N O V E M B E R / D E C E M B E R 2 0 1 5
Vol. 83, No. 6
Redefining Choice PLUS: COMMUNITY ENGAGEMENT, ASSESSMENTS, AND 1:1 PROGRAMS
Life is like a multiple-choice question. Sometimes the choices confuse you, not the question itself. — Unknown
M
uch like life in general and
three districts’ efforts to engage their
featuring news affecting school
public education in partic-
communities.
board members across the state.
ular, this November/December issue
High School District 214, based
Regular readers of the News Blog
of The Illinois School Board Jour-
in Arlington Heights, shares the
stay informed on current issues in
nal offers multiple choices in topics,
many choices its committee made
education, and we encourage every-
including the issue of choice itself.
to celebrate the district’s 100th
one to make the choice to regularly
In “Redefining choice,” IASB
year. In “Carpe annum: Centennial
visit blog.iasb.com/.
Executive Director Roger Eddy
celebration engages community,”
As much as a person can learn —
considers what choice should, and
starting on page 20, read about the
in depth in a magazine or in a time-
should not mean, in a public school
celebration and the planning that
ly manner on a blog — nothing can
conversation. Starting on page 6,
went into it, with advice for school
replace the educational experience
discover why “choice” is an inexact
boards who may be anticipating a
of attending the Joint Annual Con-
word for a complex system. Research
major anniversary or event.
ference. Whether you are, (choose
shows that, although people like the
Also in this Journal, find out
idea of choice on its surface, they do
which assessment tests are option-
all that apply) a. A board newcomer
not always understand the ramifica-
al, and which are not, by reading
b. A long-term member
tions of choice in a public education
“High-stakes assessments: Man-
c. Targeting a particular concern
setting. Read about recommenda-
dated, optional, and in-between,”
d. Seeking information on multiple
tions that would bring the charter
by Steve Cordogan, starting on page
movement into alignment with public
26. In “Achievement, engagement
e. Networking extensively
education realities.
rise with 1:1 programs,” by Steven M.
f. Connect with your local board
topics
Several school boards in Illinois
Baule on page 32, read about survey
g. Experienced in governance
have made the choice to engage their
results that show what schools with
h. Still learning about the view
communities. Moving well beyond
1:1 technology are learning from the
public relations and parent emails,
process.
from the balcony, or i. All of the above,
school boards are developing engage-
I ASB members and anyone
you will have many options to choose
ment processes leading to two-way
interested in timely news about
from at 2015 Joint Annual Confer-
communications with all stakehold-
public education in Illinois have a
ence, all with the mission of support-
ers in a school district and all voices
new choice for their updates. Since
ing excellence in public education
in a community. Starting on page
June, the IASB News Blog has offered
in Illinois.
14, “Common ground: Community
breaking news, Association updates,
engagement unites districts with
Joint Annual Conference informa-
stakeholders,” the Journal explores
tion, daily news clips, and articles
— Theresa Kelly Gegen, Editor tgegen@iasb.com
TABLE OF CONTENTS
COVER STORY 6 Redefining choice Polls show that people favor “choice” in public education, but they don’t want public funds used to support private entities. IASB Executive Director Roger Eddy shares his thoughts on choice, charters, and opportunity for a better system to benefit all students in Illinois. By Theresa Kelly Gegen
FEATURE ARTICLES N O V E M B E R / D E C E M B E R
12 Collaboration leads to innovation The John C. Dunham STEM Partnership School is a collaboration of school districts, Aurora University, corporate and non-profit partners, and the Aurora community. By Theresa Kelly Gegen
16 Common ground Community engagement is vital, not only to inspire local governance, but also to protect it. Three school districts in Illinois share their local stories of community engagement. By Theresa Kelly Gegen
18 Sidebar: IASB offers Community Engagement Workshops to school boards 20 Carpe annum District 214’s centennial year provided opportunity for celebration and community engagement and a blueprint for other districts anticipating milestone events. By Erin Brooks
26 High-stakes assessments: Mandated, optional and in-between Understanding which assessments are mandated, not mandated but necessary, or truly optional may reduce the amount of testing done in schools. By Steve Cordogan
32 Achievement, engagement rise with 1:1 programs A recent survey of individual digital device use shows schools are adopting 1:1 technology, adapting to its use in public schools, engaging students and seeing increased achievement. By Steven M. Baule
REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover
2 0 1 5
Vol. 83, No. 6
ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18 per year. Foreign (including Canada and Mexico) $21 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Shantel Rotherham, Advertising Manager Kara Kienzler, Design and Production Copyright © 2015 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.
Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover
Cover art ©f9photos/Shutterstock.com
www.iasb.com @ILschoolboards
INSIGHTS
Inform, engage, gather support “The Common Core State Stan-
the message of the product we are
we laugh during games, and I can’t
dards arose from a simple idea:
delivering and the expectations that
risk introducing laughter. I don’t
that creating one set of challeng-
surround it.”
say ‘police,’ because some little kids
ing academic expectations for all students would improve achieve-
— Gary Tipsord, LeRoy CUSD 2 superintendent. See page 14.
ment and college readiness. But
risk introducing tears. Instead, even though our principal isn’t there this
the idea proved to be the only thing
“Never before has information
day, I want them to picture his kind
that was simple about the Com-
been so readily available for students
but purposeful face when they hear
mon Core. Brewing since 2007
and teachers to maximize learning
the police officers and administra-
and launched officially in 2009,
and teaching. The 21st Century
tors hustling down the hallway, test-
the drive for common learning
Learning Center on iTunes U offers
ing the doorknob of each room. I
goals in English/language arts and
anyone involved in Illinois educa-
don’t say ‘quiet,’ because I can’t risk
mathematics produced an extraor-
tion instant access to digital learning
them shushing one another while
dinary response: All but four states
materials that will help facilitate new
they are crammed together, prac-
embraced the standards in a huge
types of student-centered — and stu-
tically sitting in each other’s laps.
wave of adoptions in 2010 and 2011.
dent-driven — learning experiences
And because it’s not quiet that’s
But there was also an extraordinary
that align with new standards in edu-
required for this drill but, rather,
backlash: By 2015, several states
cation. These resources can help Illi-
complete silence. As silent as chil-
reversed their adoptions of the
nois teachers create a collaborative
dren who aren’t there at all. Only a
standards, and nearly half backed
environment to push education away
drill, right?”
out of their initial promises to use
from the sage-on-the-stage model
tests designed to measure mastery
of instruction to more student-fo-
of them.”
cused learning communities. The
— Catherine Gewertz, The Common Core Explained, Education Week, updated September 30, 2015.
“Community engagement gives us a purposeful vision. Our community members are the investors. Our return on investment is learning achievement and student graduates. The investors have a right to know
best thing about the 21st Century
— Launa Hall, “Commentary: Rehearsing for death: A pre-K teacher on the trouble with lockdown drills,” as appeared in the Chicago Tribune, October 7, 2015.
Learning Center is that it’s populated with resources that real Illinois
“ We d on’t wa nt t o w r it e a
teachers created and curated for use
detailed curriculum or devise a
in real Illinois classrooms.”
bunch of rules in advance and then
— Jeffrey A. Leathem, ELA Course Lead, Palatine High School, Township HSD 211, “Vision 20/20 joins iTunes U, offering free course content to transform Illinois teaching, learning .” August 18, 2015.
what the return is on their invest-
2
find police officers scary, and I can’t
spend the year demanding that kids conform to them. Our main concern is that what students are learning, and how they’re helped to learn it, make sense for the particular kids in a given room. That’s
ment. There is always a win to be
“When you’re guiding 4- and
why our teachers spend a lot more
found in that — treating your com-
5-year-olds through a drill, your
time asking than telling — and even
munity, your investors, with respect
choice of words can mean every-
more time listening to what the kids
and having accountability. We share
thing. ‘Activity,’ not ‘game,’ because
wonder about. The plan for learning
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
is created with your kids, not just for them.”
“Students’ behavior is not a new topic for District 150 students,
— Alfie Kohn, “The Back-to-SchoolNight Speech We’d Like to Hear.” October 4, 2015, www.alfiekohn. org/blogs/back-to-school/
parents, or educators. School discipline continually ranks among the top concerns in community forums on education and election campaigns for School Board members. What’s
“… [N]umbers leave little doubt
new is SB 100, the Safety and Edu-
about the viability of social media as a
cation Equity Act. The law elimi-
communications solution for schools.
nates zero-tolerance policies, except
Whether you’re looking to inform the
where required by federal law, and
public, engage with parents, or muster
puts tighter restrictions on the use of
support for important policy deci-
out-of-school suspensions and expul-
sions, the benefits are myriad. Unfor-
sions in all school districts, including
tunately, so, too, are the risks. For
charter schools. The law also recom-
school leaders, the difference between
mends school districts and police
success and failure lies in the ability
departments work out agreements
to approach these resources thought-
to define law enforcement’s role in
fully, with a clear plan and purpose.”
school discipline.”
— “The Definitive School Leader’s Guide to Navigating Social Media,” k12insight, www.k12insight.com/ K12_DefinitiveGuide_SocialMedia.pdf
— Pam Adams, Peoria Journal Star, “District 150: About 20 percent of students suspended at least once last year.” October 5, 2015
President Karen Fisher
Treasurer Dale Hansen
Vice President Phil Pritzker
Immediate Past President Carolyne Brooks
BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel
Lake Joanne Osmond
Blackhawk David Rockwell
Northwest Ben Andersen
Central Illinois Valley Thomas Neeley
Shawnee Roger Pfister
Cook North Barbara Somogyi
Southwestern Mark Christ
Cook South Denis Ryan
Starved Rock Simon Kampwerth Jr.
Cook West Carla Joiner-Herrod
Three Rivers Dale Hansen
Corn Belt Mark Harms
Two Rivers David Barton
DuPage Thomas Ruggio
Wabash Valley Dennis Inboden
Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades
Western Sue McCance Chicago Board Jesse Ruiz Service Associates Glen Eriksson
Kishwaukee Mary Stith Board of directors members are current at press time.
How come there’s no standardized answers if everything is standardized testing?
N O V E M B E R - D E C E M B E R 2 0 1 5 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L
IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.
3
Ask the Staff
continued from inside back cover
Another activity new to the Joint
Theater seating will be limited
Here is a list of the IASB staff
Annual Conference this year is the
to 34 participants and each Clinic
IASB Mini Clinics. Located in the
will have complete AV and Internet
Governmental Relations (resolu-
Comiskey Room, on the concourse
setups for feature presentations by
tions process and advocacy), Target-
level of the Hyatt Regency West Tower,
IASB staff members. The clinics will
ing Achievement through Governance
these 20-minute presentations will
be held at specific 20-minute time
(Illinois School Report Card), Board
feature IASB staff members who will
slots during regular Comiskey Room
Development (community engagement
explain and demonstrate a variety of
hours, 8:30 a.m. to 3:30 p.m. Friday,
and the board’s role in student learn-
select Association member services.
and 8:30 a.m. to 3 p.m. Saturday.
ing), Executive Searches, Communi-
presentations:
cations (IASB News Blog, social media, recruiting school board candidates, and wrapping up the conference experience), Field Services (superintendent evaluations and setting district goals www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director
BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director
Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/ Editorial Services Jennifer Nelson, Director/ Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Director/ Production Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant
IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831
4
One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940
and direction), Policy Services (School Board Policies Online, maintaining the board policy manual, 10 policies for better governance, and BoardBook), and the Office of General Counsel (Meet the PRESS editors and learn about the Legislative PRESS issue). A complete schedule and list of presenters will be available in the Conference Program. Announcements will be made during Conference and a schedule posted at various locations throughout the Hyatt Regency. “For years, this room has operated as an informal hospitality suite,” said IASB Associate Executive Director James Russell. “We are transforming this room from a cookies and coffee lounge to a venue that showcases the services that our members want and use.” These are just two of the new activities taking place at the 83rd Joint Annual Conference. To find out more about this year’s event, visit IASB’s online Conference page at: www.iasb.com/jac15/. Those attending
Conference for the first time should also consider attending the Conference orientation panel, scheduled at 11 a.m. Friday and repeated at 7:30 a.m. Saturday.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
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F EOAVTEURR ES TAORRTYI C L E C
Redefining choice By Theresa Kelly Gegen
Theresa Kelly Gegen is the editor of The Illinois School Board Journal.
R
espondents to the 2014 PDK/
to attend private schools at public
director of the Illinois Associa-
Gallup Poll of the Public’s Atti-
expense.
tion of School Boards. “America is
tudes Toward the Public Schools
School choice is a common
about freedom, and choice is part
established a curious dichotomy:
refrain of public education reformers.
of freedom. If you ask Americans
W hile 64 percent of Americans
However, “choice” is an inexact word
if they’re ‘for choice,’ without any
surveyed favor charter schools, and
for a complex system. Do people who
other explanation, most are going
67 percent were for allowing par-
agree that they are for “school choice”
to say ‘yes, of course I am.’ And
ents to select any school in their
really know what they are saying?
that’s because choice allows us, and
district, only 31 percent of Ameri-
“People like the idea of free-
cans approved of allowing students
dom,” says Roger Eddy, executive
has in the history of this country, to innovate.
©f9photos/Shutterstock.com
6
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
“But I don’t think people under-
nonsectarian, nonreligious, non-
But that’s what
stand the whole picture,” Eddy con-
home based, and nonprofit school.
we do.”
tinued. “Choice can mean charters
A charter school shall be organized
T h e c h a r-
that are authorized outside of the
and operated as a nonprofit corpora-
ter school
local board of education. It can mean
tion or other discrete, legal, nonprofit
movement , at
public funds — meant to support all
entity authorized under the laws of
it s i nc ept ion,
students in a community — will be
the State of Illinois.”
wa s t o c r e a t e
diverted. Choice might mean that
The movement towards char-
schools where
public funds go to private or for-profit
ters “clearly reveals the desire that
innovation could
entities.”
people have for their children to be
be tested – best
Eddy’s concern with the educa-
well-educated,” Eddy says. “Educa-
practice labs
tion reform movements starts with
tion is the best hope for many who
which operate
students.
IASB Executive Director Roger Eddy
are in a hopeless situation. The
free of certain state and federal
“Defining choice starts, ideally,
real question, after 25 years of the
policies and regulations. Held to the
with recognizing that children are
charter school reform movement, is
same academic standards as tradi-
different,” Eddy says. “All students
‘What do we have to show for these
tional public schools, charters have
are expected to have a basic set of
experiments?’”
less regulation and can concentrate
academic skills that are necessary
According to the Illinois Charter
on subject areas (for example STEM
for them to be productive or suc-
School Funding Task Force Report
or fine arts), college preparation, or
cessful, no matter what they do in
(2014), the current charter school
differentiated instructional methods.
life. Beyond that, we need to devel-
law “gives latitude to charter autho-
However, fundamental to the success
op opportunities for students who
rizers, (school districts and the State
of the charter school movement was
don’t fit into the traditional niche,
Charter School Commission), to set
the notion of choice.
or the atmosphere, that we have in
the funding rates for charter schools
“In the early 1990s, the theo-
public education. We need to develop
between 75 and 125 percent of the
ry behind a charter school was to
quality choices for them. In many
host district’s Per Capita Tuition
find out what works and then rep-
cases, public schools do provide qual-
Charge. As a result, there is signif-
licate best practice everywhere,”
ity choices within the public school
icant variation in the rates of fund-
E ddy says. “S o a g roup wou ld
structure.”
ing that charter schools receive,
write a charter and present it to a
both compared to charters in other
public school, and the board says,
districts, and compared to district
‘we’re not ready to buy all the way
schools.”
into that, but let’s try it. Create a
Challenging charter choice A charter school is a publicly funded school that is privately man-
“In Illinois, when the money
charter school. If it works, we’ll
aged by an organization that estab-
follows the child, it does so in a man-
implement this best practice every-
lished a charter with the state. The
ner – because of the way charters
where.’ But to do that, you have to
charter is a performance contract
are funded – that depletes funding
operate outside of some mandate
that details the school’s mission and
for the rest of students who aren’t
or rule, because otherwise you’d
goals. The charter exempts a school
going to be provided that choice,”
already be doing it.”
from certain state or local statutes
Eddy says. “I don’t think people
or regulations, which gives it great-
understand that if you’re ‘for choice,’
er flexibility than a regular public
you might be supporting defunding
The Annenberg Institute for
school.
Annenberg and accountability
your local public school. I don’t see
School Reform at Brown University
Ac c ord i n g to sect ion 27A-
the value, in areas that we know are
is pro-reform and pro-charter. In its
5 of the Illinois School Code, “A
poor, of taking money away from
2014 report, Public Accountability
charter school shall be a public,
the schools, to establish a charter.
for Charter Schools: Standards and
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
7
Public Accountability for Charter Schools Standards and Policy Recommendations for Effective Oversight
Policy Recom-
public education accountability.
districts and charter schools, with
mendations for
Annenberg suggests that too many
representative and transparent gov-
Effective Over-
cases of fraud and abuse, too little
ernance. In Public Accountability
sight, A nnen-
attention to equity, and no guarantee
for Charter Schools, Annenberg
berg steps away
of academic innovation or excellence
outlines seven standards and rec-
from a com-
is because charters lack effective
ommendations to provide “guidance
mitment to
oversight.
to those tasked with charter school
standards-free operation, and
“So where’s the distinction now?” asks Eddy.
oversight and concrete recommendations for access, equity, and pub-
brings to bear
What Annenberg promotes is
lic accountability.” Eddy reflects
the realities of
cooperation between traditional
how these seven standards apply to IASB’s position on charters in Illinois. 1. Traditional districts and charter schools should work
Policy Services
together to ensure a coordinated approach that serves all children. “Charter schools should be part of the traditional public school system, authorized by the local school district,” Eddy says. “They should not just work together, but have the same
Using technology to enhance your board effectiveness through online services, such as ... PRESS, the IASB sample policy and procedure service – Use the newly upgraded interface and navigation tools to receive 24/7 Internet access to PRESS, IASB’s sample board policy and administrative procedure service. Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time saving links embedded in the policies and procedures. School Board Policies Online – Let IASB publish your board policy manual online and easily navigate your manual with keyword searches, jumps to cross references, and links to legal references by using the same newly upgraded interface and navigation tools used for PRESS online. Place the IASB supplied link to your manual on your district website to provide increased community access and awareness of your district’s governing document. BoardBook® – Learn about the advantages of electronic board packet preparation made possible through use of IASB’s BoardBook® service by scheduling a demonstration for yourself, your administrators, or your entire board.
governing board. The biggest part of this is serving all children. The idea is that some kids would not have the opportunity to experience wonderful education practices that charters are discovering – what about all kids? Unless we can include the benefits to all children, we really can’t say a charter is successful. Probably many of the kids at a charter were successful students in the school that they were at. Charters and public schools should work together, charters and public schools should be coordinated, and the governing body should be the public school.” 2. School governance should be
Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688, ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com
8
This ad will run in the Nov-Dec issue of the Journal. 2015
representative and transparent. “Just because you change the name of the institution, doesn’t
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
mean it’s exempt from transpar-
4. Charter school discipline
ency. It’s still public money,” Eddy
policy should be fair and
says. “As locally elected officials,
transparent.
school board members are sub-
“W hat are the best practic-
ject to laws and regulations. Just
es that we should be replicating?”
because we take public funds that
Eddy asks. “Some charters will say
elected gover ning bodies were
discipline is one of the key factors.
responsible for, and funnel those
But what is it about that discipline
to this experiment, doesn’t mean
that is evident in charter schools that
there should be different rules of
shouldn’t be replicated at the public
equitable? It’s not equitable to stu-
conduct. The governing structure
school? When students are removed
dents that don’t get in. And if that’s
has nothing to do with the freedom
from a charter school because of
really what we want, we should want
needed in other areas to identify
discipline issues, it conflicts with
it for all kids. It takes a tremendous
best practices in education. Those
identifying discipline as a difference
investment of capital, but it’s one we
things are mutually exclusive. You
that the charter school offers. Those
should make. I have no problem see-
can’t make the argument that we need this governing board to be free of regulation related to transparency, because that’s not where the education innovation comes from.”
“I don’t think people understand that if you’re ‘for choice,’ you might be supporting defunding your local public school. I don’t see
3. Charter schools should
the value, in areas that we know are poor, of taking money away
ensure equal access to interested
from the schools, to establish a charter. But that’s what we do.”
students and prohibit practices that discourage enrollment or disproportionately push enrolled students out of the school. “We really can’t let public funds become used for segregation purpos-
students then go back to the public
ing improved public school facilities
es,” Eddy says. “How do you ensure
school, which ruins the experiment.
with public authorized charters. As
equal access to interested students?
Discipline policies should be fair,
long as they are subject to transpar-
You have to take special ed students.
transparent, and appropriate and
ency that should be employed when
You have to not care about ethnic-
not exclude participation.”
public funds are involved.”
those kids come through the public
5. All students deserve equitable
6. Online charter schools should
school doors. All of those should,
and adequate school facilities.
be better regulated for quality,
in a proportionate number at least,
Districts and charter schools
transparency, and the protection
be enrolled in charter schools. If
should work together to ensure
of student data.
we really are identifying best prac-
that facilities arrangements do
tice for all, your experiment is not
not disadvantage students in
‘virtual’ charters. One online K-12
clean if you’re scrubbing one of the
either sector.
provider was exposed as being less
ity, poverty levels, or at-risk. All of
variables in a way that guarantees success.”
“In Illinois we have a hold on
“I’ve seen amazing charter facil-
than quality. Now that’s a shame,
ities. And that’s good. But how is that
because public schools that as an
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
9
where there’s not a lot of wealth or
been talking about unfunded man-
opportunity to individualize. Unfor-
dates forever. It’s interesting that it
tunately access is still an issue. Plac-
becomes a conflict in philosophies
es that need it the most, often have
between charter proponents and
the least access for individualized
those who are who stuck with the
programs. We must ensure the qual-
mandates ― charters assume less
ity of any virtual program.”
mandates should be OK for them, but why not for all? They say these
alternative, offer online, virtual,
7. Monitoring and oversight of
are over-regulatory, burdensome,
interactive, high-quality education
charter schools are critical to
and bureaucratic obstacles. They
that can really help deliver individu-
protect the public interest. They
are, plus often unnecessary and
alized education to kids. It can help
should be strong and fully funded
unfunded. Charter school pro -
notably with competency-based edu-
by the state.
p onent s t h i n k over re g u l at ion
cation efforts. The application holds
“Of course. So should public
is w rong. But it ’s a lways b een
a lot of promise, especially in areas
schools,” respond Eddy. “We’ve
wrong and burdensome for public schools.” Redefining choice
Community Engagement —
essential to effective school board governance. Community Engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools.
10
Learn more about why it’s important, what it looks like, and how school boards do this work. Consider an in-district workshop facilitated by IASB staff to bring this work to your board and district. Contact your IASB field services director for more information. Springfield - 217/528-9688 Lombard - 630/629-3776
Choice is an American ideal, choice promoting innovation in education is of great consequence. But innovation for the benefit of few at the expense of many – with greater expense and less shared innovation on the horizon – isn’t the right definition of choice. The popular refrain of choice in education starts with a specious fallacy. “You would have to believe that the locally elected officials in a community don’t care about the quality of education their children get,” says Eddy. “And of course they do.” Eddy would like to see the effects of “choice” applied to all schools. “Let’s collect new research,” Eddy suggested. “Reformers love research. Let’s research the best practices inspired by successful charter schools over the past 25 years, then draft an omnibus bill and allow best practices to take place for every child, not just the
Field Services
ones whose number was on a pingpong ball. It strikes me as sad that
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
such a thing can determine whether
“The theory behind that is to
creative ways and finding coales-
or not a student gets into a school
allow the public to operate in a man-
cence behind freedom and local
with best practices. Every child
ner they think is best,” Eddy says.
autonomy.
should benefit from those best
“It’s a pretty simple theory.”
practices.” To ny S m it h , t h e r e c e nt l y appointed Illinois State Superintendent of Education, has said that
“A m e r ic a n p e o p l e a r e fo r
Starting with the local commu-
choice. We are for competition,”
nity is a common theme behind the
Eddy says. “But you have to have a
efforts of IASB.
level playing field to compete, and
“Let’s work within our commu-
that doesn’t exist when the rules
charter schools have a place in the Illinois’ K-12 situation, with an emphasis on quality for all. “We want to increase access, and increase quality,” Smith said at the 2015 Illinois Association of
“Let’s research the best practices inspired by successful
School Administrators conference
charter schools over the past 25 years, then draft an omnibus
in October. “But you can’t drain the
bill and allow best practices to take place for every child,
public system of resources and then
not just the ones whose number was on a ping-pong ball.”
blame the system. We have serious structural equality we’ve got to address.” Eddy sug gests that the current waiver process available to publ ic s cho ol d i st r ic t s le ave s decisions in the hands of people
nities to improve whatever each com-
don’t apply to everyone equally.
who do not represent local tax-
munity needs to improve,” Eddy says.
That’s not necessarily American,
payer interests. People recognize
“What do the demographics reveal
either.
overregulation in public educa-
and what supports does a community
“This is an opportunity, but
t ion a s i n ot her a rea s. Wit h i n
need to provide quality education to
democracy’s still paramount,” Eddy
certain standards of safety and
every child? It’s different for every
says. “Sometimes we go backward.
basic str ucture for curriculum
child.
But this is too impor t ant. The
and quality, best practices can
“We need quality choices. If
b e d e t er m i ne d i n a lo c a l way
you’re a junior in high school and
that makes local sense. Reduc-
you want to become career ready,
ing regulations on public schools
and there’s a dual-credit program
Resources
allows for local creativity, such
that leads to a job that pays $70,000
a s u n it ch a r t er s , c o o p er at ive
a year after two years of communi-
high schools, collaborative offer-
ty college and two years of blended
ings across school districts, and
high school/college: that’s a quality
c omp e t e ncy- b a s e d e d u c at io n
choice.”
Annenberg’s Public Accountability for Charter Schools: Standards and Policy Recommendations for Effective Oversight, with the seven standards and recommendations for charter school accountability, is available here: annenberginstitute.org/sites/default/files/ CharterAccountabilityStds.pdf
ref lecting local factors and con-
Redefining choice includes
ditions. Potential choices include
recognizing that children are dif-
co-operative entities for special
ferent and providing alternatives for
education, arts, vocational and
them, relieving the burdens restrict-
technical education, and alter-
ing innovation for all students and
native education.
schools, allowing collaboration in
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
promise of public education is for every child.”
The full report and associated materials for the PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools can be accessed here: pdkpoll2015. pdkintl.org/
11
FEATURE ARTICLE
Collaboration leads to innovation By Theresa Kelly Gegen
Theresa Kelly Gegen is the editor of The Illinois School Board Journal.
U
nique in Illinois, and found-
–from school districts and the Uni-
This vision creates a new model of
ed upon collaboration of
versity’s board of trustees – started
education focused on learning all
public school districts, Aurora Uni-
together and worked together, devel-
content through a science, mathe-
versity, corporate partners, local
oped a governance agreement and
matics, engineering, and technol-
non-profits and the community, the
set it into action.”
ogy context.”
John C. Dunham STEM Partnership
The school’s vision statement
The Dunham Fund initiated the
School enrolls students in grades
says, “Arising from innovation and
effort in 2008. The fund “supports
3-8 in four Aurora-area elementary
collaboration, the John C. Dun-
organizations that work to make
school districts.
ham STEM Partnership School
the world a safer and more com-
“Everything about this school is
is a nationally recognized model
fortable place for mankind to live
collaborative and has been from the
inspiring students to transforma-
and prosper, giving special consid-
very beginning,” said Sherry Eagle,
tive academic achievement in sci-
eration to Aurora area educational
executive director of the Institute of
ence and mathematics, employing
organizations.” A host of corporate
Collaboration at Aurora University.
the community as a laboratory to
and non-profit partners provide both
“That’s the uniqueness about this
create leaders of tomorrow and
funding and innovation to bring
partnership. The boards of education
improving workforce development.
STEM to the school’s labs and classrooms: Cabot Microelectronics, Caterpillar Foundation, Commonwealth Edison, Dart Foundation, Exelon Foundation, Illinois Clean Energy Community Foundation, Nicor Gas, Tellabs Foundation, VVF, and Waste Management, Inc. Section 105 ILCS 5/10-22.22e in the Illinois School Code authorizes the partnership school. It allows two or more contiguous school districts to “jointly operate, through an institution of higher education located in the municipality, a sci-
Aurora University collaborated with four local public school districts and the corporate and non-profit communities to create a STEM school serving the Aurora community. Photo courtesy of Aurora University.
12
ence and mathematics partnership school for serving some or all of grades kindergarten through 8th
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
grade.” The law became part of the
Third- through eighth-grade stu-
Eagle notes that the partnership
school code in 2014 and the school
dents with interests in science, tech-
includes schools with high poverty
opened that August.
nology, engineering, and math have
levels, and schools without.
Behind that law is a powerful
a place to focus on their strengths.
“A collaboration like this – peo-
example of working together, across
The teaching staff is developed by
ple thought it could never happen,”
districts, education levels, and the
engaging teachers from each part-
Eagle recalled. “Well, it did. This
Aurora-area community. The orig-
ner district for a two-year term while
could be done anywhere. It does
inal districts include Aurora East
they complete University courses in
take a future-looking board from
USD 131, Indian Prairie CUSD 204,
math and science education. Teach-
the development stage on.”
and Aurora West USD 129. Batavia
ers are covered by their home dis-
The John C. Dunham STEM
USD 101 entered the agreement for
trict’s bargaining units through their
Partnership School is located on
the current school year. Each school
appointment, and return to teacher
the Aurora University campus.
sends 50 students and two teachers
leader positions at their schools when
Facilities, equipped with the latest
to the John C. Dunham STEM Part-
their term ends. The district admin-
technology, include a tech center
nership School, and what partici-
istrations and boards of education
and a greenhouse, in addition to
pants are discovering is a win-win
have collaborated with Aurora Uni-
classrooms and meeting spaces for
situation.
versity to develop the governance
multiple generations of students.
“The law established partner-
proposal and the curriculum. Corpo-
Instructional expenses are covered
ship schools, with two or more school
rate sector partners bring real-world
by district per-capita budgets, with
districts, a university, and a com-
applications to the classrooms and
the University funding ongoing oper-
munity,” said Eagle. “We added the
laboratories, engaging the future
ational costs.
private sector component.”
workforce.
“What we’re proving is that you can begin to be creative in the current public education climate,” Eagle said. More information about the John C. Du nham STEM Par tnership School is available at stem.aurora. edu/.
The John C. Dunham STEM Partnership School uncovers learning opportunities in the hallways as well as classrooms and laboratories. Photo courtesy of Aurora University.
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
13
FEATURE ARTICLE
Common ground Community engagement unites districts with stakeholders By Theresa Kelly Gegen
Theresa Kelly Gegen is the editor of The Illinois School Board Journal.
“I
n this and like communi-
districts across Illinois are discover-
“When you’re looking at moving your
ties, public sentiment is
ing, community engagement is the
vision forward, you have to include
cornerstone of local governance.
all stakeholders in the process.”
everything. With public sentiment, nothing can fail; without it nothing can succeed.” — Abraham Lincoln, Lincoln-
The importance of community
Several school districts in Illi-
engagement cannot be underesti-
nois have been actively participating
mated.
in community engagement work for
Douglas debate, Ottawa, August
“Community engagement builds
years. Others are joining community
21, 1858.
trust,” says Kevin Daugherty, school
engagement efforts as part of a pilot
Perhaps no man understood the
board president of LeRoy CUSD 2 in
program by the Illinois Association of
McLean County.
School Boards. In 2014, IASB rolled
power of public sentiment better than Abraham Lincoln did in his time.
“It makes the school a part of
out a publication and program, Con-
In current times, perhaps no public
the community, and infuses the
necting with the Community: The
entity can harness the power value
values of the community with our
Purpose and Process of Communi-
of public sentiment better than a
educational vision,” adds Andrea
ty Engagement As Part of Effective
local school board. As many school
Evers, superintendent at Cairo SD1.
School Board Governance. Community engagement, also called public engagement or civic engagement, is the process by which school boards actively involve diverse citizens in dialogue, deliberation, and collaborative thinking around common interests for their public schools. IASB’s key values of community engagement ― what sets it apart from information sharing, public relations or other methods of communication ― are based on theories from not-for-profit Harwood Institute for Public Innovation: community engagement is ongoing, connects with citizens as owners, reflects dif-
©Jacob Lund/Shutterstock.com
14
ferent voices or viewpoints as well as
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
different geography or demographics,
event features breakout sessions with
policy,” Daugherty says. “In the
builds common ground, and creates
students and teachers, to demon-
spring of 2014 McLean County had
knowledge.
strate advances and improvements
the CSFT on the ballot. Our com-
The preface to Connecting with
in teaching and learning. The event
munity engagement aspect not only
the Community warns that the blame
reconvenes for a closing session, at
shared the potential implication to
for failures in public education “has
which the district leadership fore-
our local district, we demonstrat-
been falling on local educators and
casts its vision for the next one to
ed an actual school safety need – a
school boards and the weight of neg-
three years. Communication runs
secure entrance to our elementary
ative public perception is compound-
both ways at LeRoy’s State of the
school. Because we had engaged in
ing the effect.” As a result, many
Schools. The district uses a “parking
this process, although the CSFT
reform initiatives attenuate local
lot” strategy during the event and a
referendum failed, in the summer
governance. Community engage-
participant survey after.
of 2015 we added a secure elemen-
ment is vital, not only to inspire local
“Anyone who has an “ah-ha”
governance, but also to protect it.
moment – an idea, or contribution,
Successful community engagement
question or comment, they write it
“Although we would have liked
is inherently local. Local factors –
down on a post it note and put in on
to have had the enhanced perform-
economy, demography, geography,
a poster,” says LeRoy superintendent
ing arts space that the CSFT dollars
culture, and traditions – underlie
Gary Tipsord. “We go through those,
would have generated, we completed
each school board and district’s
we share them and answer the ques-
a 12-week building project, which
unique community engagement
tions, within the week. We also do a
the entire community knew about,
efforts.
survey. Responsiveness is important
and we didn’t get a single complaint.
to this work.”
This is because of our engagement
LeRoy CUSD 2 reaps the benefits
That responsiveness carries over
LeRoy is located in central
into the school board retreat in the
Illinois, within 30 minutes of both
fall, bringing community engage-
Bloomington-Normal and Cham-
ment in line with the board self-eval-
paign-Urbana. To its population of
uation and visioning.
tary entrance with money from our reserve.
process.” Cairo SD 1 partners, perseveres Cairo, in Alexander County, is at the southernmost point in Illi-
3,600 people, it offers “access to
“It’s important to give those who
nois, where the Ohio River joins the
high quality healthcare, entertain-
are affected by a decision a chance
Mississippi. Historically an import-
ment, education, and a well-insulated
to voice their concerns,” adds board
ant transportation hub for river and
economy.” LeRoy CUSD 2’s website
member Wendy Dooley. “We strive to
railroad traffic, Cairo in the last
proclaims it has an “involved com-
listen, address needs, inform, and be
century suffered turbulent race
munity, competitive students, pro-
transparent. Sometimes we have to
relations and economic decline.
ductive citizens.”
make changes to our vision.”
From a peak population of 15,000
The district has been reaping
Dooley and fellow board member
in the 1920s, Cairo’s population
the benefits of a targeted community
Kevin Daugherty share a story of how
today is under 3,000. Over 95 per-
engagement effort for eight years,
the district’s community engagement
cent of Cairo’s students are black
with an annual “State of the Schools”
work influenced, and was influenced
or mixed race.
event. Held each spring, LeRoy’s
by, goal setting and policy relating to
At Cairo SD 1, com mu nit y
effort brings community members
a county school facility tax initiative
engagement work is just beginning.
into the school for a year in review,
(CSFT).
Cairo’s board has targeted specific
based on the previous year’s goals
“The policy is shared in spe-
topics for its community work, to
in the areas of student achievement,
cific engagement activities and
inform stakeholders and get com-
facilities, finances, and communi-
people aren’t surprised when we
munity reaction on Common Core,
ty engagement. After a dinner, the
implement initiatives based on our
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
15
school safety, student behavior, and
more direction in discovering those
productive, informed and responsible
college potential.
options, is something we would not
members of society.” That mission
“We had an important ‘light
have known without community
guides the board in its communi-
bulb’ moment when we talked to
engagement. It was a reflective pro-
ty engagement work. IASB’s board
the parents about opportunities that
cess, but when a parent says I know
development and field service staff
they didn’t even know are available
how to help my child at home – that’s
members have worked on-site with
to their children,” says Superinten-
really powerful.”
the Cairo board.
dent Evers. “There’s a whole range
The school board’s website
“Three years ago we began our
of post-secondary options but we’re
promises “Cairo School District #1,
community engagement process
in a community that’s fairly iso-
in partnership with the entire com-
with Patrick Rice of IASB,” Evers
lated. Having those conversations,
munity, will prepare every student to
says. “We invited our community
and seeing that our families needed
become lifelong learners who will be
members in and did a collaborative table discussion with each of the members talking about where they saw strengths and where they saw limitations. We went on to discuss how we could capture the strengths and improve the weaknesses.” This work led to Cairo’s target topics for community engagement. “ We t o ok t he i n for m at ion garnered at that first community engagement, and developed a systematic process,” Evers says. “When you
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the school handbook, making it a family input. We did a parenting event, sharing information that the community had identified as critically important: common core, preparing students for college, talking to children about risky behaviors.” Cairo’s school board found that it had to take engagement to the community to draw stakeholders in. “We discovered the best way is to
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provide a meal for them,” says Cairo board president Artie McBride. “If that’s what it takes to bring everyone together, we’ll do it. And once we’re doing it, it’s got to be continuous.”
November/December 2015 16
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
“The process will eventually be
The Board of Education also prior-
Connecting with the Community, and
as easy as we first thought it would
itizes community engagement as part
continues to refine it, to help school
be,” agreed board member Sheila
of “Vision 2018,” a strategic planning
boards understand what community
Nelson. “We are getting parents
document, introduced in 2014, that
engagement is, why it is critical, what
together, having different discus-
outlined district goals and priorities
they can expect to accomplish, and
sions. People in this community are
for a four-year period. Additionally,
how to evaluate the results.
like family. We will do everything to
District 200 has a citizens advisory
“We discovered some pitfalls,”
give parents, students, stakehold-
committee, which advises the board
says Cynthia Woods, director of
ers the opportunity to come, to talk,
of education regarding educational and
advocacy for IASB and a member of
to share their opinions, to find out
other issues. Members of the commit-
the Association’s community engage-
what’s going on.”
tee represent geographical areas with-
ment team. “The time commitment
in district boundaries. The committee
is huge, and it can seem overwhelm-
Effective engagement at Wheaton
seeks “a cross-section of opinions and
ing. What we have found is that, if
Warrenville CUSD 200
educational perspectives with a gener-
a board comes to the decision that
Separated by the length of the
al ability to work constructively with
it needs community engagement, it
state and a socio-economic chasm
others,” and notes that households that
will find a way.”
from Cairo, Wheaton Warrenville
do not have school-aged children are
CUSD 200, serving 13,400 students
represented.”
Another challenge: “Information has its own value, but communica-
in DuPage County, has a well-devel-
The 2015 “State of Our Schools”
tion is not necessarily engagement,”
oped community engagement pro-
event, held on September 23, was
Woods says. As Connecting with the
gram to help the district meet its
lauded for reaching out to such
Community promises, and as Cai-
mission, “to inspire, educate, chal-
households. At that event, the dis-
ro, LeRoy and Wheaton Warrenville
lenge, and support all students to
trict unveiled a focus on facilities
demonstrate, community engage-
reach their highest level of learning
planning, in response to input from
ment is “by no means a one-size-fits-
and personal development.”
previous community engagement
all, step-by-step process.”
The d istr ict ’s mo st rec ent
efforts. To learn more about Wheaton
IASB offers Connecting with
“Engage 200” endeavor resulted in
Warrenville’s community engage-
the Community workshops, open to
five areas of recommendation based
ment-based outcomes, visit www.
members from any district (see side-
on community conversation: finance,
cusd200.org/Page/12585.
bar). In addition, school boards can
student support, staff development, facilities, and communication. Whea-
work in-district with IASB to develop Define, articulate, and re-define
community engagement programs.
ton Warrenville offers stakeholders
IASB’s Foundational Principles of
Currently piloting programs with
many opportunities for conversa-
Effective Governance posits that the
IASB, in addition to Cairo, are For-
tion, highlighted by the “State of
primary task of the school board is
est Park SD 91, Grant Park CUSD 6,
Our Schools” event each September,
to continually define, articulate, and
Skokie SD 73.5, and Maercker SD 60.
the first of four annual community
re-define district ends to answer the
For these school districts and
engagement sessions.
recurring question: “Who gets what
others, community engagement is
“It was vitally important for our
benefits for how much?” In order to
an important part of the future.
entire community to participate in
define those ends and to further clar-
“It’s collaborative. It’s ongoing.
Engage 200,” says school board sec-
ify the district’s vision, mission, and
And it changes,” says Cairo super-
retary Brad Paulsen, who also served
goals, it is imperative that a school
intendent Evers. “Our needs three
on the Engage 200 committee. “Only
board connect with its community
years ago are different from our
with diverse and informed voices can
and find focus in the aspirations that
needs today, because we’ve accom-
we develop an effective plan for our
people have for their local schools.
plished some of our goals, and by
district’s future.”
IASB researched and developed
accomplishing that, we see where
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
17
we need to reach further. It’s import-
gets what and for how much?” are
ant to check in and reconnect, and
encouraged to explore the com-
re-evaluate.”
munity engagement and discover
“Community engagement gives
what works best for their commu-
us a purposeful vision,” says Tipsord,
nity. IASB’s community engagement
superintendent at Le Roy. “Our com-
materials, including the full text of
munity members are the investors.
Connecting with the Community:
Our return on investment is learning
The Purpose and Process of Commu-
achievement and student graduates.
nity Engagement As Part of Effective
The investors have a right to know
School Board Governance, can be
what the return is on their investment.
found at iasb.com/training/connect-
There is always a win to be found in
ing.cfm on the Association website.
that ― treating your community, your
“Upon the subject of education,
investors, with respect and having
not presuming to dictate any plan or
accountability. We share the message
system respecting it, I can only say
of the product we are delivering and
that I view it as the most important
the expectations that surround it.”
subject which we as a people can
Education leaders interested
be engaged in.”
in having two-way communication,
— Abraham Lincoln, First Political
hearing all voices, taking back the
Announcement, New Salem,
conversation and determining “who
Learn more at the 2015 Joint Annual Conference • Community Engagement: Now What? 10:30 a.m. Panel Session Saturday, November 21 • Community Engagement: What, Why, and How 1:30 p.m. Panel Session Saturday, November 21 • Community Engagement: What’s Working? 3:30 p.m. Panel Session Saturday, November 21
March 9, 1832
IASB offers Community Engagement Workshops to school boards Each workshop is designed to provide professional
• Clarify its purpose for engaging the community:
development, coaching, and implementation assistance
Why do we want to do this? What do we hope to
for school boards. Based upon IASB’s publication Con-
learn/accomplish? What are the issues/questions
necting with the Community: The Purpose and Process of Community Engagement as part of Effective School Board Governance, the workshops will assist school
input and formalize that in a “promise to the public.”
boards that have a goal of enhancing community engage-
• Consider what voices need to be at the table and
ment processes.
who might best represent those voices.
The workshop includes four sessions: an overview/ introduction of what community engagement is and how
• Develop a recruitment message and plan for bringing the right voices to the table.
it differs from public relations; a session on clarifying
• Consider resource and evaluation needs and param-
and articulating a community engagement purpose; a
eters for engaging the community that will best suit
session on recruiting participants, needs and resources
its purpose.
based on that purpose; and consideration of the results, use and evaluation.
• Communicate results of the community engagement process back to the community and use those results
At each Community Engagement Workshop, IASB staff will facilitate the school board’s work at the “balcony” governance level, not the “dance floor” operational
18
that we need community input on? • Clarify its intent for how it will use the community’s
as promised in board decision-making. • Plan for making community engagement an on-going district process.
level. At each workshop, the board will engage in a multi-
Please contact your IASB field services director for more
step process during which it will
information about these in-district workshops.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
FEATURE ARTICLE
Carpe annum Centennial celebration engages community By Erin Brooks
Erin Brooks is assistant director for community engagement and outreach at High School District 214 and executive director of the District 214 Education Foundation.
I
n 1914, High School District 214
know much about the district and
initial “tips from the trenches” from
was established in Chicago’s
were unengaged. Good anniversary
District 214.
northwest suburbs thanks to the vote
celebrations embrace all audiences,
of women. At that time, men’s and
engage all stakeholders, and tell the
women’s ballots were kept separate,
schools’ story broadly.
As with any initiative, choosing
and although the men’s vote opposed
District 214’s strategy, which
the right leaders for a large-scale anni-
a district’s creation, enough women
started with a diverse leadership
versary celebration can be difficult,
favored establishment of a school
team and spanned a full academ-
given the required time investment
system that the proposition passed.
ic year, drew an estimated 4,000
and staff’s already large workloads.
Through the years, District 214
people, many with no current ties
The committee sought to build a
has grown from its controversial begin-
to schools, to centennial events;
committee representing every classi-
nings in the midst of the women’s suf-
engaged the community in a dis-
fication of employee and every build-
frage movement to become Illinois’
trict-wide food drive; and provided
ing, to ensure diversity of ideas and
second-largest high school system,
a solid foundation toward creation of
inclusion of all perspectives. This
annually preparing nearly 12,000
an alumni relations program.
proved particularly beneficial when
students for success after graduation.
The celebration earned a Silver
it came to ensuring buy-in from staff
The centennial year of 2014
Trumpet Award from the Publicity
provided a natural and celebratory
Club of Chicago, a Golden Achieve-
Some team members were cho-
opportunity to engage the communi-
ment Award from the National School
sen because of what they did at the
ty. Doing so creatively and effectively
Public Relations Association, and a
school level. For instance, planning
came with challenges.
Golden Achievement Award of Excel-
included a service learning coordi-
in all buildings.
The first was District 214’s size.
lence — the highest award possible
nator because of his proven ability
Covering nearly 70 square miles
— from the Illinois chapter of the
to lead public service efforts that
and spanning eight communities,
National School Public Relations
yield results. Others were chosen
it comprises 10 unique schools and
Association (INSPRA).
for a specific expertise, including
alternative programs.
20
Choose the right team
In November, several members
a longtime employee and district
Additionally, nearly 75 percent
of District 214’s centennial team will
graduate who could lend historical
of resident taxpayers do not current-
present at the 2015 Joint Annual
perspective others could not. We
ly have a student in any school. A Fall
Conference, addressing planning for
made a conscious effort to include
2013 phone survey showed more than
anniversary celebrations, lessons
staff members who also are alumni
40 percent of them “didn’t know”
learned, ideas that did not work,
of the district, a representative from
if the district was doing a good job
and the tactics eventually used to
the finance department, and a board
— presumably because they didn’t
unite a community. Here are some
of education member.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
Identify objectives Intended outcomes will vary based on a number of factors, from anticipated size and scope of the celebration to the type of anniversary and the district itself. A 10th anniversary may be significant to some schools or programs; in other cases, a 100th may be the only time a celebration occurs. It is important to define objectives to determine what tactics you will use to get you there. A parade, for example, isn’t always the answer if the budget is small and the main objective is to
Former High School District 214 administrators and board members pose with the Board of Education at the kickoff of the three-day Centennial Celebration. The former administrators came from as far away as Arizona and Virginia to celebrate the 100-year birthday of the district and its future direction.
engage current students. Our team created a variety of objectives based on district history and future direction: • Engaging and re-engaging alumni toward development of a district-wide alumni presence; • Sharing the district’s story with new and broad audiences; • Engaging students and staff from all buildings; and • Positioning the district for the launch of an expanded education foundation that supports students and staff in every building. Brainstorm opportunities The District 214 centennial team began the planning process in the
Guests peruse an interactive walk-through historical display honoring the High School District 214 Centennial in February 2015. The display, created by a team of staff from each of the district’s buildings, included memorabilia, yearbooks, photographs, news clippings, and videos, creating a sprawling timeline that told the story of the district’s creation, growth and future direction.
typical manner, with many pieces of blank paper taped to walls, open
which they had effectively marked
minds, and about an hour allotted for
the celebration — from time capsules
general brainstorming. The immedi-
and history books to interactive web
ate goal was producing a summary
presences and significant events. Our
idea document.
goal was not necessarily to do some-
Before the meeting, however, the
thing unique, but rather ensure that
committee sought input from oth-
what we did would meet our objec-
er districts through INSPRA. This
tives. We determined a series of events
proved integral to our success, with
throughout the year was preferable to
colleagues who had already celebrat-
a singular defining project, as it better
ed anniversaries suggesting ways in
allowed us to engage all audiences.
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
Learn more at the 2015 Joint Annual Conference • Anniversaries and Special Events: Engaging a Community 1:30 p.m. Panel Session Saturday, November 21
21
Develop a brand
verbiage, in addition to appearing
The logo and key messaging
Central to most public school
on the district website through a
also appeared on building marquees
systems tasked with planning obser-
unique URL, was sent to schools
and in parent newsletters, to ensure
vances is the theme of getting the
for inclusion in programs of already
broad exposure and consistency in
word out broadly in a cost-effective
existing arts and athletics events.
the story that was being told.
way. The team designed a centen-
Consequently, those visiting our
nial-specific logo, printed in-house
schools for other reasons experi-
on large banners and displayed all
enced our story and learned about
year in each building. Centennial
our future direction.
Give back Emerging early in the process was a team desire to, as part of the celebration, give back to the community. While several options were dis-
PRESS
cussed, including an elaborate day
Less stress. Less guess.
their own. Turning these individual
Policy Reference Education Subscription Service
of service involving students from all buildings, the committee eventually settled on a district-wide community food drive for one key reason: The schools already did food drives on projects into one cohesive undertaking proved a more efficient use of time
Here’s a glimpse of what PRESS is addressing for the 2015-2016 school year:
and resources, and allowed us to make
1. 2.
a collective community impact. In
3.
4. 5.
Concussion protocols Ann Marie’s Law: suicide and depression awareness and prevention Wellness: smart snacks rules, fundraisers, and staff development High school civics Immunization requirements and exclusions
6. 7. 8.
Safety updates Student prayer Right to Privacy in the School Setting Act 9. Illinois Marriage and Dissolution of Marriage Act 10. Concealed carry law updates 11. Heroin Crisis Act And more…
line with the centennial theme, the goal was to collect 100,000 food items over two weeks. Ultimately, we filled the shelves of local food pantries with more than 120,000 items. This project simultaneously highlighted the schools’ focus on service learning.
Why Subscribe?
Celebrate all aspects
Researched, written, and edited by the IASB Office of General Counsel and vetted by members of the PRESS Advisory Board, a PRESS subscription gives you access to: • Footnoted, legally-referenced policy, exhibit, and administrative procedure materials • PRESS Highlights Memos explaining recent changes to these materials Subscribers also have online access to this information through PRESS Online. Go to www.iasb.com today!
While District 214 has a mission of preparing students for success in post-secondary education and in careers, there is not a singular approach to getting there. It was important to the centennial team to celebrate three key aspects of life in our high schools: academics, arts (fine and performing), and athletics. Also important
Policy Services
was celebrating the district’s history
For more information about PRESS or other IASB Policy Services, please contact: 630/629-3776 or 217/528-9688, ext. 1232.
22
ILLINOIS SCHOOL This ad will run in the Nov-Dec issueT HofE the Journal. 2015
— including those who came before and made the district what it is today.
BOARD JOURNAL / NOVEMBER-DECEMBER 2015
The process of identifying these
schools were slated to play each other
components was not easy, with the
in basketball on one February week-
academic celebration in particular
end. The rest of the celebration devel-
proving challenging to define effec-
oped around that schedule, though
tively. The committee eventually
not without difficulty. That weekend
decided on a cohesive three-day
was also the cheerleading champion-
“Centennial Celebration” weekend.
ships, meaning some teams lacked
Those three days in February
cheerleaders. It also was an import-
focused on
ant day for band students, so some
• Academics: Former adminis-
schools lacked pep bands. We learned
trators and board of education
quickly to control what we could and
members were invited to a spe-
adapt where necessary.
cial reception preceding a regular board meeting. The meeting
High School District 214 designed a special Centennial logo for use during the 2014-2015 academic year; it hung on banners in the schools and was used consistently on Centennial promotional materials, including event programs, posters, and signage.
Tell your story
included a photograph with the
One of the first brainstorming
it off. While the team’s initial plan
current board of education, a
ideas came from an administrator
had more ambitious opportunities
video created with old yearbook
who enthusiastically pitched a large-
to showcase students, timing and
photos and messaging about aca-
scale, walk-through historical display
other factors shrank this strategy to
demic excellence and growth;
that told the district’s story from its
a more manageable load.
and a resolution marking the
start to where we are now — and
Culinary students can be out-
100th anniversary;
where we’re going. The idea was big,
standing representatives of your
and seemed tough to execute, requir-
school. District 214 students provided
ing full buy-in from each school.
refreshments at one event. For a rel-
• Arts: Student artists took center stage the second evening, with a night of simultaneous and
The administrator, part of the
atively small amount of money, they
continual performances in var-
centennial team, took the lead, engag-
were able to purchase needed supplies
ious rooms of the main district
ing a liaison from each building and
and, as part of their class curriculum,
building. Choir, band, orchestra,
coming up with parameters for each
create a continental breakfast menu
dance, show choir, debate and
school to tell its story. The resulting
they served to guests at a kickoff open
theater performers produced
exhibit filled a large room, with each
house, all the time welcoming them
abbreviated shows, and 2D art
school receiving six tables backed by
and explaining a bit about the pro-
was displayed throughout the
art boards to fill with memorabilia,
gram and their culinary futures.
building for visitors.
news stories, yearbooks, and photo-
• Athletics: The girls and boys var-
graphs. Each building also created a
sity basketball teams faced off in
video, displayed on tabletop monitors,
a full day of competition. These
to vividly illustrate their story.
Celebrate origins Going back to where you started is a natural way to honor your
back-to-back games drew signifi-
The display, open throughout
district’s past while also celebrat-
cant crowds, and a video produced
the three-day Centennial Celebra-
ing where it is going. Additionally,
in partnership with the local Daily
tion, was staffed continually by
more than other events, it often
Herald newspaper was shown in
volunteers from each school who
attracts alumni or curious com-
advance of every game, celebrat-
interacted with attendees.
munity members.
ing standout sports moments over the last century, as well as distinguished alumni and coaches.
In District 214’s case, the first Showcase students
school, Arlington, was closed amid
All schools have talent within
controversy in 1984 and sold — but
The weekend was scheduled
their walls, and an anniversary cel-
the building remains, serving as a
based on one observation: All district
ebration is the ideal time to show
private school. We worked with the
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
23
current owners to open the space to
The District 214 team created
for the event, the committee worked
the public for a half day to kick off
a weeklong spirit campaign leading
to create celebratory opportunities
the Centennial Celebration.
up to the Centennial Celebration,
that had minimal cost, and sought
The committee sought memora-
assigned a unique hashtag to each
underwriting and sponsorships
bilia donations from alumni. There
school and asked students and staff
whenever possible.
was no shortage. Supplementing the
to use that tag in conjunction with a
As a result, a community band
collection with district archives of
tweet about what they loved about
graciously agreed to play the fight
yearbooks and historical documents,
their building. The results were stun-
songs of all schools during the kickoff
the team created a hallway display
ning: More than 300,000 tweets and
event at the former Arlington High
that told the story of the district’s
retweets, and many engaging posts
School. A local bakery underwrote
start, and Arlington specifically.
of students and staff telling why they
the entire cost of refreshments for a
Yearbook viewing stations,
loved their high school. Every student
special reception later in the year.
arranged by decade, were set up in the
at the winning school received cou-
The Jewel-Osco in Arlington Heights
library. There was also a video memo-
pons donated from a local restaurant.
donated 15,000 plastic bags for the
ry booth — a stationary camera and branded backdrop — which encour-
community food drive, which were Consider media partnership
dropped with notes on local door-
aged alumni to share their stories. The
Particularly if the district has
steps, filled with food by residents,
resulting video generated more than
a local news source, a media part-
and picked back up by students after-
1,000 views on YouTube, and many
nership can be a significant way to
ward. A local florist underwrote part
alumni who attended eagerly volun-
increase exposure of the celebration
of the cost of décor used throughout
teered to become more involved in
and add new dimension to events.
the celebration, and the local Panera
the district going forward. We added
District 214 partnered with the
Bread partially underwrote the cost
300 names to a new alumni database.
Daily Herald, a major suburban daily
of refreshments at the kickoff open
The biggest lesson was to use
newspaper based, as the district is,
house.
what was available: the old PA sys-
in Arlington Heights. In addition to
tem was used for announcements
coverage and advance promotion of
throughout the event, a community
Centennial events, the Herald pro-
Overall, the District 214 cen-
band played the schools’ fight songs
duced a video highlighting a century
tennial effort met our key objec-
in the gymnasium as guests arrived,
of athletic excellence; did a significant
tives — showcasing our district to
and former staff and students host-
spread on the community food drive,
diverse audiences and broadening
ed a discussion. Décor was kept to a
along with a call to action; and ran
our community’s exposure to Dis-
minimum, and guests enjoyed simply
100 vignettes telling pieces of the Dis-
trict 214’s rich history and the path
being back in the building.
trict 214 story over 100 days. District
of our future by utilizing the talent
The next 100 years
The success of the event came as
214 journalism students, community
of students and staff and the help of
much from it being in the old school
engagement and outreach staff, and
a team of volunteers. This is particu-
building as it did from recreating the
Daily Herald reporters produced
larly important in public education.
original atmosphere, to the extent that
these vignettes. Collectively, these
The initiatives also laid the ground-
alumni from other schools that remain
efforts ensured this story was in front
work for the launch this year of the
open surprisingly asked us to do similar
of thousands of readers for more than
District 214 Education Foundation,
events in their buildings in the future.
12 consecutive weeks.
which will continue to build strong partnerships into our next century.
Create opportunities for students
24
Seek sponsorships
Visit www.d214.org/about-dis-
Social media can be a great way
Stressed throughout the process
trict-214/centennial-celebration/ to
to engage the younger generation, as
was the reality that we are a public
learn more about District 214’s Cen-
well as staff.
school system. While given a budget
tennial Celebration.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
Integrated Coverage Solutions
Providing Workers’ Compensation and Property/Casualty Coverage to Illinois Public Schools for Over 30 Years
155 North Wacker, Suite 3700 • Chicago, I Phone: (312) 906-8111 • Fax: (312) 627-888
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FEATURE ARTICLE
High-stakes assessments: Mandated, optional, and in-between By Steve Cordogan
Steve Cordogan, Ed.D., was previously Director of Research and Evaluation at Township High School District 214 in Arlington Heights. He is a researcher, consultant and an Adjunct Professor of Graduate Educational Statistics and Research at Aurora University.
S
tate and federal governments,
Directly mandated by federal or
accou nt abilit y a ssessment
directly or indirectly, mandate
state law
mandate.
much of the standardized testing in
Currently in Illinois, specifically
Implementation of a state-re-
Illinois. Other standardized testing,
mandated standardized assessments
quired screening assessment for
while not mandated, is necessary
include
kindergarten-age students, KIDS,
to adequately serve a school’s stu-
• PARCC: Illinois’ assessment
is targeted for the 2015-2016 school
dent population. Some testing that
choice to meet federal law’s
year. Because it will involve obser-
occurs in schools is both option-
annual accountability assess-
vation and documentation, KIDS
ment mandate;
will be time-intensive. An annual
al and not needed. Understanding which assessments are directly
• ACCESS for ELLs : Illinois’
science assessment to accompany
mandated, indirectly mandated,
assessment choice to meet fed-
PARCC testing is federally man-
not mandated but necessary, or tru-
eral law’s annual accountability
dated. The Illinois State Science
ly optional, as well as anticipating
assessment mandate for English
Assessment, which will take up to
changes in the assessment arena,
Language Learner students;
90 minutes, will first be given in
may reduce the amount of testing
• DL M : I l l i noi s’ a s s e s sment
done in schools.
choice to meet federal law’s
Spring 2016. Illinois’ teacher performance evaluation, PER A, will require assessment data to evaluate teacher performance. Additional assessments do not have to be administered to meet PER A requirements ― an assessment such as PARCC, combined with an already-administered local assessment, can fill the needs of PERA without an additional test. However, if a school opts against PARCC, it will have to offer an additional standardized test. Indirectly mandated by federal or state law RTI mandates from the federal government require assessments.
26
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
Unlike the assessments above, where
test and has been almost universally
Compass to be inaccurate (sub-
a specific instrument is mandated
administered since 2001. Although
stantially over-placing students
for statewide use, schools have no
no longer required as part of the
into remedial courses), it is only
restrictions on the instrument they
now-discontinued Prairie State
beginning to be discontinued by
choose, except that it must be based
Achievement Test, it continues to
Illinois community colleges. In
upon scientific research.
be a state-funded option for high
recent years, high schools have
A standardized assessment
schools, and almost all schools take
arranged to administer Compass
score is needed to identify aca-
advantage. Recent research indi-
to students, and one school district
demically at-risk students who
cates that when a state provides
devotes a semester course to pre-
warrant instructional interven-
no-cost opportunity for all stu-
paring students for the test. ACT
tions. Schools currently use optional
dents to take a college admissions
recently announced that it is dis-
assessments such NWEA MAP or
test, college enrollment by under-
continuing the Compass.
the ACT Explore test, now known as
represented groups (for example,
B e c au se ACT a nd SAT a re
Aspire, to identify low-scoring stu-
low-income students) increases.
w idely used for undergraduate
dents. ISAT scores were previously
Hence, almost all schools continue
college admissions, high schools
used in some districts. PARCC could
to administer the ACT during school
have determined that it is useful
become the screening assessment
hours on a state-designated day.
to offer the lower-level versions of
for the future, eliminating the need
For 2016, the st ate w i l l be
the tests. In Illinois, many schools
accepting bids for a college admis-
have offered the Explore (eighth/
After students needing inter-
sions test, leaving the option open
ninth grades) and Plan (ninth/10th
vention have been identified, an
for SAT to compete with ACT. Mich-
grades) versions of the ACT. These
additional assessment must be
igan recently replaced the ACT with
previously were funded by the Illi-
used to set academic performance
the SAT, so there is a real chance
nois State Board of Education, as
benchmarks and monitor progress.
that such a change will occur in
long as they were given at specif-
Products commonly used for this
Illinois.
ic grade levels. Many schools also
for an additional test.
purpose have been AIMSweb, NWEA
Because PARCC, to date, has
MAP, and DIBELS. For the future,
received only limited acceptance
offered a practice ACT. Such assessments serve two
PARCC has developed a diagnostic
in the Illinois higher education
purposes. They help prepare stu-
assessment tied to the main PARCC
community (not surprising, given
dents for their college entrance
assessment. Assuming that the diag-
its newness), a college admissions
examination by giving them an
nostic assessment links closely with
assessment remains necessary.
annual practice test. In theory, this
the main PARCC assessment, and
PARCC data was gathered this year
also provides students with informa-
that the classroom instruction is
for 11th-graders, but those students
tion on whether they are on track to
similarly Common Core aligned, the
will not complete a semester of col-
be ready for college. However, the
new assessments should provide a
lege until December 2017 or later. It
assessments are not sufficiently
seamless approach to RTI.
will take time to validate PARCC’s
accurate at the individual student
predictive value for college admis-
level to monitor progress. For exam-
Optional but vital: College
sions, and even longer before the
ple, the difference between below
placement-related tests
higher education community in
average growth and above average
general accepts PARCC as a college
growth is often due to only a couple
admissions test.
of assessment items.
Other assessments are not specifically mandated, but are necessary: those related to college
Similarly, the ACT Compass
More generally, these assess-
placement and admissions. In Illi-
test has been used for community
ments provide schools w ith an
nois, the ACT has been the most
college course placement. While
annual measure of student perfor-
frequently used college admissions
scient i f ic re sea rch ha s show n
mance. Under NCLB, students did
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
27
not receive an annual assessment at
students a substantial amount in
Some schools have gone over-
the ninth- and 10th-grade levels. By
tuition. AP course and assessment
board in focusing on the ACT,
providing Explore and Plan, schools
participation has more than doubled
spending instructional time on
can monitor student growth across
in the past 10 years as schools have
“gaming” the test (for example, by
years. But, as explained above, those
realized that many average students
excessively using ACT-type multi-
assessments are too inaccurate to
have the ability and motivation to
ple choice items in the classroom).
measure individual student growth
perform well. The downside of this
Nevertheless, schools need to offer
across years. The assessments only
otherwise very positive trend toward
college-related assessments so that
are useful for comparing larger
elevated participation levels is that
their students are fully prepared
groups of students or entire school
many high schools spend a substan-
for the demands of postsecond-
populations to those of other schools.
tial amount of time on AP testing
ary education. Obviously, PARCC
For higher-performing students,
for two weeks during the beginning
assessments can replace ACT- or
AP courses have been useful as a
of May (and have to prepare for the
SAT-related testing if colleges come
structured curriculum designed to
administrations). One result of
to accept PARCC for admissions.
increase course rigor and student
these demands is that high schools
This would substantially reduce
learning. The related assessments
are unable to administer any other
the amount of testing required in
for these courses have provided
assessments during that time.
high schools. Additionally, given
standardized benchmarks for vali-
Finally, most schools offer the
the limited accuracy of the ACT
dating a school’s AP course content.
PSAT. The scores from the PSAT
in predicting college performance,
They also have allowed students to
identify eligibility for the National
PARCC, if for no other reason than
place out of college courses, earn-
Merit Scholarship Program, a com-
its greater length, should be a more
ing college credit, reducing college
petition providing recognition and
accurate predictor.
courseloads, and ultimately saving
postsecondary scholarships. Optional but potentially useful: Monitoring student growth at
Assessment Abbreviations and Acronyms ACCESS for ELLs — Assessing Comprehension and Communication in English State-to-State for English Language Learners ACT — Previously stood for American College Test, now the acronym is the official name AP — Advanced Placement DIBELS — Dynamic Indicators of Basic Early Literacy Skills DLM — Dynamic Learning Maps
grades 3-8 Illinois’ previous ISAT assessment provided annual data for third through eighth grades. It was intended to be vertically aligned, meaning that individual student growth could be tracked across dif ferent grades. Regardless of
ISAT — Illinois Standards Achievement Test KIDS — Kindergarten Individual Development Survey MAP — Measures of Academic Progress
whether it tr u ly was ver tically aligned, changes in the assessment and its scaling during the
NCLB — No Child Left Behind
years of ISAT’s use made mean-
PARCC — Partnership for Assessment of Readiness for College and Careers
ingful tracking across years very
PERA — Performance Evaluation Reform Act
difficult. As a result, K-8 schools
PSAT — Pre-SAT
turned to MAP and similar assess-
RTI — Response to Intervention
ments. According to the vendors,
SAT — Previously originally known as the Scholastic Aptitude Test and the Scholastic Assessment Test, now the acronym is the official name.
such tests were desig ned to be
NWEA MAP — Northwest Education Association Measures of Academic progress
during the school year to monitor
administered at multiple times student progress.
28
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
Standardized tests are more
Even administering a standard-
should fulfill the role of standard-
summative in nature, focusing on
ized assessment at the beginning
ized test-based growth monitoring
general long-term learning. They
and the end of the school year is
for most students.
are limited in their capacity to be
excessive and unwarranted. Giv-
sensitive to short-term instruc-
en the much more limited sub-
Optional and overrated:
tional goals. So the subtle chang-
ject-based learning that occurs
Placement testing within K-12
es in short-term student academic
during the summer, a spring-to-
schools
growth related to standards-based
spring (or fall-to-fall) growth mea-
Where prior student grades are
instruction in the classroom will
sure from an assessment given only
available, testing to place students
not necessarily be reflected in the
once in the school year will be near-
in higher grade levels (particularly
scores. Given these limitations,
ly as accurate and require half as
sixth- and ninth-grade placement)
multiple administrations of such
much testing. For students who have
is overdone. Many schools have
standardized assessments within
not been identified as at-risk under
administered such assessments
the school year are not warranted
RTI, there is no need for a standard-
without considering that research
or appropriate. Classroom-based
ized assessment to be administered
has overwhelmingly found that prior
assessments, which focus on specif-
more often than annually.
student classroom grades predict
ic content, will provide much more
Again, once validated, an annual
future student grades in secondary
relevant formative instructional
administration of a Common Core
and post-secondary education far
information.
standards-based test like PARCC
better than any test, and that an
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NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
29
assessment adds very little informa-
past grades have been considered. A
regardless of government mandates,
tion for placing students. For exam-
prior-year PARCC assessment score
but one good assessment should
ple, there is no compelling reason
will be a more accurate predictor
replace several of the assessments
to administer a ninth-grade place-
than any past test, though grades
we currently give in Illinois. Stan-
ment assessment at the beginning
almost certainly will remain the
d a rd i ze d a s se s sment s ser ve a
of eighth grade, if an assessment
best predictor of future classroom
variety of needs. While no single
score exists from the end of seventh
performance.
assessment is ideal for such a wide
grade. Performance differences will be minimal and the amount of future
variety of functions, schools need Conclusion
a “Swiss Army Knife” of an assess-
classroom performance predicted by
Schools have to give multi-
ment so that they can minimize
either assessment will be small once
ple st a nd a rd i zed a s se s sment s
the number of assessments they administer and their impact on instructional time. In Illinois and in other states, PARCC has been
A system of
EVALUATION starts at the TOP with the
SCHOOL
BOARD! How do you score?
designated as the Common Core accountability test of the future. Its implementation has been a major challenge for public schools due to issues such as test length and readiness for implementation (particularly for the computerized version). Additionally, PARCC’s validity has yet to be proven, and fear remains that it will not survive the defections of many states once pledging to use it. However, PARCC has shown promise. The hope is that PARCC will prove to be an assessment that can accurately measure student performance, track student growth, predict future student performance,
___
Annual board self-evaluation
___
Clear mission, vision and goals
___
Ongoing community engagement
in curricular decisions and student
___
Productive meetings
interventions. If the PARCC assess-
___
Strong board-superintendent relationship
ment can fulfill these roles better
and provide information about student learning, all to guide educators
than the assessments we already
___ 100% Does your score add up?
administer (and given its length and the amount of resources used to
30
Contact your IASB field services director today!
create it, expectations are high), we
Springfield - 217/528-9688 Lombard - 630/629-3776
several. Then PARCC truly would
Nov/Dec 2015 THE
can use one assessment in place of
Field Services
have a positive impact on student learning.
ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
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P R O U D L Y
S E R V I N G
T H E
P U B L I C
S E C T O R
FEATURE ARTICLE
Achievement, engagement rise with 1:1 programs By Steven M. Baule
Steven M. Baule is the superintendent for the Muncie Community Schools in Indiana. He recently participated in the White House “Connected Superintendents Summit” to create Future Ready Schools. He previously served as a superintendent, administrator, and teacher in Illinois districts for two decades.
32
O
ne to one (1:1) programming
web-based survey was completed by
and digital-rich curricula are
363 respondents representing 317
trending upwards in K-12 education over the past decade.
public school districts in Illinois.
1:1 in Illinois Within Illinois districts, 24 percent of respondents identified their
A one-to-one (1:1) program is
districts as having a fully implement-
The U.S. Department of Edu-
defined as an instructional program
ed 1:1 program. Two elementary dis-
cation initiated the “Future Ready
where each student is provided with
tricts responded that they provided
Effort” to improve access to digital
a personal digital device, most often
students with two devices — in one
resources, ensure access that is more
tablets, Chromebooks, or laptops.
case, an iPad for use at home and
equitable, engage parents to support
These devices may, or may not, be
school and a Chromebook for use at
deeper understanding, and ensure
taken home by the students, depend-
school. Another 27 percent were in
stronger educators. President Barack
ing on the program.
the process of phasing in a 1:1 pro-
Obama invited approximately 120
Bring Your Own Device (BYOD)
gram or had a program they defined
school superintendents to the White
programs are those that allow or
as “partially implemented.” Several
House in November 2014 to high-
encourage each student to bring a
of the partially implemented pro-
light the need for more digitally rich
personally purchased device to sup-
grams were high schools where 1:1
curriculum and the bandwidth in
port instruction. BYOD devices are
was being phased in with freshmen,
schools to support digital learning.
allowed to go back and forth from
and then a new grade level is added
A number of developing nations such
home to school. Some BYOD pro-
each year over a four-year period.
as Peru and Uruguay are involved
grams make school-owned devices
Another common implementation
in 1:1 programs on a national scale.
available for those students who do
option was to begin with middle
not have a device to bring.
school pilot classrooms. Eight of
However, no comprehensive study had been done to gauge the
Project RED, a group of technol-
the districts identified as partially
level of individual digital device use.
ogy educators sponsored by Intel,
implemented commented they were
Therefore, in Spring 2015 a survey
conducted the first national study
moving away from BYOD and towards
was conducted of all Illinois public
to identify success factors in K-12
1:1 programs.
school districts regarding the status of
1:1 implementation. Its 2010 study
Nine percent of the districts
digital programs. The Illinois Associa-
found that properly implemented
were currently in pilot testing with
tion of School Administrators (IASA)
technology saves money. Additional
a 1:1 program and another 24 percent
and the Illinois Computing Educa-
research should be considered that
were considering 1:1 programs. Of
tors (ICE) assisted with the research.
would identify the key aspects of
districts considering a 1:1 program
Superintendents were encouraged
those programs that saved money,
for the future, seven of the 20 respon-
to complete the survey or designate
and how they differed from other
dents who provided additional com-
another administrator to do so. The
implementations.
ments mentioned currently having or
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
considering a BYOD program as well.
Table 1: Status of 1:1 Programs, by District
One district was clear that it would not consider a BYOD program. Other concerns raised by respondents con-
Fully implemented
sidering a 1:1 program were the cost
87 Partially implemented or in the process of being implemented
Currently being piloted
of the program, a concern students would go to inappropriate sites, and a lack of Internet connectively at home. Four percent of districts were using BYOD programs instead of district-purchased devices. The primary reason provided for a BYOD approach was cost. In one case, Chromebooks were available for checkout by students who could not bring a device to school (See Table 1). Forty districts responded that they were not considering a 1:1 program at the time. Of those, eight provided comments. Three commented that their fiscal limitations precluded
98 33 Being considered
Not being considered
41 Program wasn’t successful and had been canceled
2 Moving to a BYOD instead of 1:1
86
5
| | | | | | | 0 20 40 60 80 100 120
Source: Steven M. Baule/Survey
investing in 1:1 technology; another two articulated they relied on class sets of devices; another suggested
grade than unit districts. Two-thirds
are allowed to take devices home.
that the teaching staff in the district
of elementary districts plan to begin
In fourth grade, that percentage
wasn’t ready to embrace technology;
their 1:1 programs by fourth grade.
rises to 14 percent, and to 30 per-
and another seemed to view 1:1 pro-
Two-thirds of unit districts wait
cent for fifth-graders.
grams as having a potentially nega-
until fifth grade to begin one to one
tive impact on social interactions.
programs. About ten percent of the
Two districts had implemented a 1:1
unit districts will wait to implement
The Chromebook is the most
program but cancelled it due to a lack
1:1 programs at the high school level
common device used by 1:1 programs
of success; one of those responded
(See Table 2). As mentioned above,
in Illinois schools. Sixty percent of
that BYOD was being allowed as an
some high school districts and unit
respondents stated they were using
individual option for students.
districts planned to implement across
Chromebooks. Fewer than 30 per-
all high school grade levels but stag-
cent of schools responded that they
ger the implementation by adding a
were using iPads. Windows laptops
grade level a year.
were the next most common device
Grade ranges of 1:1 programs Results for the scope of imple-
Type of devices deployed
mentation varied between elementa-
S eventh g rade is when the
at just under 15 percent. Windows
ry and unit districts. Only about five
majority of school districts with
operating systems exist on about 20
percent of districts are considering
1:1 programs first allow children
percent of all devices. A few districts,
1:1 devices for preschool programs.
to take the devices home. About
7.5 percent, use Android tablets.
More than a quarter are planning for
a quarter of the districts do not
School districts are expecting
1:1 devices at the kindergarten level.
allow students to take a device
devices to last on average between
Elementary districts were more likely
home at all. In primary grades,
three and four years. Five percent of
to implement a 1:1 program in a lower
only small fractions of students
districts expect student devices to
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
33
last two years or less. Forty percent
oldest program seems to date from
increased in 13 percent. Instruction-
expect devices to last three years and
2004, but some districts ran smaller
al costs increased in 21 percent of
45 percent of schools expect devic-
pilot programs or tech academies that
the districts; remained the same in
es to last four years. Only about 10
provided 1:1 laptop instruction prior
14 percent; and were reduced in 36
percent of districts are expecting a
to that date. By 2010, 21 districts had
percent of the districts. Nearly 30
life expectancy beyond four years
1:1 programs in place. In 2012, 54
percent of the early-adopter districts
for 1:1 devices.
districts had a 1:1 program. Seventy
didn’t consider cost in their assess-
Illinois districts added a 1:1 program
ment of the program.
Students are responsible for their device and it moves through the
in 2014 and 51 more in 2015.
Most of the newer programs
day with them in nearly 72 percent
When asked if the district has
(63 implemented since 2012) were
of the 1:1 programs that responded.
assessed the impact of the 1:1 pro-
assessed by internal staff (two were
Some programs — 15 percent — have
gram, 32 percent of the districts
assessed by university staff and four
class sets so the students use a dif-
responded that they had.
by external consultants). Sixty-three
ferent device in each classroom. The
For programs in place prior to
percent of the programs saw an
other 13 percent of programs have
2012, 50 percent had been formally
increase in academic performance
some variation on carts or check
assessed by internal staff (none had
and none saw a decrease. Homework
out processes, or the responsibility
been assessed by an outside agency).
completion improved in 75 percent
varies by grade level. In the latter
Of those, 60 percent saw an increase
of the schools reporting. No district
case, the lower grades tend to have
in academic performance. Homework
saw a decrease in homework comple-
class sets and the upper grades tend
completion rates increased at 47 per-
tion. Student attendance increased
to keep a single device with them
cent of the districts, and 20 percent
in 18 percent of the districts; none
throughout the day.
saw an increase in student atten-
saw a decrease in attendance. Thir-
There are few long-running 1:1
dance. Discipline issues declined
ty-eight percent of the districts saw
programs identified by the survey. The
in 26 percent of those districts but
a decrease in discipline issues while one district saw an increase. Twelve of the districts also mentioned improved student engagement or focus. Three mentioned improved student work
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34
products as well. (See Table 3) Instructional costs were reduced i n 27 percent of the d istr ict s, remained stable in 45 percent, and increased in 11 percent. Sixteen percent of the districts didn’t consider cost in their assessment. Few districts reported any formal external assessments, so no generalizations can be made. Six districts reported using either an external consultant or a university to assess their 1:1 program. Four saw increases in student achievement and homework completion. None saw a decrease. One saw an increase in student attendance. None saw a
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
decrease. Two saw instructional
Table 2: Planned Implementation by Grade Level for 1:1 Programs
costs decrease; another two saw no
Elementary Districts
change. Cost was not measured in
Grade Level
the other two studies.
Preschool
Unit Districts Percentage
Grade Level
5.81%
Percentage
Preschool
5.00%
Kindergarten
26.74%
Kindergarten
25.00%
First Grade
31.40%
First Grade
27.50%
Second Grade
33.73%
Second Grade
30.83%
dent from the information gathered
Third Grade
61.63%
Third Grade
43.33%
regarding 1:1 programs in Illinois
Fourth Grade
67.44%
Fourth Grade
50.00%
Fifth Grade
83.72%
Fifth Grade
74.17%
Sixth Grade
96.51%
Sixth Grade
83.33%
Seventh Grade
96.51%
Seventh Grade
87.50%
Eighth Grade
96.51%
Eighth Grade
88.33%
Conclusions Three generalizations seem evi-
schools: • Further rigorous evaluation is necessary; • 1:1 appears to cor relate to improved student achievement and student engagement;
Table 3: Assessments Show Improvements or Decreases in Each of the Following Areas
• Such programs may cost less than traditional instructional
Improved/ Increased (Better)
No Change
Declined/ Decreased (Worse)
Not Measured
Response Count
Academic Performance
39
15
0
12
66
Homework Completion
42
12
0
12
66
Student Attendance
11
38
0
17
66
Discipline Issues
22
22
3
19
66
15
24
12
14
65
cent showed an increase in student
Cost of Instructional Materials
achievement. In 78 percent of those
answered question
66
programs, homework completion
skipped question
297
methods. Like any innovative program, 1:1 programs are a major investment in both taxpayer dollars and district time and effort. It seems essential that these programs be evaluated, especially because those districts that have done some level of assessment generally show positive impacts of students. Of the 54 programs that considered academic improvement as a facet of their assessment, 72 per-
showed an increase as well. In no case was a decrease found in either
Answer Options
Source: Steven M. Baule/Survey
area. This is a strong indicator that 1:1 programs correlate to deeper
in that area. That variable may have
individual digital education, those
learning and student engagement.
had a further impact on the results.
districts may wish to reconsider the
The survey did not consider the lev-
O f t h e 51 p r o g r a m s t h a t
el of reliance on digital curriculum
assessed the costs, 15 districts actu-
compared to traditional textbooks.
ally saw a decrease in expenditures
The scope of the survey was not
while 24 fou nd the prog ram
intended to delve that deeply in the
cost-neutral. Only 12 districts saw
way curriculum has been changed by
an increase in their expenditures.
implementing a 1:1 program. There is
Since cost was one of the primary
definitely a need for further research
reasons listed for not considering
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
potential of a 1:1 program. Resources Project RED (2010), “The Research,” www.projectred.org/about/ research-overview.html. Trucano, M., “Ten observations about 1:1 computing efforts around the world,” EduTech Blog, November 25, 2015, blogs. worldbank.org/edutech/1-to-1-computing-around-the-world.
35
IASB Mini Clinics
Free, 20-minute presentations by IASB staff on a variety of special Association services Friday, Nov. 20, 9 a.m. - 3 p.m. Saturday, Nov. 21, 10:30 a.m. - 2:30 p.m. IASB Information Room - Comiskey Room, Concourse Level, Hyatt West Tower Each department of the Illinois Association of School Boards will be on hand Friday and Saturday, Nov. 20-21, at the Comiskey Room in the West Tower of the Hyatt Regency Chicago. Come learn what services and benefits the Association offers; pick up materials and meet the folks who work at your Association. Topics include: Resolutions Process, Advocacy, Community Engagement, Executive Searches, Superintendent Evaluations, Legislative Update, Social Media, The Board’s Role in Student Learning, Setting District Goals and Direction, PRESS, Maintaining the Board Policy Manual, and more!
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9/22/2015 9:07:55 AM
Milestones
continued from page 40
Pau l August us Ad a ms, 99,
State Bank before he retired and
John R. “Jack” Pfeiffer, 91,
died August 20, 2015. He former-
was serving his third term on the
died September 12. He was a mem-
ly served 15 years on the Atlanta
Altamont City Council at the time
ber of the Wood Dale SD 7 school
school board, including 10 years as
of his passing.
board and helped to build three new
president.
G eor ge L at h a m, 102, d ied
schools.
Clifford Louis “Cliff” Bierman,
August 19, 2015. He was a former
Melvin Wesley Tucker Jr., 73,
61, died August 21, 2015. He served
acting superintendent of Waukegan
died September 6, 2015. He served
on the school board at Dieterich
Public Schools, and a successful
on the East Alton-Wood River CHSD
CUSD 30 for 12 years, including 10
Quincy High School basketball
14 Board of Education for many
years as president.
coach whose team famously battled
years.
Kenton W. Bottens, 102, died September 18, 2015. He served two terms on the Chandlerville school board.
Hebron for the 1952 state championship.
Forrest E. “Frosty” Wade, 104, died September 10, 2015. He was a
Frank Lieber, 89, died August 28, 2015. He served as president of
former school board member for West Richland CUSD 2.
Gary L. Cline, 59, died Septem-
the District 108 Board of Education
Lester E. Walch, 87, died Sep-
ber 5, 2015. He served for many years
in Highland Park during the 1970s.
tember 11, 2015. He was previously
on the Franklin CUSD 1 Board of
District 108 is one of three districts
a member of the Panhandle CUSD 2
Education.
that merged to form what is now
school board.
Harvey Joel Cohen, 73, died
Lonnie “Lon” Weaver, 61, died
North Shore District 112.
September 2, 2015. He served on
Ha r mon M itchel l, 77, died
August 12, 2015. He was a past school
the Township High School Dis-
September 1, 2015. He was a for-
board member for Roxana CUSD 1.
trict 113 Board of Education at
mer Rockford school board mem-
Robert Wilkening, 69, died
Highland Park for four consecu-
ber who had also served as board
August 4, 2015. He served on the
tive terms, from November 1997
pre sident. He is cred ited w ith
Park Ridge-Niles School District
to May 2013, serving as president
launching a new reading program,
64 Board of Education from 1985
for three terms.
in part to meet with students at
to 1993 and he had been elected to
each elementary school.
the City Council of Park Ridge just
Leslie Earl “Les” Corry, 82, died August 9, 2015. He previous-
James William “Jim” Norton,
ly served on the Hillsboro CUSD 3
77, died August 16, 2015. He former-
The Rev. Oliver Kermit “Doc”
school board.
ly served on the DeLand-Weldon
Zivney, 89, died July 30, 2015. He
school board and was the mayor
had served on the Dwight Common
of DeLand.
SD 232 Board of Education.
Esther Arends Ficken, 102, died July 30, 2015. She was a member of
four months before his death.
board of education for the Melvin Grade School District prior to its consolidation with Sibley. Mel H i ldebr a n, 8 3, died August 13, 2015. He previously served on the Peoria District 50 Board of Education. Charles William “Bill” Jones, 78, died August 1, 2015. He formerly served as president of the Kinmundy-Alma school board. He had also
ADVANCING PUBLIC EDUCATION IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.
served as president of the Farina
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
37
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Building Construction CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton - 309/2669768; website: www.COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison - 630/628-8500; website: www.fquinncorp.com
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Computer Software CHALKABLE — Education Data Management. Mobile, AL - 800/8440884; website: www.chalkable.com; email: jporter@chalkable.com
Consulting SEGAL CONSULTING — A comprehensive array of consulting services including Health and Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration and Technology; and Compensation and Bargaining. Chicago 312/984-8512
Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01 (866/252-4201); website: www.alphaACS.com; email: info@alphaacs.com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO - 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; email: rbennett@thectsgroup.com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, Mo 314/548-4136; Des Plaines - 847/770-5496; Maryland Heights, MO - 314/548-4501; email: Doc.Kotecki@Honeywell.com; Kevin. Bollman@Honeywell.com
Financial Services AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights - 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/2064180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services. Chicago - 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello - 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616 SIKICH LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial. com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville - 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/364-8955 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. Effingham - 217/342-3042; website: www.bushuehr.com; email: steve@ bushuehr.com
Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for workers’ comp and insurance claims. Chicago - 800/654-9504
Office Equipment
IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259
FRANK COONEY COMPANY, INC. — Furniture for educational environments. Wood Dale - 630/694-8800
ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Buffalo Grove 847/567-3051
Superintendent Searches
OPTERRA ENERGY SERVICES — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Oakbrook 312/498-7792; email: sharon@opterraenergy.com
ECRA Group & HYA — Superintendent searches, board and superintendent workshops. Schaumburg - 847/318-0072
RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstens@radondetection.net
NOVEMBER-DECEMBER 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL
39
Milestones Achievements Lisa Harrod,
before becoming an administrator.
Leadership from the International
superintendent of
In 2008, she received the Phi Del-
Society for Technology in Education
Manteno CUSD 5,
ta Kappa International Emergent
(ISTE). This honor, which goes to a
was recently was
Leader award. While serving as an
leader outside of the classroom, rec-
named a finalist
assistant superintendent, she was
ognizes outstanding achievement
by the Nation-
recognized with the Steger School
and leadership in implementing
al Association of
District Educator Award. At Manteno,
technology to improve education. A
School Superintendents for its 2015
she has focused on enhancing edu-
district-wide 1:1 iPad initiative was
Superintendent of the Year award.
cation amid state financial concerns.
implemented under his leadership
She finished among the top five of
That included improving response to
at the Gurnee district. He was named
the association’s member superin-
intervention and adding advanced
to the Apple Distinguished Program
tendents. The recognition surprised
placement courses at the high school.
for innovation, leadership, and edu-
the third-year superintendent. “I’m
cational excellence for 2013-2015. A
very honored and really proud of what
Ph i l Hintz,
frequent presenter at state, national,
we have done as a school district,”
director of technolo-
and international conferences, Hintz
Harrod said. Harrod is a third-gen-
gy of Gurnee School
is also the 2015 Technology Director
eration educator who began her
District 56, recently
of the Year in the State of Illinois, an
career as a speech pathologist, then
received an Award
award from an ISTE Affiliate, the Illi-
transitioned into special education
for O ut st a nd i n g
nois Computing Educators (ICE-IL).
In memoriam R ay mond W.
A former teacher, Zimmerman
the more time and effort that you
“Ray” Zimmerman
was elected in 1988 to the school
put in being a board member and
of Flanagan, a for-
board of Flanagan Unit District 4
use the training offered by IASB to
mer president of
in Livingston County, which later
help reach your goals, the better
the Illinois Asso-
became Flanagan-Cornell Unit Dis-
you will serve your local school and
ciation of School
trict 74. He served that board for 24
your community. It [school board
Boards, died September 20, 2015.
years. He was a director of the Corn
service] is one of the best things
Zimmerman was IASB president in
Belt Division starting in 1995. He
you can do for your community and
2004-2005. Reflecting on his pres-
served on the IASB Executive Com-
yourself.”
idency, in 2013 Zimmerman said
mittee from 1999 through his terms
In 2012, Zimmerman noted
IASB addressed the major issues of
as president and past president,
that the many challenges of school
the day by “lobbying at the state and
including two years as vice president
board service remain the same, but
national levels for adequate funds for
and resolutions committee chair.
that board members can take com-
mandated programs,” and “educating
He offered this advice to board
fort knowing “kids have done well,
board members, elected officials, and
members in IASB’s 2014 Centenni-
and we should be proud of what we
the general public about school mat-
al publication: “Understand that
have done.”
ters and how they affect everyone.” 40
Continued on page 37 THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2015
ASK THE STAFF
What’s new at this year’s Joint Annual Conference? W
hether you are an experi-
demonstrations of school products
Your Schools), Universal Technical
enced board member or are
and services.
Institute (How Do We Help Students
attending the Conference for the very
With seating limited to 36 partic-
Find Their Future “Fit”?), ECR A
first time, you will always find new
ipants, each Lab will have complete
Group (Governance and Return on
people, new activities, and new pro-
AV and Internet setups for feature
Investment Programs to Keep and
fessional development opportunities.
presentations by vendor representa-
Programs to Cut), Rival5 (Beyond
With more than 1,300 newly
tives. These labs will be held at specific
the Phone System – Affordable VoIP
elected school board members, this
1-hour time slots during regular exhib-
Service with an Emphasis on Safety),
year’s Conference will welcome many
it hall hours, 8:30 a.m. to 5 p.m. Friday,
and Chalkable (Transforming Edu-
new faces. Some will come with their
and 8:30 a.m. to 2 p.m. Saturday.
cation with Technology).
Conference Planner and an agenda packed full of events from morning
Here is a list of the featured organizations and their presentations:
A complete schedule and list of presenters will be available in the
to night. Others will arrive with an
NextEra Energy (Electric Mar-
Conference Program. Announce-
open calendar, ready to explore and
kets — Are You Ready For What Hap-
ments will be made during Con-
discover wherever their interests
pens Next?), The Sandner Group/
ference and a schedule posted at
take them.
ISDA/WCSIT (Safe Board/Vendor
various locations throughout the
Details about the 83rd Joint
Relations — Truth vs. Fiction),
Hyatt Regency.
Annual Conference can be found
Learning Partners (Lead With 3-D:
“We are excited to give these
online in the 2015 Conference Pre-
Bringing Virtual Reality to the Class-
sponsors an opportunity to meet
view, iasb.mys1cloud.com/JACpre-
room), NaviGate Prepared/Lauren
attendees and to have more time
view2015.pdf. Additional details will
Innovations (School Safety: NaviGate
to show and tell their stories,” said
also be available in the official Confer-
Prepared), Stifel (Tax Caps — What
IASB Executive Director Roger Eddy.
ence Program, which can be picked
You Need to Know to Prepare), Care
“Other conferences offer a similar
up at the main registration desk.
Here (Onsite/Near-site Health and
exhibit option and we wanted to try
But there are two new activities
Wellness Centers: Reducing Health-
it here. There is always plenty to see
that should attract newcomers and
care Costs and Improving Produc-
and do on the exhibit floor and this
veterans alike.
tivity), Humana (Get Moving – How
should be a great showcase for these
IASB is excited to announce a
Wearable Technology Impacts the
products and services.”
brand new feature in the Exhibit Hall.
Overall Wellness and Culture at
Select vendors have partnered with IASB to sponsor the first-ever IASB Learning Labs. Located in Aisle 100 of the Hyatt Regency Chicago Riverside Center, these vendors will be offering 1-hour presentations and
Continued on page 4
James Russell, IASB associate executive director of communications, answers the question for this issue.
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