, Consultant

Mary Torgler, Admin. Assistant

INFORMATION TECHNOLOGY

Chris Lawton, Director

Patrick Shea, Assistant Manager

GOVERNMENTAL RELATIONS

W. Bryan Soady, Associate Executive Director

Mary Ellen Buch, Director

Barbara Hobrock, Director

Zach Messersmith, Director

MEETINGS MANAGEMENT

Carla S. Bolt, Director

Natalie Duke, Assistant Manager

BOARD DEVELOPMENT

Dean Langdon, Associate Executive Director

Sandra Kwasa, Director

Kathryn Bulava, Assistant Director

Rhonda Cass Mackiney, Assistant Director

Haylie Noltensmeier, Admin. Assistant

Linda Zulaski, Admin. Assistant

FIELD AND EQUITY SERVICES

Nakia Hall, Associate Executive Director

Reatha Owen, Senior Director

Patrick Allen, Director

Arlana Bedard, Director

Lori Grant, Director

Perry Hill IV, Director

Laura Martinez, Director

Natalie Williams-McMahon, Director

Yolanda Chavez, Admin. Assistant

Nancy Johnson, Admin. Assistant

Chelsea Reimann, Admin. Assistant

Cindy Rispens, Admin. Assistant

Shantel Rotherham, Admin. Assistant

Miranda Smith, Admin. Assistant

Gretchen Watson, Admin. Assistant

COMMUNICATIONS

Kara Kienzler, Associate Executive Director

eresa Kelly Gegen, Director

Heath Hendren, Director

Jennifer Nelson, Director

Isaac Warren, Assistant Director

Bridget Kusturin, Admin. Assistant

PRODUCTION SERVICES

Katie Grant, Director

Toby Chiles, Lead Print Shop Operator

Je Armbruster, Print Shop Operator/Graphics

Sta emails: First initial and last name preceding iasb.com

CCongratulations on being elected to serve as an Illinois school board member! Your journey in this new role has just begun and there is a whirlwind of events to be completed. With an organizational school board meeting, mandatory board member training, and a Starting Right Workshop, there is a lot of information to learn.

In addition to that, one of your major duties as a newly elected board member is the statutory duty to update and maintain school board policy. Policy is the board’s voice. Are you familiar with what your board’s voice is saying?

Policy is Your Board’s Voice

What New School Board Members Should Know

By Nicholas Baumann and Tammie Ng

most important responsibilities of a board — the policy manual should lead the charge for everything that happens in your district. The board’s policy-making roles can generally be divided into five categories:

1. Develop. Building a wellorganized policy manual that defines district goals.

2. Update. Ensuring legal compliance by updating policies based on state and federal legislative requirements.

3. Review. Having a review plan in place regardless of

Your board should continually engage in all five roles, as policy work is a continuous and ongoing process.

The Board’s Five Policy-Making Roles

Beginning with the School Code, you will find that “the School Board is legally responsible for developing and maintaining a comprehensive board policy manual.” Its policy manual is what the board should use to direct the superintendent, who will lead the administration. This is one of the

whether there are changes in the law that affect a given policy.

4. Monitor. Ensuring your policies are achieving your board’s objectives.

5. Communicate. Conveying your policies internally within your district and externally to your community.

Each of these policy-making roles is equally important. Your board should continually engage in all five roles, as policy work is a continuous and ongoing process. If every new board member understands these policy-making roles, you can turn your district’s policy manual into a living document that provides good governance directives to the district at all times. IASB offers various subscription services to help school board members throughout Illinois carry out their policy duties.

Developing and Updating Policies

A school board’s policy manual is developed with considerations to the district’s core values and beliefs, mission and vision statements, and district goals. Policies also require frequent updating because of the constantly evolving state and federal legislation, regulations, court cases, and community values. PRESS, or Policy Reference Education Subscription Service, is the IASB policy and procedure information and updating service. A subscription to PRESS offers many components, including:

• Policy Reference Manual

(PRM): An encyclopedia of

sample policies, exhibits, and procedures, along with footnotes with legal rationale and legal references supporting them.

• PRESS Issues: Periodic updates and revisions to the PRM based upon changes in the law and best practices.

• PRESS Update Memo: Provides information about governance issues, changes in state or federal law, and regulation or current cases that may affect board policy or administrative procedures in your district.

• Committee Worksheets: Show the suggested changes to policies, procedures, and exhibits.

With a subscription to PRESS, all PRESS material is available for access through an online web portal, PRESS Online. Each PRESS update is researched, written, and edited by attorneys from the IASB Office of General Counsel and reviewed by volunteer individuals from the legal and education field that compose the PRESS Advisory Board. PRESS is an essential tool for keeping both your board policy and administrative procedures manuals up to date.

The add-on subscription to PRESS Plus provides additional assistance to help the board keep its policy manual current by providing online access to customized draft updates and incorporating submitted, board-adopted changes into a board’s local manual.

While the importance of keeping up to date with legislation via PRESS issues cannot be overstated, the policy-making role does not end with considering suggestions from PRESS. As stated in PRESS sample Policy 2:240, “Anyone may propose new policies, changes to existing policies, or deletion of existing policies.” Feedback may come from your board, staff, community, or attorney. Suggestions from staff should be processed through the superintendent, having policy recommendations drafted into written form for board deliberation.

While PRESS offers a number of sample policies and procedures for school boards to consider, your school board may adopt and maintain district-unique policies to address local conditions as well.

continued on page 32

IASB Board of Directors

As of April 15, 2023

PRESIDENT

Simon Kampwerth Jr.

VICE PRESIDENT

Mark Harms

IMMEDIATE PAST PRESIDENT

omas Neeley

TREASURER

Tim Custis

ABE LINCOLN

Christopher Gordon

BLACKHAWK

Vacant

CENTRAL ILLINOIS

VALLEY

Tim Custis

CORN BELT

Nick Sartoris

DUPAGE

omas Ruggio

EGYPTIAN

Lisa Irvin

ILLINI

Michelle Skinlo

KASKASKIA

Linda Eades

KISHWAUKEE

Robert Geddeis

LAKE

Marc Tepper

NORTH COOK

Alva Kreutzer

NORTHWEST

Chris Buikema

SHAWNEE

Sheila Nelson

SOUTH COOK

Joyce Dickerson

SOUTHWESTERN

Mark Christ

STARVED ROCK

Jim McCabe

THREE RIVERS

Liz Campbell

TWO RIVERS

Tracie Sayre

WABASH VALLEY

Mandy Rieman

WEST COOK

Janice Roeder

WESTERN

Sue McCance

SERVICE ASSOCIATES

Mark Jolicoeur

The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.

The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including

• Premier training experiences;

• Networking opportunities for mutual support;

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

• Advocacy on behalf of public education; and

• A platform for a strong collective voice on common interests and concerns.

Welcome Aboard! Take a Trip through the Resolution Process

By Mary Ellen Buch

WWelcome to your new role as a school board member. As I am sure you have already ascertained, this new role only begins with your election; the best is yet to come. As you traverse your first few months, you may wonder whether to jump in headfirst or whether you should just sit back and watch.

Jump!

You cannot change something if you don’t take that first step. As Mahatma Gandhi stated, “be the change you want to see in the world.”

You likely still remember a section of the school board member Oath of Office that states, “I shall serve as education’s key advocate on behalf of students and our community’s school to advance the vision for our school district.” According to IASB’s Foundational Principles of Effective Governance, each school board sits in trust for its entire community. The obligation to govern effectively imposes fundamental duties on the board and one of them is that the board connects with the community. By engaging in conversations with the local community, the board understands what is most important and can serve as an advocate for district improvement.

Note that advocacy is a key element in both the Oath of Office and the Foundational Principles.

What exactly is advocacy? We are so glad you asked. Many definitions of the word exist; however, going back to the Latin root may be the best place to start. ‘Advocate’ (to add a voice) means to plead a case or a cause, to argue that something needs to be changed or improved. As a school board member, you can use your voice to change something that needs to be improved by giving a voice to your community, your school district, and most importantly, your students. IASB has a process in place where you, along with your full school board, can submit resolutions to make changes through the Resolutions Process.

The Resolutions Process takes place each year with the same general schedule and leads up to the annual Delegate Assembly, where member boards of education vote on the proposed resolutions. The adopted resolutions become Position Statements which provide direction for advocacy and carry the weight of the delegates behind them to direct and inform association legislative priorities. It is the desire of the IASB Board of Directors to focus advocacy on a limited number of issues that are the most impactful to the membership and which unite the membership, and that position the Association for legislative success.

Each April, IASB begins its “Call for Resolutions.” The resolutions submission form and instructions are sent to each school board member and superintendent. The form is completely electronic and easy to fill out. Along with specifics of the submitted resolution, members should consider how wide of an impact the proposed resolution has and which core value it applies to.

Per the IASB Constitution, the deadline to submit a resolution is June 21 (150 days prior to Delegate Assembly). Once all resolution proposals are received, the IASB Government Relations staff compiles them and prepares analyses for the Resolutions Committee.

On the first Friday in August, the Resolutions Committee, made up of a representative from each IASB division, meets to discuss the

A Resolution…

• Is a statement about the will or intent of the association.

• Addresses a problem, situation, or concern.

• Is a call to action.

• Outlines action via a formal statement.

• Is adopted by a vote of the membership at an annual meeting.

resolutions. Submitting districts may testify at this meeting and answer committee questions. Per the IASB Constitution, the committee then has three options. It can recommend “do adopt,” “do not adopt,” or “do not present.” A “do adopt” recommendation goes to the Delegate Assembly floor for a vote. In the case of a “do not adopt” recommendation, the appeals process begins, and the submitting member may appeal to the Resolutions Committee. The Committee can also exercise its prerogative to determine that a proposal will not be presented to the Delegate Assembly for consideration with a “do not present” motion. In this scenario, the resolution would not move forward in the process and would not be subject to the appeals process.

After the August meeting, the Resolutions Committee Report document is created and sent electronically to members. This document lists all the resolutions submitted and the school district’s analysis, as well as the Resolutions Committee analysis and its recommendation for each submission. School boards should review the document at their September and October board meetings

to discuss how the board of education will vote on each resolution. At this time, the board should also determine which board member will represent the district at the Delegate Assembly (held in November) to vote on the resolutions.

On the Friday of the Joint Annual Conference, the Resolutions Committee meets to discuss any appeals and prepare for the Delegate Assembly, which takes place the next morning.

At the Delegate Assembly, only registered, credentialed delegates sit in the voting section of the room. Credentials are handed out to registered delegates before the assembly and include a dated delegate pin and a brightly colored card with their school district name on it. Along with voting on the resolutions, this meeting also includes the annual business meeting and the election of IASB officers.

After the Delegate Assembly, IASB mails the updated Constitution and Position Statements booklet to all board members. In addition, the IASB Governmental Relations team begins planning for the upcoming legislative session and sets

legislative priorities using the updated Position statements.

By participating in the Resolutions Process, you, as a part of your full school board, can advocate for your local school district as well as districts across the state.

Advocacy involves using your voice to plead the case or argue for something that needs to change. One person, one district, one association cannot do it alone. Combining our voices for the good of all takes each one of us doing our part and together, we can affect change.

Theodore Roosevelt once said, “Do what you can, where you are, with what you have.” And if you need a little more encouragement to jump on in, we can always turn to Dr. Seuss, The Lorax who stated, “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.”

Mary Ellen Buch is Director of Governmental Relations for the Illinois Association of School Boards. Resources associated with this article, including the IASB Advocacy Core Values, are available at iasb.com/Journal.

November

IASB

Thank You, Your Work Matters

By Rich Moore

TTo all new and veteran Board of Education members, my message to you is: Thank you, your work matters.

It is my hope that you hear this on a daily basis from the members of your community. If you do not hear this enough in the next four years, feel free to cut this headline out and paste it to your medicine cabinet where you may be reminded daily.

The civic volunteer position you have just signed up for will

be time-consuming yet rewarding. As I complete my second term as a board member, I can look back on the last eight years and share insights and muse about what I believe worked and some pitfalls I could have avoided in my efforts to contribute to the effective leadership of an excellent school district. While each school district’s stakeholders and environment are different, there are some universals that I believe one should

consider as they begin their sojourn of school leadership. As you look forward to your new position, I encourage you to review and take stock in the IASB’s Code of Conduct for board members (see page 16).

Although it is your responsibility as a school board member to read and consider the entire Code of Conduct, let’s consider a few of the points here. As you read through this list of standards and principles, you can see that

some are more easily attained than others. For instance, No. 2 states, “I will avoid any conflict of interest [which will result in] personal gain.” OK, that is easy enough. I’m sure my colleagues on the board would agree that we are on it to serve, rather than profit. You may read about some bad apples, but the tree is generally solid and of good moral health. Yet, as the board of education is an elected body, there is always the risk of “the appearance of impropriety,” which mandates your due diligence and scrutiny. You must have the ability to articulate to the stakeholders that all decisions are acts that will benefit the stakeholders of the system. For instance, as one of two board members on a teacher-contract negotiation team, and also a professional and practicing teacher in another school district, I was asked whether I would have an issue bargaining on behalf of the board. In no uncertain terms was I able to articulate my position as a board member representing the interest of the board, as a taxpayer, as a parent, and as a community member. The conversation was short and to the point, because I was aware of the potential perception and I had a strong sense of integrity and understanding of my role as a board of education member.

In that vein, the Code of Conduct No. 7 states, “I will prepare for, attend and actively participate in school board meetings.” While I am proud of my attendance record, I would not be completely honest if I said there were nights I would have rather been at home with my family. Yes, there were

nights when the smoke from the birthday candles had hardly dissipated before I was gone from the table to attend a meeting. However, knowing that the work and the issues of the board of education are continuous, and not standalone episodes, your effectiveness will require some give and take between your board obligations and your personal life. Yet, you already know this and that is why you are up for the job.

Your attendance also requires “preparing and participating.” For example, participating by asking questions is good practice. In order to respect others’ time and expertise, come prepared with answers that can be obtained before the meeting, without violating the

Open Meetings Act, so as not to overly extend a discussion and/or an entire meeting. In other words, avoid asking questions for the sake of participating. As your understanding is furthered by the discussion, ask questions as they arise and because they matter and can contribute to your understanding of the issue. Through authentic inquiry, you can contribute to building a critical, yet positive and effective culture of dialogue as implied in the Code of Conduct No. 9.

You were elected because you have a lot to offer. Use your expertise in or outside of education to make the most informed decisions possible. I have been a secondary school educator for

almost 30 years. I have been a building administrator for a dozen of those years and have seen and implemented a vast array of innovations and changes in curriculum, instruction, and assess-

believe I have used my expertise and experience to make informed decisions. However, it is only through active listening, empathy, and a real commitment to guard against my own biases that

ment. I am married to a teacher and my parents were teachers. I have had countless conversations with the amazing teachers who have taught my three children who possess three different skills sets. I have spent time in the Ivory Tower examining policy studies in education, piling over research and advocacy literature, and have had the opportunity to work alongside many experts in the field of education. I have eight years of experience on the board of education and have served as the board president and chair of the Policy, Education, and Personnel Committees in my tenure. I have used this expertise to inform my decision-making.

While I am the only professional K-12 educator on my board, these experiences alone do not make me the most effective board member and most expert in all that is involved in governance. In the spirit of adhering to the Code of Conduct No. 7, I agreed to “be sufficiently informed about and prepared to act on the specific issues before the board, and remain reasonably knowledgeable about local, state, national, and global education issues.” Yes, I

I believe I have been able to effectively prepare for each meeting and take on the many issues we have had over the past eight years. As the board of education president during our global pandemic, I devoted countless hours reading and responding to hundreds of emails regarding what individuals perceived as the problem and what they believed should be the action of the school district. Although the overarching message came from two distinct and opposing camps, each individual’s position was informed by that individual’s knowledge and experience. It is on us, on you, to take all information and consider it if your goal is to become “sufficiently informed” to take action.

To combine and summarize the Code of Conduct No. 3 and No. 5, you are only one-seventh of the official vote and when the vote is made the body, 100% of the Board of Education, will “abide by the majority decisions of the board.” Rather than recalcitrate and bemoan the others’ actions, seek to educate yourself on why the majority voted in such a manner. An effective school board member should be able to

articulate why other board members disagree with them, be able to defend a counterargument, and be open to changing one’s opinion as more information becomes available. This is exactly the opposite of what happens on social media, by the way, and too toxic for me to describe here. While your position on a particular item may not be realized in one year, remember that the culture, climate, and financial position can change over time.

For instance, when I began, I believed we needed an updated HVAC system. Although the other board members believed it was cost-prohibitive in one year, three years later a majority moved to explore and eventually act on updating the system. I kept the issue on the table, we acted on it, and when it was done, everyone said it was a “cool” idea, pun intended. Change happens.

Another example of this occurred in my first year when a unanimous board supported the superintendent’s recommendation that our kindergarten remain a half-day program. Although the issue is complex, board members cited the exorbitant cost to the district to move to a full-day program, that individual families who needed or wanted a full-day program could find programs to fit their needs, and that many other families communicated to the board that they did not want this option and did not want to be pressured to accept a full day for their student.

But again, change happens as culture and education are fluid.

It is on us, on you, to take all information and consider it if your goal is to become “sufficiently informed” to take action.

Seven years later, a unanimous board accepted the same superintendent’s recommendation to move to a full-day program based on new cost-saving mechanisms and new data supporting the needs of our students and the effectiveness of an expanded program. While this issue also requires more than a paragraph to fully describe, the point is that as culture, costs, and knowledge about an issue evolve, so too should your understanding of the issue(s). Again, referring to the Code of Conduct Nos. 3 and 5, you will be effective if you seek changes through “constructive channels.”

If you do not already have this understanding, you will learn very quickly that your main job description is to develop and adopt policies that guide the actions of

district employees and other stakeholders.

As a board member it is difficult to wrap your mind around the idea that you only have one employee — the superintendent. Your job is to hire, evaluate, and hold the superintendent accountable for the goals the board of education has explicitly directed. There are policies in place for when you disagree with a superintendent and for when you and other board members feel that they are not meeting their specified goals. Now is a good time to remind you that you are responsible for reading and knowing the existing policies in your Board Policy Manual. The superintendent is the expert that the board of education has entrusted the entire system to and is accountable to the

board. What an enormous, stressful, and hopefully rewarding job a superintendent has.

I believe the best way to achieve the Code of Conduct No. 10 and truly “respecting the superintendent’s authority to advise the board” is to understand their role and your relationship with them. Did you know that the same title is afforded the person who is in charge of a railway station?

The Station Superintendent oversees assuring all the trains in the station are operating, moving in the right direction, safe, and that everyone involved in moving cargo and people have what they need. Likewise, the School Superintendent oversees assuring that everyone in the school is safe, learning, engaged in their tasks, and getting what they need. Your

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job as a board member then is not to attempt to derail their expertise and have them direct their subordinates in the way you see best.

The classic example here is when a friend or neighbor has a complaint.

Unless there is an egregious concern or an emergency, the best advice is to have that friend or neighbor bring that concern to the teacher or staff member involved. If the results are not acceptable, then advise that the building administration become involved. In this way the superintendent can “implement board policy” and keep the proverbial trains moving safely and effectively in the right

direction and you are able to evaluate their effectiveness.

There are 12 codes in the Code of Conduct. If I were to add one more and make it a baker’s dozen it would be this: You have your integrity. Keep it, because you will need to sleep at night.

Some residents will raise you up as a hero for agreeing with them, some will vilify you for not doing so, and most will be happy you have volunteered your time and energy. As your term ends in two or four years, know that you did not vote one way to earn the approval of friends and neighbors and you did not vote another way out of fear of incurring the wrath

Code of Conduct for Members of School Boards

As a member of my local school board, I will do my utmost to represent the public interest in education by adhering to the following standards and principles:

1. I will represent all school district constituents honestly and equally and refuse to surrender my responsibilities to special interest or partisan political groups.

2. I will avoid any conflict of interest or the appearance of impropriety which could result from my position, and will not use my board membership for personal gain or publicity.

3. I will recognize that a board member has no legal authority as an individual and that decisions can be made only by a majority vote at a board meeting.

4. I will take no private action that might compromise the board or administration and will respect the confidentiality of privileged information.

5. I will abide by majority decisions of the board, while retaining the right to seek changes in such decisions through ethical and constructive channels.

6. I will encourage and respect the free expression of opinion by my fellow board members and will participate in board discussions in an open, honest and respectful manner, honoring differences of opinion or perspective.

of the local daily social media detractors. Remind yourself that you took the considerations and concerns of a wide lens of your diverse stakeholders and know that you did your very best to make the most informed and thoughtful decisions. Most importantly, take heart that your work matters and you are contributing respectfully to your community. 

Rich Moore is a member and past president of the Board of Education for River Forest SD 90 and a longtime educator, including teaching high school social science and serving as an Assistant Principal for Curriculum and Instruction.

7. I will prepare for, attend and actively participate in school board meetings.

8. I will be sufficiently informed about and prepared to act on the specific issues before the board, and remain reasonably knowledgeable about local, state, national, and global education issues.

9. I will respectfully listen to those who communicate with the board, seeking to understand their views, while recognizing my responsibility to represent the interests of the entire community.

10. I will strive for a positive working relationship with the superintendent, respecting the superintendent’s authority to advise the board, implement board policy, and administer the district.

11. I will model continuous learning and work to ensure good governance by taking advantage of board member development opportunities, such as those sponsored by my state and national school board associations, and encourage my fellow board members to do the same.

12. I will strive to keep my board focused on its primary work of clarifying the district purpose, direction and goals, and monitoring district performance.

— The Illinois Association of School Boards

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New Hat, New Role, New Challenge Experienced School Board Members Offer Wisdom to Newcomers

EDUCATION COMMUNITY GOVERNANCE PURPOSE LEADERSHIP

By Theresa Kelly Gegen

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used to. The good news is that resources abound to help you grow into your new role — and new hat.

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WWelcome to the board of education! Every other spring, approximately 1,200 Illinoisans throw their hats into the ring and take on the role of school board member. You are about to don (figuratively, of course) a new hat on behalf of your communities in support of their local schools.

IASB is grateful to these members of their local boards of education who took their valuable time to answer questions and put on their thinking caps to offer advice.

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• MyKin Bernardi has served on the board of education for Fieldcrest CUSD 6 for six years.

We hope the new hat is a perfect fit, but don’t be surprised if it’s not, at least at first. School board work takes a little getting

After each consolidated election, the Journal asks experienced school board members to share insights and thoughts on board service. Their answers follow. However, board service is not “old hat” to any of these board members. They will agree that there is always something more to learn.

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• Chris Crabtree is an eightyear member of the Wheaton Warrenville CUSD 200 school board.

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• Linda Eades is in her 25th year as a member of the Northwestern CUSD 2 board and is a former IASB treasurer and Executive Committee member. She represents the Kaskaskia Division on the IASB Board of Directors.

• Terrie Golwitzer has served on the Bradley SD 61 school board for 22 years.

• Chris Gordon is a 12-year school board member from New Berlin CUSD 16 and is a member of the IASB Board of Directors for the Abe Lincoln Division.

• Cynthia Jo Rasmussen Grabavoy has served on the Troy CCSD 30C school board for nearly 20 years.

• Jeff Hewitt has served on the Triad CUSD 2 school board for 16 years.

• Kimberly Keniley-Ashbrook is a 12-year member of the Heritage CUSD 8 Board of Education.

• Christine Lynde has served on the board of education for Byron CUSD 226 for six years.

• Karla Maville is a 10-year member of the Belvidere CUSD 100 school board.

• Rebecca McCracken is an eight-year member of the school board serving Knoxville CUSD 202.

• Mandy Rieman is a 10-year member of the Jasper County CUSD 1 Board of Education and is a member of the IASB Board of Directors for the Wabash Valley Division.

• Brian Skibinski has served on the school board for Frankfort CCSD 157C for four years.

• Kyra Tyler is a six-year member of the school board serving Forest Park SD 91.

• Linda Wegner has served for six years on the school board for Dixon Unit SD 170.

• Barbara A. Wells has served on the Kankakee SD 111 Board of Education for 18 years.

• Gwaine Dianne Williams is an 18-year member of the Maywood-Melrose Park-Broadview SD 89 school board.

What’s with the hats?

Joining the school board doesn’t mean an individual loses any of their other hats, however. Every school board member is still a community member, parent, taxpayer, and/or stakeholder, plus educators and lifelong learners.

Tyler: It can be a challenge figuring out when to wear your board

“hat” vs. any other “hat” of parent, community member, taxpayer, etc.

Maville: The training that I have received from the IASB both at internal board retreats and at the annual conference has been invaluable. It is hard to be a parent and a community member and a board member, and to remember which “hat” I should be wearing at which time. IASB has some great resources to help board members understand their role and navigate these tricky situations well.

Keniley-Ashbrook: You are a board member, always, and all interactions you have in your district and community can be amplified as a result. Learn your chain of command and level up stakeholder concerns.

Skibinski: Being a board member is truly a very fulfilling position.

Knowing that you are directly working with all stakeholders to guide your school district into the future. Someone told me, “You run as an individual but you work together as a group.”

Thinking back, what do you wish you had known before you joined the board of education?

Crabtree: There are so many things! A stronger understanding of governance would have been helpful and a realization that change in education is a slow process, but when you can be part of a team that makes change happen for students, it is the best feeling.

Rieman: I wish I had known more about the governance procedures, mandates, and how different board finances are.

Maville: I wish I had a better grasp on the immense learning curve. Ten years in, and I’m still learning what this particular acronym means, or that we have “x” program available in our high schools.

Eades: Educational change is slow.

Bernardi: I wish I had attended more board meetings prior to running, I also think just knowing the basic ins and outs of a regular board meeting would have been helpful.

Hewitt: I can’t really say that knowledge of any one thing would have been particularly helpful but I am thankful I didn’t know how much work being an effective board member required or I might have reconsidered...

Wegner: You have to be patient. The wheels turn slowly, but looking back you will see your changes implemented.

Grabavoy: It would have been advantageous to have the role of a school board member reiterated to me. I just remember feeling so small sitting in that big board chair for the first time! What a good school board member looks like might have been a good knowledge base for me.

McCracken: What kind of commitment of time it takes to be a great board member! I have to have an open mind.

Lynde: I was fortunate that I regularly attended board meetings as a community member before I was elected, so I had a basic understanding of the meeting procedure. What I didn’t know was that most challenging decisions often have to do with confidential information and I wouldn’t be able to lean on my spouse and family for emotional support. New board members shouldn’t be afraid to reach out to other board members to help them process or vent or ask questions. There are definitely more emotional decisions than anyone realizes.

Keniley-Ashbrook: The importance of working with the board using one voice, and working through conflict with trust and understanding to find consensus.

Williams: There are resources and supports in place to help new board members adjust and grow in their governance role. No one expects you to know everything. On the contrary, most new board members will be on a learning curve.

Tyler: Enjoy the ups and prepare for the downs. This kind of work is a little bit of a roller coaster ride mixed with whacka-mole.

Wells: I wish I had known how hard and time-consuming this work would be. The fact that people don’t understand the role of a board member and the work of the superintendent interferes with the ability of school districts to accomplish their mission. If you think your job is to “get rid” of a certain employee, or to end a certain program regardless of the effect it will have on students, I say emphatically that is not the job of a board member. Unfortunately, I have watched board members actively undermine the decisions that they voted for in public meetings using their time to build up attacks against the superintendent. The job of a board member as I see it is to bring the concerns of the community to the administration. When a solution is crafted after discussion and debate with your fellow board members and the administration. Your duty as a board member is to help the community understand the why of the decision.

Golwitzer: I wish I had learned earlier that most people that come to you with a problem just want to be heard. To feel like someone has paid attention to their issue and understands their point of view even if there is absolutely nothing I could do about it.

What challenges can new board members expect in their first year of board service?

Gordon: The first year of board service is like drinking from a firehose. You are learning on the go and have a great deal of decisions to make. It will go by very fast. Do your best and ask questions of your veteran board members and superintendent.

Williams: There is a challenge to become familiar with other members of the team and

understand their role. Keep in mind that you are one of eight on the governance team and do not attempt to act or make decisions for the board on your own.

Hewitt: I see two big challenges. One is learning your proper role so you don’t get caught trying to be too helpful by doing non-board duties (i.e., tasks that belong to the superintendent or staff). And the second is learning the financial nuances of school districts. Wells: Learn how to listen without thinking of your response. If you can do that especially when things are contentious, perhaps issues can be resolved better and everyone will feel heard. Make it your personal mantra not to interrupt while someone is speaking no matter how wrong you feel they are. Once you have listened fully and

understood, then give your input. Also, understand the purpose and practice of the Open Meetings Act. Keep in mind the training pieces you receive ... and remind your team of it if needed. Don’t be afraid to walk out of the room if they are breaking that law. Don’t be afraid to inform the proper authorities.

Golwitzer: You will need to develop the skills necessary to direct criticisms, problems, and complaints to the proper people, and to what the chain of command is. The school board is the last resort, not the first.

Skibinski: It will be a challenge catching up on the amount of information that you will now have access to — finances, capital projects, student discipline, curriculum, and comprehending the board packets — current and past.

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Bernardi: I think one of the biggest challenges was to feel comfortable and confident on the board. Another is that those who elected you sometimes feel they can always come to you with problems or complaints. Trying to get com munity members and staff to follow the chain of command and hierar chy can be a struggle.

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Wegner: There is so much to learn. You may feel overwhelmed. Ask questions, attend trainings, and use your orientation. Learn layer by layer. Don’t think you have to know everything all at once. After a year or so, you begin to understand the language, the process, the protocol, your role, and more.

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appropriate teacher/administrator/ district staff for help.

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McCracken: The biggest challenge is being present, to understand they are there to represent all stakeholders, not just those with children in the school district.

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Lynde: Policy and finance are challenging and to some degree remain a challenge after many years of service. Learning complicated and legal-based concepts requires us to be comfortable asking questions, over and over as often as needed. Change is a process and it’s slow. We serve on boards that represent the huge institution of public education and there is a series of checks and balances put in place that cannot be skipped. Learning all the steps involved in the processes is almost as challenging as understanding policy and school finance.

Eades: The overwhelmingness of becoming up to speed with fellow board members

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Grabavoy: One of the biggest challenges is meeting your fellow board members for the first time. I’ve learned that we are better and do better when we effectively work together. Establishing good working relationships with your fellow colleagues can be a great challenge. However, it will be the best gift for your district.

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Crabtree: The biggest challenge is what we put on ourselves. Recognize it will take you a year just to dig into the facets of board governance and gain a better understanding of your district from this role. If you try and take on too much, you will get frustrated. The next big challenge is navigating all the comments you will receive from people you know, or may recognize you while in the community, and

Maville: There are two main challenges facing new board members. The first is, you don’t

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ily on staff and more experienced board members to distill issues down into manageable “bites” for you, so that you can make good decisions without becoming completely overwhelmed. The second challenge is in understanding your role as a board member. School board members have the ability to wield incredible amounts of power — sometimes even when they are not trying! An off-hand remark to a teacher by a board member can cause ripples up and down the chain of authority and result in unintended consequences. It is often hard for board members to toe the line between overseeing the district and wanting to control operations. Just because you as a board member have the power to do something doesn’t mean that it is appropriate for you to do so. Hire

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good staff, trust them to do their jobs, and give them the resources to do their jobs well. That is the role of a successful board member.

Rieman: There are several possible challenges in the first year. One would be just learning how a school board actually operates, which is not how you might have thought it does before winning an election. Another is getting to know your fellow board members so that you can work efficiently and cohesively together. Opinions vary, and regardless of any opposition or supporting conversations with board decisions, you have to be able to ultimately respect the decision of the board as a whole, even if that decision wasn’t in your favor.

What knowledge that you have obtained has been most helpful to you in clarifying and fulfilling your role as a school board member?

Skibinski: Being cool under pressure. Truly listening to the community’s concerns and voting on agenda items does not compromise your integrity. Understanding others’ points of view and working towards compromise.

Crabtree: Seven people speak with one voice. Once a decision (vote) has been made, it is important that you all get behind the decision.

Gordon: Doing the right thing is not always the popular thing. You will have more information that you will not be able to share, but you have to look in your heart and make the right decision for the kids of the district you represent.

Lynde: IASB has a wealth of information to share and it is presented in such a way that it is easily understood and available to member districts on its website. Actively working to incorporate the Principles of Effective Governance really helped us focus as a board. Working together to improve our board relationships and how we function as a board has been very rewarding and helped us get through some really tough times.

Williams: How to separate the governance role from the everyday operation of the school district. Once you understand that your job will be much easier.

Hewitt: Learning more about the financial inner workings (Essentials of Illinois School Finance is a must-read) and school board governance.

Wegner: Basics of Governance and other trainings really helped.

Grabavoy: IASB has been my most helpful ally in clarifying my role as a board member. Opportunities to connect with board members from other districts, workshops, conventions, division meetings (and much more), have all been useful. I feel all these opportunities facilitated my growth in doing board work. When in doubt, seek the people with wisdom and experience to guide you.

Rieman: I think the first training I attended helped me the most. It was a two-day in-person Board Member Orientation conference that had sessions to explain things such as board governance and a board member’s role. It also contained the required board member trainings for the Open Meetings

Act (OMA) and Performance Evaluation Reform Act (PERA). Participating in this at the beginning of my board member career helped me to dive into my new role with confidence.

Keniley-Ashbrook: I learned how to separate the governance role from the everyday operation of the school district. Once you understand that your job will be much easier.

Bernardi: Our Field Services Director from IASB has helped in so many ways with presenting at our board retreat and having a wealth of knowledge to share. I think the knowledge I have obtained is that while we are in elected positions, we need to look at the big picture from all aspects and angles. The role of a board member is very diverse in that, we have a responsibility, and we need to understand others’ responsibilities as well. Again, the Chain of Command is always in the back of my mind and asking the questions to myself as well as others before really engaging.

McCracken: I am one of seven people serving on the board. You can’t have an agenda, which people think they can use their agenda to get things done that they want, which might not be a benefit to all students. I love serving on the board giving back to my community district where I attended and from where our children graduated.

Eades: Realizing the reason for being a board member is that it is all about the children and what is best for their success. Take the time to listen to thoughts other than yours. It does make

a difference. It will help you to see from a different lens. It is not wrong but just aids in understanding a thought different from yours.

What advice do you have for 2023’s new school board members?

Williams: Start by scheduling a meeting with the superintendent and take a tour of the district buildings/schools/administration. Get paired with a senior board member who can mentor you. Understand that communication is key, stay well-read with monthly board reports from department heads, and ask questions on what you don’t understand before your meetings. Take advantage of training and professional development offered by the Association. Attend the Joint Annual Conference.

Wells: Be open to ideas and concepts education has changed drastically since we were students. Don’t be afraid of change and innovation. Ask informed

questions and above all read everything you can about the positive work in the field of education. Read all of the articles published by the IASB as well as the information that you receive from your district. Most importantly use your time in the initial training of the board to set a Superintendent/Board Agreement and pass it in open session and hold each other accountable to it. Good luck to all of the new board members I hope that you will be able to achieve your aspirations for your school districts.

Gordon: Embrace learning. Spend the time and effort to become the best board member you can be. I have served on two different school boards for almost 20 years and still continue to learn every year.

Grabavoy: Be a great listener. Everyone wants their voice to be heard and acknowledged. Use your resources, ask questions, and establish a good working relationship with your fellow board members.

Hewitt: Take advantage of as many professional development opportunities as you can and be prepared to spend significant time learning for many years.

Maville: I think the most important thing I’ve learned is that “education-speak” is a language all

of its own. It’s okay for laypersons like me to ask for a translation when staff lapses into this foreign language. Never be afraid to ask questions — it will only make you a better board member.

Keniley-Ashbrook: Reach out to your fellow board members and superintendent if you have questions. Take advantage of the tools and trainings that IASB offers because they are invaluable. Look for opportunities to connect with board members from outside your district and division to gain insight that you can bring back to your own board work. Good luck! Serving on a school board is demanding but rewarding work.

Eades: Being a school board member is an amazing adventure. Do not become overwhelmed. Seek good information sources and find a mentor. IASB has outstandingly marvelous resources and programming. Plan to attend the Joint Annual Conference in Chicago in November and do plan to attend two years in a row. Go the first year to get your bearings and go the second to really dive in. Do not hesitate to ask questions. Read, read, and read.

Rieman: My best advice is to ask every question. There is so much to learn in the beginning, to be an informed, prepared board member. Also, don’t go into your role with a closed mind, as you can definitely learn lots of information from others.

Bernardi: Learn and listen, speak your opinion but remember that you are new to the role. Work together not against and always ask questions if you are unsure.

McCracken: Have an open mind. You are one of seven. If something doesn’t get voted the way you want, you need to let it go. It was a decision made by the majority of the board.

Golwitzer: First and foremost ask lots of questions. Do not be afraid to ask questions before a meeting of the superintendent or board president. Do not be afraid to ask questions in a meeting. Chances are if you don’t understand something there are others that don’t either.

Tyler: Give yourself time to learn, ask a lot of questions, and prepare. Read the board packet, seek out professional development, and be present in the schools. And, have fun!

Wegner: Remember you are one of seven. Majority rules and

then you must be all on board. You can have your “say,” but not always your “way.”

Crabtree: Ask questions. Find an experienced board member to be your mentor. Trust and respect are key components of a healthy board. You can have differing opinions, but without trust and respect, it becomes hard to accomplish the work.

Lynde: If you have the opportunity to attend the Annual Conference in Chicago, go! Not only are there opportunities to learn about new initiatives, but there are also opportunities to interact with other board members across the state and learn about what works and doesn’t work for their boards. Gaining insight from other boards is beneficial and can spark ideas for you to take

home to your board. But the most important advice I have is to be kind to yourself. There may be long-standing members on your board who don’t have to think twice about routine actions and it may feel like you are slowing them down or asking too many questions. You are not! Ask questions because everyone learns from the answers. Always remember, you are here for the kids!

Theresa Kelly Gegen is Director of Communications/Editorial Services for IASB and Editor of the Illinois School Board Journal. Thanks to those who shared their voices and hats, and also to the IASB Field Services team and Kara Kienzler for extra assistance. See page 39 for more insights from experienced board members.

Understanding the Annual EBF Spending Plan Requirement

What school board members need to know about upcoming revisions

By Luke Corry

BBeginning with the fiscal year 2024 budget cycle, school board members will find a new tab within the annual district budget form — the Evidence-Based Funding (EBF) Spending Plan. District leaders have submitted EBF Spending Plans since the enactment of the 2017 Evidence-Based Funding for Student Success Act (105 ILCS 5/18-8.15). This legislation overhauled the state funding formula and included a new requirement to describe the intended use of state dollars. Specifically, the statute provided that all organizational units, defined

as those entities that are eligible to receive Tier Funding, submit a plan that describes 1) how they will achieve student growth and make progress toward state education goals, 2) the intended use EBF dollars, and 3) the intended use of dollars within the funding formula that are specifically attributable to special education costs and students who are low-income or English learners (ELs).

School board members and district leaders now have a new opportunity to engage in discussion about the intended use of state

Value Proposition

The EBF Spending Plan will primarily serve to…

Inform resource allocation decision-making for state dollars and identified student groups (ELs, SPED, low-income) by incorporating the spending plan within broader financial planning processes.

Support districts in effective engagement of data-driven needs assessments in planning support for student groups most in need.

Promote fiscal and academic alignment by encouraging conversation between programmatic and financial leaders within a district.

Support analysis of the relationship between student outcomes and financial resources for Organizational Units and communities.

Source: Illinois State Board of Education

funding. To date, spending plans have been completed and submitted in the ISBE Web Application Security (IWAS) system, which is only accessible to district administrators; ISBE has not published spending plan responses. Incorporating the spending plan into the budget template means that spending plan responses will be public starting with FY 2024. The information in this text is intended to support school board members in understanding the spending plan content and how it can contribute to productive local dialogue about resource allocation.

Aligning the Spending Plan Requirement with a Value Proposition

The ISBE 2020-2023 Strategic Plan included three primary goal areas: Student Learning, Learning Conditions, and Elevating Educators. The Learning Conditions goal area specifically addressed the need to support districts in strategic resource allocation decision-making. One aligned initiative included revising the spending plan requirement with a goal to identify how it could support local decision-making about the equitable allocation of resources. ISBE convened an advisory group in the fall of 2021

Figure 1

to evaluate possible revisions. The group consisted of a broad cross-section of superintendents, program and finance leaders within organizational units, and advocacy groups.

Before considering revisions to the spending plan, the group staked out three objectives — to establish a value proposition to guide the work, to identify a new location for the spending plan within an existing report that would add the most value, and to align the content of the spending plan with the value proposition.

The group next turned its attention to crafting a value proposition and articulating principles that would guide the work. They quickly landed on the goal of supporting productive local dialogue about resource allocation. Along the way, the group committed to looking for opportunities to simplify the content and increase transparency regarding the use of EBF (See Figure 1).

The advisory group considered several options for placing the plan within another required report. Ultimately, state statute provided a source of inspiration: Illinois School Code specifies that a spending plan should be completed as part of the budget process. Including a spending plan in the annual budget form that districts transmit to ISBE aligns in several important ways with the value proposition and guiding principles (Figure 2). Specifically:

• Inclusion allows for the consolidation of two planning requirements. Planning for the spending plan can now occur within the scope of activities included in the budget process.

• Districts must hold a public hearing prior to adopting a budget, and final budgets must be published on district websites (per statute). Spending plan responses can now be a part of these procedures for ensuring transparency in financial decision-making.

• Districts are best positioned to maximize resources when they consider them together. The budget process culminates in a plan for all revenues. The spending plan encourages planning for state dollars alongside all revenue streams.

Understanding the Plan Content Incorporation into the budget template means the spending plan now has two audiences — the district staff who will complete it and the stakeholders, including school staff, board members, and parents, who will read it. Members of the advisory group kept these two audiences in mind as they considered revisions to the plan content. In terms of structure, the plan largely follows the template of prior spending plans; it will certainly be familiar to staff who have completed it in the past. Some questions are the same, and many items continue to be answered by selecting responses from a provided list. As with previous spending plan templates, users can indicate an “other” response and provide additional context.

With the second audience — stakeholders — in mind, the spending plan questions are designed to be understandable without financial expertise. Of course, state funding formulas can be complicated, and EBF is no exception. The ISBE EBF

Figure 2

Guiding Principles

Comply with all statutory requirements

Seek to reduce duplicative effort on the part of districts

Engage with transparency to show district leaders, parents, and the public the proposed uses of EBF dollars

Seek opportunities to embed equitable requirements in the plan that recognize and acknowledge district diversity

Goal = Productive local dialogue about resource allocation

Source: Illinois State Board of Education

Spending Plan webpage will include definitions for key terms to support communities in understanding spending plan responses. Below, we highlight a few important terms to know. School board members with questions about the mechanics of the formula are encouraged to review the spending plan webpage as well as previously published materials. Additional resources are available at the resources link below.

• Adequacy Target: EBF provides an estimated minimum cost of educating students in each district. The formula accounts for actual local enrollment to calculate adequate

spending. As an educational concept, adequacy refers to providing a sufficient level of resources to meet learning standards. Importantly, the Adequacy Target is not actual funding; it is simply an estimate of adequate resources for each district.

• Cost Factors: To calculate the Adequacy Target, EBF applies statute-defined staffing ratios, as well as per-student amounts for other common expenditures, to district enrollment. Some cost factors account for staffing expenditures, while others, like professional development and technology, estimate costs on a per-student basis. The Adequacy Target includes additional investments to account for the cost of providing more support for students who require special education services or who are English learners or low-income.

• Base Funding Minimum: The Base Funding Minimum (BFM) is a hold-harmless provision that ensured each organizational unit would receive an amount at least equal to what it received in FY 2017 from five grant programs: General State Aid, Special Education – Personnel, Special Education – Funding for Children Requiring Special Education Services, Special Education –Summer School, and English Learner Education. Each year that districts receive Tier Funding, that funding becomes part of the next fiscal year’s BFM, so districts are always receiving at least the funding that they received the year prior. The BFM will also include prior

year Property Tax Relief Grant amounts if distributed the prior year and received by an Organizational Unit.

• Final Resources: The EBF formula considers the local capacity of each district to fund education. This calculation uses the Local Capacity Target (a measure of local wealth), the Base Funding Minimum, and Corporate Personal Property Replacement Tax revenue to determine available resources.

• Percentage of Adequacy: Each district’s Percentage of Adequacy is calculated by dividing its Final Resources by the Adequacy Target to determine how far each district is from having the minimum resources

it needs. The resulting percentage determines a district’s Tier Assignment, which drives the distribution of Tier Funding.

• Tier Funding: Appropriations for EBF above the Base Funding Minimum amount are available for distribution as Tier Funding. Districts are eligible to receive Tier Funding based on their Tier Assignment. Districts in Tiers 1 and 2 have the lowest Percentages of Adequacy. EBF directs 99% of Tier Funding to these districts. The remainder is distributed to districts in Tiers 3 and 4, which have Percentages of Adequacy equal to or greater than 90%.

Some portion of Tier Funding may be attributable to ELs,

low-income students, or students who require special education services. ISBE calculates this percentage annually.

A Window into the Use of State Funds

The incorporation of the EBF Spending Plan into the public budgeting process provides new opportunities for local communities to discuss resource allocation. District leaders can leverage the spending plan to show how the use of state dollars is connected to important goals and strategies for improvement. Community members can ascertain how districts are engaging with timely data and local stakeholders to inform their decisions. Specifically, the spending plan will provide:

• A statement of goals for student success and three strategies for pursuing those goals.

• Available resources from state funding, including current year Tier Funding and the total amounts attributable to students who are English learners, low-income, or who require special education services.

• Detail regarding how Tier Funds will be spent.

• A list of the stakeholders who were consulted and the data that was reviewed to determine spending.

• Additional detail regarding the intended use of funds for specific student groups and a set of assurances regarding the consultation and spending requirements for ELs (105 ILCS 5/14C).

The spending plan provides new information for local communities but has certain limitations. The School Code includes requirements for the use of funds attributable to specific student groups, but EBF is otherwise a flexible revenue source for districts. As with local dollars, districts have broad discretion over the use of state funds.

The spending plan uses the EBF Cost Factors as a framework for districts to indicate planned investments. However, each district’s spending needs are unique to its students and community context, and there is no requirement that districts allocate their funds according to the Cost Factors. Additionally, certain questions allow districts to enter a dollar amount for budgeted expenditures.

However, the state chart of accounts does not require that districts separately account for expenditures from state funds. Any budgeted expenditure figures included in the spending plan are best interpreted as approximations of spending and not figures that can be directly tied back to other financial reports. Finally, state resources make up just one source of district revenues. The EBF Spending Plan is primarily focused on the intended use of state funding, but districts coordinate local, state, and federal funds to build programs. This context is important to consider when reviewing spending plan responses.

School Boards and the EBF Spending Plan

The Illinois School Code established budget requirements, including the development of a tentative

budget, public hearings, and final adoption, for districts. School boards have a formal role in these processes and are ultimately responsible for approving a budget. The School Code does not specifically require school boards to approve EBF Spending Plans, but the plan’s inclusion in the budget form is intended to increase collaboration and discussion. School boards and local communities can ask and answer critical questions about local use of EBF, such as:

• How do the spending decisions represented here reflect the district’s strategic priorities?

• Who was engaged in the decision-making process? What data was considered?

• If eligible for Tier Funding, how are Tier Funds addressing student needs?

• What state funds are available to support high-need students? How are they being used?

• How are state resources combined with other available local and federal funds to support all students?

Districts are encouraged to include the spending plan in the tentative budget and public hearings. In this way, board members and all stakeholders have a new chance to engage in dialogue about the use of state resources. This article has provided key terms and considerations to help maximize this opportunity. 

Luke Corry is a Supervisor, Resource Allocation, with the Illinois State Board of Education. Resources associated with this article can be reached via iasb.com/Journal.

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How Board Members Can Play It Safe on Social Media

By Faith Behr

IIn February, an Iowa school board member faced calls to resign over a social media post about parents’ role in education. She had said on Facebook, “The purpose of a public ed is not to teach kids what parents want. It is to teach them what society needs them to know. The client is not the parent, but the community.”

In another example, a board member in Washington state was accused of violating the Open Meetings Act when, via a private Facebook chat during executive session, she queried members of a local Facebook group about their thoughts on a superintendent candidate.

The beauty, and curse, of social media, is that it’s a powerful force as a communications tool. The potential of social media for school board members is great. It can foster community engagement and help create school spirit and further the goals of the district. At the same time, there can be an enormity of damage caused on social media, because anything can escalate in any way. Certainly, elected officials have the First Amendment right to use social media to advocate and engage in their own expression. I don’t argue with that, but do offer suggestions on how to play it safe on social media when you’re serving on the board of education.

1. Know your district’s policies. Be aware of your district’s social media policy, acceptable use policy, and no photo policy — and strictly adhere to them. If you’re using a districtissued device, you are required to adhere to the district’s acceptable use policy.

2. Know the law. Study FOIA and the Open Meetings Act and learn about Faith’s Law, the new law that went into effect in 2022 about taking and possessing a photo or video of a student;

3. In your bio, clarify that you are an individual member of the board and not an official spokesperson for the district.

4. Don’t mimic the district’s official, branded social media account; in other words, don’t use the district’s logo or image in your cover or profile photo.

5. Be cautious with your content. Is this post something that you’d mind seeing on the front page of the newspaper?

Similarly, don’t post content that is too political or controversial while you hold a position on the board. Obviously, anything can be twisted or escalated in a thousand different ways but the less partisan or political the post, the less likely you will be called out for your social media content.

6. Play it safe by sharing official district news, encouraging sports teams, or celebrating student events. Another safe practice is not to engage in a conversation about board business or school topics on social media’s private messaging platforms, e.g. Facebook Messenger.

7. Do not deliberate school district business on social media. If there is a need to restate what happened at a board meeting, clarify that your post is not an official record and share only open portions of the meeting.

8. When there’s a complaint online or you’re tagged on social media with a complaint, direct the individual to the appropriate administrator.

9. Avoid posting opinions that indicate that you have already formed an opinion on a pending issue before the board.

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

10. Be careful about posting other people’s content or retweeting other users. Do a little research on the user before your hit the retweet button.

11. Soliciting input or opinions from others on social media might be tempting for board members, but don’t allow social media to take over your decision-making authority. Community input should be sought through appropriate district channels.

12. Post district or school-related content that the district has already released to the public.

Policy Page

Continued from page 7

Reviewing and Monitoring Your Local Board Policies

While certain policies are required by law to be monitored at particular intervals, other policies include language regarding the board’s commitment to the monitoring process.

For example, PRESS sample Policy 2:240 states, “The Board will periodically review its policies for relevancy, monitor its policies for effectiveness, and consider whether any modifications are required.” Thus, the board should also be continuously reviewing and monitoring its policies based on unique local conditions and resources within its educational community. Through your review and monitoring process, the following questions should be asked:

• Is this policy still relevant?

• Is this still the direction we want?

Never post information considered confidential by law.

13. Do not use any online communications (including social media private messaging) as a vehicle to communicate with other board members outside of meetings; there’s the risk of violating the Open Meetings Act and could be subject to FOIA.

14. Report to the district any potential security breach if you lose your district-issued or personal electronic device through which confidential

district records could be accessed.

As leaders in the community, board members’ voices carry a lot of weight. That’s why it’s important that board members adhere to common-sense guidelines before they consider getting into social media. 

Faith Behr is principal/consultant with Behr Communication, a public relations/public affairs firm serving public schools. Resources associated with this column can be accessed via iasb.com/Journal. To learn more about Behr Communications, visit www. behrcommunications.com

• Is this still what we want to say?

• Is this policy having the effect we intended?

• Are we getting the results we want? If not, why not?

• Is our direction being put into district practice?

Boards that want to ensure that policies are always relevant to the district often choose to develop an annual review and monitoring calendar. A review and monitoring calendar establishes a timeline for the board to review various sections of the policy manual throughout the year (e.g., Section 7 from AprilJune). Doing so assists the board in ensuring review and monitoring work becomes an ongoing process, keeping the policy manual aligned with the district’s wants and needs, as well as providing an opportunity for continuous board and district improvement.

Communicating Your Board Policy Manual

Through your district’s board policy manual, the superintendent and administrative staff know their expectations and where to look for answers. Policies let parents and students know their rights and responsibilities, and the community what it can expect from its schools. It is important to communicate your board’s voice and let the public know how your district functions through policy.

As a new board member, you will learn there is a lot involved with maintaining your board’s policy manual. IASB policy directors are here to help you every step of the way. 

Nicholas Baumann and Tammie Ng are Directors of the Policy Services Department of the Illinois Association of School Boards.

Service Associates Directory

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; www.arconassoc.com; sjmattes@arconassoc.com

BERG ENGINEERING CONSULTANTS, LTD.

Consulting engineers. Schaumburg (847) 352-4500

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 www.bldd.com

CORDOGAN CLARK & ASSOCIATES

Architects and engineers. Aurora (630) 896-4678; www.cordoganclark.com; Tpowers@cordoganclark.com

DEWBERRY ARCHITECTS INC.

Architects, planners, landscape architecture, and engineers. Peoria (309) 282-8000; Elgin (847) 695-5840 tcoker@dewberry.com

DLA ARCHITECTS, LTD.

Architects specializing in preK-12 educational design, including a full range of architectural services, assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca (847) 742-4063; www.dla-ltd.com; info@dla-ltd.com

DLR GROUP

Educational facility design and master planning. Chicago (312) 382-9980; dlrgroup.com; mengelhardt@dlrgoup.com

ERIKSSON ENGINEERING ASSOCIATES, LTD.

Site Planning/Studies, Civil Engineering, Tra c/Transportation, Landscape Architecture. Grayslake (847) 223-4804; Chicago (312) 463-0551; Mokena (708) 614-9720

FARNSWORTH GROUP, INC.

Architectural and engineering professional services. Normal (309) 633-8436

FGM ARCHITECTS, INC.

Architects. Chicago (312) 942-8461; Oak Brook (630) 574-8300; O’Fallon (618) 624-3364; St. Louis (314) 439-1601; Milwaukee, Wisconsin (414) 346-7282

www.fgmarchitects.com

GREENASSOCIATES, INC.

Architecture/construction services. Deerfield (847) 317-0852; Itasca, (847) 317-0852 Springfield

HEALY BENDER PATTON & BEEN ARCHITECTS

Architects/Planners. Naperville (630) 904-4300; www.healybender.com; dpatton@healybender.com

HURST-ROSCHE, INC.

Architecture, engineering, planning, and interior design. Hillsboro (217) 532-3959; East St. Louis (618) 398-0890; Marion (618) 998-0075; Springfield (217) 679-1671; www.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; www.jmaarchitects.com; allison@jmaarchitects.com

KLUBER ARCHITECTS + ENGINEERS

Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia (630) 406-1213

IASB Service Associates are businesses which o er 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.

To learn more about IASB Service Associates membership, visit www.iasb.com or contact IASB at bkusturin@iasb.com

LARSON & DARBY GROUP

Architecture, engineering, interior design, and technology. Rockford (815) 484-0739; www.larsondarby.com; snelson@larsondarby.com

LEGAT ARCHITECTS, INC.

Architectural and educational planners who specialize in creating e ective student learning environments. Gurnee (847) 622-3535; Oak Brook (630) 990-3535; Chicago (312) 258-9595; www.legat.com; jboyce@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; www.PCMPLUSD.com; whelmick@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 AND WILL

Architecture, educational planning, programing, master planning, re-referendum services.

Chicago (312) 755-0770 mark.jolicoeur@perkinswill.com; aimee.eckmann@perkinswill.com; rick.young@perkinswill.com

RICHARD L. JOHNSON ASSOCIATES, INC.

Architecture, educational planning. Rockford (815) 398-1231; www.rljarch.com

STR PARTNERS

Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting.

Chicago (312) 464-1444

STUDIOGC ARCHITECTURE + INTERIORS

StudioGC is passionate communityminded partner, committed to creating imaginative and well-designed facilities. StudioGC o ers innovative planning, programming, architectural, interior design, and cost estimates.

Chicago (312) 253-3400

TRIA ARCHITECTURE

An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities.

Burr Ridge (630) 455-4500; www.triaarchitecture.com

WIGHT & CO.

A fully integrated design, engineering, and construction firm that partners with education leaders to create progressive, inspiring, and sustainable learning environments, while helping to manage risk and provide accountability in the delivery of work. Darien (630) 969-7000; www.wightco.com; bpaulsen@wightco.com

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

BOLLER CONSTRUCTION CO., INC.

Construction Manager and General Contractor specializing in building and renovating schools.

Waukegan (847) 662-5566

CORE CONSTRUCTION SERVICES OF IL., INC.

Professional construction management, design-build, and general contracting services. Peoria (309) 404-4700; COREconstruction.com; mikaylavincent@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; www.fhpaschen.com; aizzi@fhpaschen.com

FREDERICK QUINN CORPORATION

Construction management and general contracting. Addison (630) 628-8500

HOLLAND CONSTRUCTION SERVICES, INC.

Full service construction management and general contracting firm specializing in education facilities. Swansea (618) 277-8870

IHC CONSTRUCTION COMPANIES LLC

IHC Construction Companies LLC is a full-service construction management firm that delivers new construction, additions, and renovations for School District clients on-time and within budget.

Elgin (847) 742-1516

INTERNATIONAL

CONTRACTORS, INC. (ICI)

An award-winning construction management firm specializing in K-12 facilities. Our firm is currently partnering with eight Illinois School Districts on capital improvement projects. Oakbrook Terrace (630) 641-6852

NICHOLAS & ASSOCIATES, INC.

Construction management, general contracting, design and build. Mt. Prospect (847) 394-6200 info@nicholasquality.com; nickjr@nicholasquality.com

PEPPER CONSTRUCTION COMPANY

Construction management and general contracting services. Barrington (847) 381-2760; www.pepperconstruction; jripsky@pepperconstruction.com

POETTKER CONSTRUCTION COMPANY

Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients.

Breese (618) 526-7213; www.poettkerconstruction.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, Iowa (563) 459-4600; www.russellco.com; sbaumann@russellco.com

SERVPRO TEAM WOLFE

Servpro Team Wolfe specializes in the cleanup and restoration of commercial properties after a fire, smoke or water damage. Assist schools in developing a recovery plan to put things back to preloss condition quickly and e ectively.

E ngham (314) 502-1337

S.M. WILSON & CO.

Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis (314) 645-9595; www.smwilson.com; kristyn.newbern@smwilson.com; amanda.bohnert@smwilson.com

TRANE

HVAC company specializing in design, build, and retrofit. Willowbrook (636) 305-3600

Computer Software, Supplies, Services

COMPUTER INFORMATION CONCEPTS, INC.

Infinite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics. Greeley, Colorado (312) 995-3342

EDMENTUM

We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning.

Bloomington, Minnesota (952) 832-1570

COMMON GOAL SYSTEMS, INC.

We o er cloud-based software solutions for student information management, student registration, state reporting, financial management and payroll, parent communication, scheduling, gradebooks, report cards, and more. Elmhurst (630) 592-4200; www.common-goal.com

Consulting

EOSULLIVAN CONSULTING

Illinois-based EOSullivan Consulting has developed a proven process the helps school districts with community engagement, survey research, messaging, informational campaigns and referendums. Libertyville (815) 353-1991

Environmental Services

ALPHA CONTROLS & SERVICES, LLC

We deliver energy cost justified solutions that make the learning environment comfortable, secure, and e cient. Rockford, Springfield, Champaign (815) 227-4000; www.alpaacs.com; jasonv@alphaacs.com

VEREGY

Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments.

St. Louis (636) 230-0843; Chicago (773) 633-0691; veregy.com; bsmith@veregy.com

ENERGY SYSTEMS GROUP

A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca (630) 773-7201; jcohn@esg.email

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

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) 753-9083; www.ILLec.org; 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 e ciency; reduce operations costs; and maximize the lifespan of critical assets. Chicago (312) 498-7792; sharon.uslan@engie.com

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 or (800) 244-4242

Financial Services

BERNARDI SECURITIES, INC. Municipal bond specialty firm; o ers a full range of school bond underwriting services, including capital needs financing and debt refinancing. O’Fallon (618) 206-4180; Peru (815) 587-8972; Chicago (312) 281-2014; jvezzetti@bernardisecurities.com

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

EHLERS AND ASSOCIATES

School bond issues; referendum help; financial and enrollment studies. Roseville, Minnesota (312) 638-5250; www.ehlers-inc.com; tolszewski@ehlers-inc.com

GORENZ AND ASSOCIATES, LTD.

Auditing and financial consulting. Peoria (309) 685-7621

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

SPEER FINANCIAL, INC.

Financial planning and bond issue services. Chicago (312) 346-3700; www.speerfinancial.com; dphillips@speerfinancial.com; rmckenzie@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; noblea@stifel.com

WINTRUST FINANCIAL

Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont (630) 560-2120

Human Resource Consulting

BUSHUE HUMAN RESOURCES, INC. Human resource, safety and risk management, and insurance consulting. E ngham (217) 342-3042; www.bushuehr.com; steve@bushuehr.com

Insurance

PREVENTIVE HEALTH PARTNERS, SC

O er onsite vaccine services. We o er flu and other adult wellness vaccines including COVID-19. We also o er travel medicine advice and vaccines to students traveling abroad. Lake Blu ; Illinois (312) 641-6228 and Wisconsin (262) 240-1031

THE SANDNER GROUP Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago (800) 654-9504

O ce Equipment

EDUCATIONAL ENVIRONMENTS BY FRANK COONEY COMPANY, INC. Furniture for educational environments. Wood Dale (630) 694-8800; www.frankcooney.com; gregory@frankcooney.com

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ECRA GROUP

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Milestones

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Joseph “Merle” Schrodt MD, 85, died March 17, 2023. He served on the school board for Warrensburg-Latham CUSD 11 and was for over 30 years the team physician for Millikin University athletics.

Junie Sinson, 92, died in March 2023. He was previously a member of the Elmhurst CUSD 205 Board of Education.

Rolf Stetter, 92, died February 23, 2023. He was a past member and president of the school board for Wilmette SD 39.

Janice Teplitz, 76, died March 26, 2023. She was a member and past president of the Aptakisic-Tripp CCSD 102 Board of Education.

David O. Thornsbrough, 92, died March 7, 2023. He was a past member of the school board for Rossville-Alvin CUSD 7.

Clarence Robert Toftoy, 97, died March 30, 2023. He was the Fox Township Highway Commissioner for 42 years and served on the Millbrook school board in Kendall County.

Kenneth Weatherby, 93, died February 1, 2023. He was a past member of the Athens CUSD 213 Board of Education.

Halden Roy Wernsing, 89, died February 7, 2023. He was previously a member of the school board for Panhandle CUSD 2.

E.E. “Gene” Williams, 88, died March 5, 2023. He was previously a

member of the Mendota CCSD 289 Board of Education.

Lee Ann Wozniak, 98, died March 3, 2023. She served on the school board for Chicago SD 299 and was a teacher for 45 years.

David Zachgo, 80, died March 17, 2023. He was an electrical high-line lineman and a member of the boards of education for Gilman-Danforth School Board and Iroquois West CUSD 10 for 32 years.

The Illinois School Board Journal appreciates submissions from member districts to the Milestones section. Please email obituary information and details for publication to communications@iasb.com.

In Memoriam

Wendell A. Anderson, 87, died February 11, 2023. He was a longtime 4-H leader and a past member of the Byron CUSD 226 school board, including a term as president.

James R. Bann, 85, died March 8, 2023. He had previously served as a member of the Earlville CUSD 9 Board of Education.

Joseph Peter Bernardi, 92, died March 7, 2023. He helped found the Illinois Valley Regional Airport, and served on the school board for Ladd CCSD 94.

James “Jim” Bickler, 81, died February 25, 2023. He was a past member of the member of the Lake Forest SD 67 Board of Education.

Theodore Joseph Biondo, 79, died March 16, 2023. He served on the Rockford SD 205 school board and “spent his time trying to keep Rockford’s taxes low and education standards high.”

Ronald D. Borchers, 89, died March 5, 2023. He was a past member of the Crescent-Iroquois CUSD 249 Board of Education.

Charles “Charlie” Brink, 84, died February 10, 2023. He was a longtime member of the Nashville volunteer fire department, including time as chief, and served on the Nashville CCSD 49 school board.

Georgianna Brockett, 81, died March 25, 2023. She was a schoolteacher for many years and a past member of the Norris City-Omaha-Enfield CUSD 3 school board.

Fred Clatfelter, 78, died February 21, 2023. He was a lifetime farmer,

community leader, and a 30-year member of the Hutsonville CUSD 1 school board.

Max Cohen, 65, died February 24, 2023. He served on the Waukegan CUSD 60 school board and remains the youngest member ever elected to that post.

Jesse Dowell, 96, died February 12, 2023. He was a past member of the Tolono CUSD 7 Board of Education.

Mark Edward Egger, 68, died in February 2023. He was a previous member of the school board for Komarek SD 94.

Don Fairfield, 90, died February 12, 2023. He raised and trained quarter horses thoroughbreds and was a past member of the Fisher CUSD 1 school board.

Mary Fredrickson, 95, died October 11, 2022. She was a past member of the Zion SD 6 school board. She was an administrative assistant for several school superintendents and an IHSA girls volleyball referee.

Loren E. Freed, 90, died February 14, 2023. He was a past member of the Lexington CUSD 7 school board.

David L. Hastings, 74, died February 3, 2023. He served on the boards of education for Paxton-Buckley-Loda CUSD 10 and Flanagan-Cornell CUSD 74.

Kevin Hedrick, 73, died March 8, 2023. He had served on the Penfield school board in Champaign County.

Ted Hoss, 86, died March 25, 2023. He was an English teacher for Geneva CUSD 304 for 41 years and a

past member of the Batavia PSD 101 school board.

Robert Kopf Sr., 87, died February 14, 2023. He was a past member of the school board for Glen Ellyn SD 41.

Kenneth Meng, 69, died March 16, 2023. He was a 16-year member of the Mascoutah CUSD 19 Board of Education.

William (Bill) Morse, 82, died March 12, 2023. He was a member of the Sidney school board in Champaign County.

Rex Allen Nelson, 93, died March 4, 2023. He was previously a member of the Genoa-Kingston CUSD 424 Board of Education.

Andrew Thomas Rieder, 75, died February 14, 2023. He was a longtime volunteer for the March of Dimes and United Way of Lake County and a member of the school board for Fremont SD 79 .

David K. Rockwell, 72, died March 20, 2023. He was a lifelong Rock Island resident and supporter of public education. At the time of his passing he was a member of the board of education for Rock Island/ Milan SD 41, on which he served for 20 years. He was recently served as a member of the IASB Board of Directors, representing the Blackhawk Division.

John Jack A. Saline, 95, died February 18, 2023. He was a past member of the ROWVA CUSD 208 school board.

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The Balcony Additional Insights from Experienced Board Members

A fundamental understanding of the role of the school board member is in the distinction between board and staff responsibilities. To that end, the “balcony” was mentioned by several of the experienced board members who share wisdom with new board members in this issue of the Journal (see page 18). The idea is based on the work of Richard Broholm and Douglas Johnson in A Balcony Perspective: Clarifying the Trustee Role.

IASB uses this analogy to clarify for board members that their role is to view the work of the district from the “balcony” to see the bigger picture, make decisions, and anticipate what comes next in the “dance.” The dancers — in this context superintendent, administration, faculty, and staff, but can extend to students and stakeholders — put the decisions into practice.

Chris Gordon: I wish I had known the difference between the dance floor and the balcony. Stay on the balcony. Board members are not there to make day-to-day decisions about the school.

Barbara A. Wells: The concept of “Staying on the Balcony” is important! The temptation is great to operate on behalf of people you know and want to remain in good standing with. If you can maintain a level of objectivity and ask informed questions you will be able to help the district communicate a salient message to the public, which has entrusted you with this work. Coming to a meeting with a fixed idea or partly true information and trying to use these pieces to craft usable solutions will create unnecessary work for your administration and waste vital time that could be spent working on real issues, planning

for the future, making decisions, and solving problems.

Terrie Golwitzer: When I realized that the school board has one employee, the superintendent, my job became much easier. I was not there to evaluate staff or make curriculum choices. I was there to make sure the superintendent did all of that.

Kyra Tyler: I am not the education expert; I am a school board member. My role is to trust the experts in their field, listen, and ask lots of questions. Doing those things will allow me to make appropriate recommendations while staying in my lane.

Chris Crabtree: My advice includes remembering the balcony and dance floor analogy! Even after eight years, it can be hard not to want to join the dance. 