Illinois School Board Journal September/October 2024
Front Page
WWhile I welcome you to this, the September/October issue of the Illinois School Board Journal , I also invite all readers to join me in looking ahead to the next one, and to consider contributing your thoughts — crowdsource style — on the topic of school board governance. The November/December Journal will look at the basics, tenets, and importance of good
What’s the secret to good governance?
governance for Illinois public school boards of education. So I’d like to ask everyone reading this to answer to this question: What’s the secret to good governance?
Share your thoughts on governance with the readers of the Journal: What have you learned? What accepted practices work best in your district, or what accepted practices don’t work for your board at all? What’s your secret to making governance work?
You can send me your answers via email, postal mail, or voicemail (details below). Send your name
and district, too, so I can give you proper credit. Answers are welcome from all readers … school board members, of course, but also from superintendents, administrative professionals, educators, other school district staff, former IASB staff, whomever you are. I very much hope to hear from you, and appreciate your valuable time.
One aspect of governance is, of course, school finance, including budgeting, scheduling, and planning for a referendum. You’ll find information on all of that in this issue of the Journal
Starting on page 13, read excerpts from Essentials of Illinois School Finance, by James Fritts with Senior Editor Ann Williams, on the school district financial calendar.
“Each year, the board and superintendent work together to establish the annual agenda calendar for the coming year. The calendar includes actions and reports that must be completed during the year to meet legal requirements, keep the schools in business, and provide the board with information necessary for planning.”
“When a school board has determined the need to place a bond
issue or operating question on the ballot, the school district owes the constituents accurate, timely and trustworthy information prior to the vote … as well as after.” Discover best practices on how to share that timely information in “Communicating Referendum Details to Your Community,” by guest writer Brett Clark from Maine THSD 207, starting on page 18. Also in this issue, discover how the school bond process has changed over the past years. What’s New with School Bonds?” by Brittany Edwardes Keil starts on page 23 and offers national insights, to which we’ve added some Illinois details.
Readers can also discover a new networking tool for school board members, find advocacy in action, set themselves up for success with strong beginnings, and more in this Journal. Thanks for reading!
Theresa Kelly Gegen is Editor of the Illinois School Board Journal and always welcomes your comments, especially this time on the secret to good governance, at tgegen@iasb.com, (217) 528-9688 ext. 1104, or 2921 Baker Drive, Springfield, IL 62703.
13 The School Board’s Financial Calendar
By James B. Fritts with Senior Editor Ann Williams
Excerpted from Chapter 25 of Essentials of Illinois School Finance, this article presents a sample annual calendar of the board’s financial duties and information on the annual audit.
18 Communicating Referendum Details to Your Community
By Brett Clark
When a school board has determined the need to place a bond issue or operating question on the ballot, the school district owes the constituents accurate, timely, and trustworthy information prior to the vote … as well as after.
23 What’s New with School Bonds?
By Brittany Edwardes Keil
What was once a humdrum process now has all the markers of fully fledged political intrigue. But what can a school leader do to deal with all these shifts?
25 An Overview of Bonding in Illinois
What’s on the playing field, plus changes and results.
Kara Kienzler, Associate Executive Director
Theresa Kelly Gegen, Editor
Bridget Kusturin, Advertising Manager
Jennifer Nelson, Copy Editor
Katie Grant, Design and Production
Matt Schultz, Design and Layout
ILLINOIS SCHOOL BOARD JOURNAL
(ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929 (217) 528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120 (630) 629-3776.
The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district.
Non-member subscription rate: Domestic $20 per year. Foreign (including Canada and Mexico) $25 per year.
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POSTMASTER: Send address changes to Illinois School Board Journal, 2921 Baker Drive, Springfield, IL 62703-5929.
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.
Member district Meridian CUSD 223 will receive the Baldridge Gold award in September. This honor signifies being “the best of the best” in the profession from the only federally recognized award program for organizational performance for healthcare, non-profits, and schools.
John Smith, School Board President, and PJ Caposey, Superintendent, were interviewed by Arlana Bedard, IASB Director of Outreach & Training Director, to share their story about the process and resulting recognition.
Smith, Caposey, and Meridian CUSD 223 are also presenting at the 2024 Joint Annual Conference in November.
Arlana Bedard (AB): Why did you pursue Baldridge?
PJ Caposey (PJC): When I arrived in Meridian, I was the fifth superintendent in three years. John had just become the board president. There was board turnover at that point as well. I’d always fancied myself a systems thinker, but I didn’t know where to start. I found the Baldridge Framework for Excellence in Education, a robust framework, based in research and tested, from which we could strive and model our improvement
efforts. I remember when I first started sharing it with the board as a strategy base for us to move forward a decade ago. After three years, we wrote the application. We were able to get a site visit that first time and were awarded a bronze, which is the lowest award level.
John Smith (JS): PJ has always been someone who pushes the envelope. We gave him free rein to pursue the framework and come back to us with his plan going forward.
PJC: Free rein includes discretionary spending, as appropriate, to get there.
AB: Has the nature of your relationship changed as you’ve moved through this process?
PJC: The Board is always cheering me on. If I screw up, it’s ok. But if I sit still, it’s not ok. I’ve always known that they’re rooting for me and that they’re going to allow me to pursue big, audacious things and not hold it against me if we don’t quite get there. Our relationship is good, stable, and full of trust. I think Baldridge is an example of that. I don’t know if it’s a driver though.
JS: The implementation of processes and the establishment of norms has allowed us to expand the level of trust dramatically and
fairly quickly. When you have norms and can hold each other accountable, it makes the trust level stronger.
AB: What does Baldridge Gold represent for you?
PJC: For me, [it means] we’re doing the right work in the right way. It gives us a little more freedom to focus on the results. Now we have to graduate from process to performance.
AB: How has your organization changed since you’ve been on this path?
PJC: The alignment is from the strategic plan that drives everything. While there were pockets of excellence before, everything is in alignment now. I think that there is a high level of clarity among the board and leadership as to what we value and how we make decisions. We’re somewhat boringly predictable as a board and as a leadership team.
JS: Well-said. It’s just a consistent, continual commitment to the plans that have been put in place. We can grow from there, and we don’t have to start over each time, but it’s not the end of the journey.
AB: How has this journey impacted your community?
PJC: In no way could they articulate it because we don’t talk about it. They don’t realize everything we’ve done in terms of our school improvement. They don’t correlate that to Baldridge because that’s just the way we do business. I would say that hopefully they would tell you that the culture, systems, and performance of the district are dramatically different and that it is better.
JS: The community, the staff, everyone sees the demonstration and commitment to the work that we say that we’re going to do.
AB: How did you make this happen?
PJC: We employed a consultant, Joe Kilbride, who helped
us to distill all the things you’re supposed to do down to 20 key approaches, which we prioritized. Once we started with the higher leverage ones, the lower leverage ones took care of themselves. That was step one. Step two was the actual writing of the application. Joe Mullikin, our former assistant superintendent, did the heavy lifting with the writing. Stage three was getting the feedback from the experts who visited us for a week.
AB: What has been your biggest challenge?
AB: What has been the board’s role?
JS: The board’s role is simple because this is staff work. The board knows their role. We have supported, encouraged, and continued to pursue outside of the education box.
PJC: But I think he’s underplaying their significance. Our board has earned IASB School Board Governance Recognition for eight consecutive years. Our board president and secretary have received awards. The basis of everything in Baldridge is largely the strategic plan, which is the board’s
PJC: Money. We couldn’t do some of the things that we wanted to do. For example, when we first applied, we really wanted to develop a professional coaching program because job-embedded professional development has the highest rate of return on investment. We couldn’t afford it at first. By the time we applied, we rolled it out because we made it a priority over time.
document. The board’s support of the process and doing their job well has been an incredible enabler.
AB: What’s your next milestone?
JS: I think the next milestone is to get the next superintendent in and maintain the trajectory that we’re on. It will be a piece that they know is important to us because it maintains what the staff has been working toward for the past 10 years.
PJC: I would agree. The next layer is the national award competition. We are ready to go onto the next level based on process.
AB: What advice would you give to our colleagues?
PJC: The alignment piece would be where I would start. When you have a bad back, your whole life sucks. If the organization isn’t aligned, there are going to be pain points all over the place. Having the courage to call ourselves out when we’re not in line would be the first step and that it’s nobody’s fault. It’s not going to happen in a year.
JS: That establishment of the norms and then staying in lock-step with those norms as you go forward. It’s difficult but it’s simple. If you do your job and you stay focused on what it is your role is and you allow the people that you put in place to do their role, it becomes much easier. It doesn’t feel like a journey; it feels like a walk together.
AB: Anything else that you’d like to highlight or include?
PJC: Sometimes people see that there is a fee associated with it, and then I explain we had industry experts come live with us for a week and provide us with 35 pages of consulting feedback. That’s the cheapest consulting you’re ever going to find.
JS: One of our board members is an attorney. When she got the 35-page report, she had no idea that this was the magnitude that was going to come from the site visit.
Arlana Bedard, Ed.D., is the IASB Director of Outreach & Training for the DuPage, Starved Rock, and North Cook divisions.
IASB Board of Directors
As of August 15, 2024
PRESIDENT
Mark Harms
VICE PRESIDENT
Tracie Sayre
IMMEDIATE PAST PRESIDENT
Simon Kampwerth Jr.
TREASURER
Marc Tepper
ABE LINCOLN
Christopher Gordon
BLACKHAWK
Jeff Johnson
CENTRAL ILLINOIS
VALLEY
Tim Custis
CHICAGO PUBLIC SCHOOLS
Jianan Shi
CORN BELT
Nick Sartoris
DUPAGE
Thomas Ruggio
EGYPTIAN
Lisa Irvin
ILLINI
Kimberly KenileyAshbrook
KASKASKIA
Linda Eades
KISHWAUKEE
Robert Geddeis
LAKE
Marc Tepper
NORTH COOK
Alva Kreutzer
NORTHWEST
Chris Buikema
SHAWNEE
Sheila Nelson
SOUTH COOK
Joyce Dickerson
SOUTHWESTERN
Mark Christ
STARVED ROCK
Jim McCabe
THREE RIVERS
Liz Campbell
TWO RIVERS
Lisa Schwartz
WABASH VALLEY
Mandy Rieman
WEST COOK
Janice Roeder
WESTERN
Sue McCance
SERVICE
ASSOCIATES
Stephen Nelson
The vision of the Illinois Association of School Boards is excellence in local school board governance supporting quality public education.
The mission of the Illinois Association of School Boards is to Light the Way for its members by developing their competence and confidence through a robust toolkit designed to build excellence in local school board governance, including
• Premier training experiences;
• Networking opportunities for mutual support;
• Valuable benefits, pooled services, information, and expertise;
• Advocacy on behalf of public education; and
• A platform for a strong collective voice on common interests and concerns.
SDiscover the New IASB Support Network
By Kara Kienzler
School board members are volunteers who want what is best for their community and the education of students; it’s important for them to have a support network. Fortunately, technology makes it possible to network online.
The new IASB Community, which opened on July 1 and is growing every day, meets the mission of the Association in many ways, especially by offering its members a new networking opportunity for mutual support and the sharing of valuable benefits, information, and expertise.
IASB Community is an online hub offering school board members the opportunity to seek support, exchange ideas and resources, and find inspiration among their peers. The communities available bring together members within geographic regions — IASB’s 21 divisions — and roles, such as board presidents and division leadership roles.
This platform is a unique opportunity to connect and learn from others, bringing together members who make up the Association’s strong collective voice.
There are also dedicated communities for administrative professionals and school attorneys that support boards of education and Service Associates who provide districts with valuable services and expertise.
Features of IASB Community include a personalized news feed similar to what you will find on other social media networks like Facebook, making it easy to stay updated. A library enables community members to browse and access resource files and links shared by others. Discussion threads have been an engaging feature of the IASB Community since its launch in July. This is where members can post, follow, reply, and recommend.
You might be wondering if posters in the new IASB Community must be mindful of the Illinois Open Meetings Act. The answer is yes. Members are responsible for their own compliance with OMA requirements. The Illinois Freedom of Information Act (FOIA) applies as well, although the sharing of general information regarding best practices or education issues, or simply sharing news of your district’s successes, would likely not be subject to FOIA. Members with questions about specific postings should contact their board attorney.
You might also be wondering what some of the discussions are like. They have ranged from warm welcomes and cheers for the new platform to questions about how boards deal with specific policy issues. One Resolutions Chair offered to be a resource for division members with
questions about the IASB Resolutions Process. Another board member informed members of legislation signed that changes filing dates for the next school board election. A board president is interested in how others handle board retreats. Another is interested in board policy related to district operating reserves.
Conversations like these can generate ideas to be tailored to a district’s specific needs and how school board members can learn about new strategies and solutions.
To see what the discussions are like, log in to community.iasb.com and see for yourself! The Member Profile username and password that you use at IASB.com also work for the IASB Community.
You don’t have to jump into the conversation, although you can if you wish. If you prefer to start by observing, you might find that someone else’s reply gives you the information you were looking for, or you might just be curious to see what others are discussing. The next steps would be to follow and react to discussions, and eventually start your own. Your participation can make a difference and contribute to the shared learning experience.
What you get out of the community tool depends on what you put into it, so make it a habit to check
your community or communities regularly. You never know when something might pique your interest or if you have insights you can share with someone looking for support. The email digest members receive will recap community conversations from the week. This is an easy way to keep tabs on activity. Be on the lookout for this email on Saturday mornings.
Whether you want to ask for feedback on an idea, share insights, or seek a sample resource to share with your board, IASB Community can be a tool. What topics are trending in your district that you want to be prepared to address? If you consider yourself an experienced board member, what are some tips you could offer to newer board members in your division? Use your community to share and showcase your expertise. Board members are great models for lifelong learning. Building relationships with others who share the same aspirations supports personal growth.
IASB events like Division Meetings and the Joint Annual Conference provide excellent in-person networking opportunities. Think of IASB Community as the in-between. Was there a topic you wanted to learn more about? How about a model you want to share with others in your same role? Is there an individual member you wish to follow up with? IASB Community can make those connections happen.
Kara Kienzler is IASB’s
Associate Executive Director for Communications & Production Services.
IASB Administration and Sta
As of August 15, 2024
OFFICE OF THE EXECUTIVE DIRECTOR
Kimberly A. Small, Executive Director
Jeremy Duff y, Deputy Executive Director
Chris Montrey, Executive Assistant HUMAN RESOURCES
Tulsi Srinivasan, Director
DIVERSITY, EQUITY & INCLUSION SERVICES
Maryam Brotine, Director INFORMATION TECHNOLOGY
Chris Lawton, Director
Patrick Shea, Assistant Manager
OFFICE OF BUSINESS SERVICES
Jennifer Feld, Chief Financial Officer and Associate Executive Director
Karen Faith, Assistant Business Manager
Camille Gillette, Specialist III
Ruth Ann Ferris, Receptionist
Sally Kimmel, Receptionist
EXECUTIVE SEARCHES
James Helton, Associate Executive Director
Carmen Ayala, Consultant
Matt Brue, Consultant
Tim Buss, Consultant
Jim Helton, Consultant
Dave Love, Consultant
Alan Molby, Consultant
Patricia Sullivan-Viniard, Consultant
Victor Zimmerman, Consultant
Mary Torgler, Admin. Assistant
OFFICE OF GENERAL COUNSEL
Jeremy Duff y, General Counsel
Maryam Brotine, Associate General Counsel
Debra Jacobson, Associate General Counsel/PRESS Editor
Megan Mikhail, Assistant General Counsel
Ummehani Faizullabhoy, Assistant Director
Michael Ifkovits, Legal Assistant
Karis Li, Legal Assistant
GOVERNMENTAL RELATIONS
Sarah Miller, Associate Executive Director
Barbara Hobrock, Director
Mike Stevens, Director
Alie Wagner, Admin. Assistant
POLICY SERVICES
Angie Powell, Associate Executive Director
Nicholas Baumann, Director
John Fines, Director
Garth Minor, Director
Tammie Ng, Director
Breanna Rabacchi, Assistant Manager
Emily Tavernor, Assistant Manager
Tayler Heidbreder, Admin. Assistant
Jennifer Robinson, Admin. Assistant
Alyssa Sutton, Specialist
OUTREACH, TRAINING & EVENTS
Lori Grant, Associate Executive Director OUTREACH & TRAINING
Patrick Allen, Director
Arlana Bedard, Director
Kathryn Bulava, Director
Perry Hill IV, Director
Laura Martinez, Director
Natalie Williams-McMahon, Director
Yolanda Garcia, Admin. Assistant
Nancy Johnson, Admin. Assistant
Cindy Rispens, Admin. Assistant
Shantel Rotherham, Admin. Assistant
Miranda Sexton, Admin. Assistant
Gretchen Watson, Admin. Assistant TRAINING DEVELOPMENT
Sandra Kwasa, Director
Tasha Levy, Assistant Director
Rhonda Cass Mackiney, Assistant Director
Mary Ellen Buch, Admin. Assistant
Linda Zulaski, Admin. Assistant EVENTS MANAGEMENT
Carla S. Bolt, Director
Natalie Duke, Director Designee
Haylie Noltensmeier, Assistant Manager COMMUNICATIONS & PRODUCTION SERVICES
Kara Kienzler, Associate Executive Director
Theresa Kelly Gegen, Director
Heath Hendren, Director
Jennifer Nelson, Director
Isaac Warren, Director
Dara Merino, Assistant Director
Bridget Kusturin, Admin. Assistant PRODUCTION SERVICES
Katie Grant, Director
Jeff Armbruster, Print Shop Operator/ Graphics
Matt Schultz, Graphic Designer
TAdvocacy in Action
By Barbara Hobrock
This year, I have been able to witness advocacy in action from several of IASB’s member boards. Advocacy can mean a lot of different things to people and each of these districts were given unique opportunities to advocate for their districts. They not only stepped up to the challenge, but they became an example we can all learn from.
Dr. Tony Sanders, State Superintendent of Education, has been touring schools throughout Illinois to keep in touch with students and emphasize all the positive initiatives and achievements happening in schools. In February, Sanders visited Beardstown CUSD 15, which serves approximately 1,400 PK-12 students in a small, rural farming community. When Evidence-Based Funding (EBF) was enacted in 2017, Beardstown CUSD 15’s funding adequacy was 52.5%. This means that the district was only receiving approximately half of what it takes to adequately provide for the students. The major employer in Beardstown is JBS Foods, a meat processing plant, which has brought incredible diversity to the school district,
but has also brought challenges in supporting the 18 languages spoken from 30 countries of origin. Being funded at only 52.5%, Beardstown CUSD 15 has been doing amazing things with very little.
During Sander’s visit, three school board members joined the tour. Board President Jimmy Hymes, Vice President Amy Sommers, and Secretary Brenda Algandar remained “in the balcony” and watched Superintendent Brent O’Daniell, Language Acquisition Administrator Tammee Petersen, and several proud students show off their district’s new early childhood renovation. EBF dollars aided in the construction allowing the preschool to be brought to the elementary school instead of being isolated across town. The tour continued to the high school where students stressed the family-like atmosphere, unity among diversity, and the obvious pride they have not
Jimmy Hymes, Beardstown CUSD 15 President, observes Dr. Tony Sanders, State Superintendent of Education, visiting an elementary classroom at Beardstown CUSD 15.
Pictured at Beardstown CUSD 15 from left to right: Amy Sommers, Vice-President, Barbara Hobrock, IASB Director of Governmental Relations, Dr. Tony Sanders, State Superintendent of Education, Brenda Algandar, Secretary, and Jimmy Hymes, President.
only for their school, but for their community.
What filled me with the most pride during this historic visit was witnessing the school board members’ advocacy. As a former school board vice-president of Beardstown CUSD 15, I understand the all-toocommon perception that smalltown voices often go unheard, and that we must tackle challenges on our own. Board members changed that stigma when they ended the day talking to Sanders about their challenges and successes over the years.
The first step in advocacy is showing up. By simply being present and supporting your students and staff, you demonstrate your commitment to their success.
The second step is speaking up. As the collective voice of the entire district, conveying the message to higher authorities validates all the hard work.
The third step is leveling up. Despite the challenges of balancing jobs, families, and personal lives, the board members elevated their advocacy efforts because it is crucially important. Thank you to Beardstown CUSD 15 for including me in this tour to witness advocacy in action!
Another example of advocacy in action was from the Homewood School District 153 board and superintendent. Voters in the district overwhelmingly, with 71% of the vote, approved a tax increase by referendum in November 2022 to support the growing needs of the district. Due to an unprecedented drop in equalized assessed value (EAV), the referendum only generated a fraction of the dollars voters
thought they were approving. The board reached out to Representative Will Davis to explain the predicament and he was happy to champion the initiative. Therefore, HB 4284 was filed and would allow the district to recoup the funds.
The bill moved through the House and somewhat stalled in the Senate. With deadlines looming and $1.7 million at stake, the school board and superintendent took action to advocate not only for their district, but for the voters in the community. Board President Shelly Marks, Vice President Alex Bosch, and Superintendent Scott McAlister reached out to their legislators, contacted IASB and IASA for information, and made the trek to Springfield to attend the Senate Education Committee hearing where the bill would be called. They were ready with all the pertinent information in the event they would testify, and they met with Senator Napoleon Harris III, the Senate sponsor of the bill, to ensure his questions were answered. I was honored to explain to the board the many different things that could happen in committee work, and the board members were prepared to do what it took to make sure their constituents’ voices were heard. The bill was approved on an agreed bill list (meaning it was approved at once with other bills that were in the committee) and they then had to wait for floor action to ensure it passed the Senate.
That was only one mountain to climb to ensure success. Not only did the bill have to pass the Senate, but it also then had to be signed by the Governor by early June. Typically, bills need to be
Pictured from left to right: Alex Bosch, Vice-President, Scott McAlister, Superintendent, and Shelly Marks, President, Homewood SD153, with Senator Napoleon Harris III.
sent to the Governor within 30 days of passing both chambers and then the Governor has 60 days from receipt to sign the bill or veto it. This timeline simply would not work in this case. Once the bill passed the Senate, the sponsor of the originating chamber, Representative Davis, must send it to the Governor. Marks was able to contact Davis and make him aware of the looming deadline in the hopes of expediting the bill. The full board prepared a letter to the Governor expressing the same concerns. Building relationships with their legislators paid off and HB 4284 was signed into law on May 28, 2024.
The Homewood School District 153 school board worked with the superintendent, legislators, and IASB to advocate not only for the district, but for the voters.
Barbara Hobrock is IASB Director of Governmental Relations.
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The School Board’s Financial Calendar
Excerpted from Essentials of Illinois School Finance, Tenth Edition, by James
B. Fritts with Senior Editor Ann Williams
TThe board of education is responsible for performing many duties necessary to securing and expending district funds. Among them are adoption of the annual budget and tax levy, reviewing and approving the annual audit and financial report, awarding contracts for goods and services after competitive bids and proposals, authorizing budget transfers and borrowing as required, overseeing the investment of school funds, and approval of monthly financial reports and expenditures. Some of these responsibilities occur only once each year — for example, the review of the audit. Some, such as the adoption of the budget and tax levy, must follow specific calendar requirements. Some occur monthly, including review and approval of
expenditures. Some occur only as needed, including borrowing, which is done in a series of steps prescribed by the requirements of the borrowing instrument.
Excerpted from Chapter 25 of Essentials of Illinois School Finance, this article presents a sample annual calendar of the board’s financial duties and information on the annual audit. The Tenth Edition of Essentials of Illinois School Finance was published in 2024 and is available for purchase from the IASB Bookstore. The publication provides updated information on the basic principles and operations of Illinois school financial management.
Each year, the board and superintendent work together to establish the annual agenda calendar for
the coming year. The calendar includes actions and reports that must be completed during the year to meet legal requirements, keep the schools in business, and provide the board with information necessary for planning. This article identifies those requirements of a financial nature and assigns them to the months when they are commonly considered, or are required by law, to be acted upon.
Some school law firms publish schedules of required actions during the year in their newsletters and other publications. They can also advise on deadlines, the content of required notices, and other legal requirements. It is good practice for one administrator to be assigned responsibility for monitoring the board’s annual agenda calendar to assure that actions and subsequent publications and filings take place on schedule.
Monthly Topics
Every month, the school board and administration approve bills for payment and review financial reports containing
• Monthly and year-to-date information on revenues and expenditures compared to the budget for the year, and an explanation of variances between the budget and actual figures;
• Activity Fund revenues and expenditures, showing information for each of the accounts within the fund;
• Information on investments, showing the type of instrument, purchase date, term, principal amount, current market value, and yield.
Budget Planning and Adoption
June, July, and August
• Discuss, adopt, and display a tentative budget at least 30 days prior to adoption of the final budget.
• Schedule the public hearing on the budget.
• Direct the publication/posting of the notice of the public hearing.
August and September
• Hold the budget hearing and adopt the budget by September 30.
• File the budget with the county clerk(s) within 30 days of its adoption.
• File the budget with the Regional Office of Education
• File the budget with ISBE
• Post the approved budget on the district’s website.
October and November
• Review opening enrollments, recent trends, and projections for the coming five years.
• Review financial projections as a basis for discussion of the tax levy and budget assumptions for the coming year.
• Begin discussion of budget planning assumptions, including revenue changes, enrollment projections, staff needs, program modifications, capital plans, salary and benefit costs, and allocations for consumables and equipment.
December and January
• Review a report of the condition of the buildings, describing major maintenance needs, life-safety work, and program-related building project requirements for the coming three to five years.
• Identify priority projects for inclusion in the following year’s budget and authorize solicitation of bids accordingly.
February and March
• Review updated enrollment, class sections, and staff projections.
• Take actions on personnel, including hiring, dismissal, and reassignment.
• Authorize the superintendent to prepare the following year’s budget.
April, May, and June
• Take action on personnel in accordance with needs.
• Review updated revenue projections in preparation for discussion of a tentative budget.
The Tax Levy
October and November
• Discuss needs for property tax revenue in each fund, following discussion of financial projections.
• Review the latest available information on assessed valuation and rate limits in tax-capped counties and identify decisions pertinent to the coming levy action.
• Discuss and adopt an estimated tax levy not less than 20 days prior to the adoption of the certificate of levy.
• If required, direct publication of the Truth in Taxation notice not more than 14 days, nor less than seven days, before the required hearing, and schedule the levy hearing.
December
• Conduct the levy hearing, adopt the certificate of levy, and file it with the county clerk(s) by the last Tuesday of the month.
• Certify compliance with or the inapplicability of the Truth in Taxation Act (even if no notice and hearing were required) and include the certification with the levy filing.
• Publish an additional notice if the adopted levy was increased from the amount published in the Truth in Taxation notice
or was in an amount that increased a proposed levy that was below the threshold level required for the notice.
February, March, and April
• In tax-capped counties, upon notice from the county clerk (schedule varies by county), review tentative levy distribution and fund rates and adjust distribution as needed and permitted.
• Adjust fund levies in accordance with referenda approved subsequent to approval of the tax levy in December.
Other Actions
September, October, and November
• Review the audit and Annual Finance Report and file with the regional superintendent.
• Publish the Statement of Financial Affairs and file with ISBE.
• Prepare required compensation reports for IMRF and certificated employees, including administrators, and arrange for their publication on the district’s website by the required dates.
December, January, and February
• Approve textbook purchases.
• Authorize and act on bids for time-critical equipment deliveries and summer building projects.
• Review cash flow projections to determine if short-term borrowing will be necessary prior to the end of the fiscal year.
• Solicit proposals for the annual audit if a change in auditing firm is under consideration; otherwise, obtain and approve quotation from current firm.
March, April, May, and June
• Authorize superintendent to apply for federal and state grants.
• Authorize the annual audit.
• Designate surplus supplies and equipment for sale or donation.
• Act on employment of certified, classified, and administrative staff.
• Keep current on salary and benefit settlements in market area.
• Act on extra-duty stipends for the coming year.
• Approve new employees as recommended by the administration.
• Adopt and publish the Prevailing Wage Resolution.
July and August
• Act on change orders for construction projects as necessary.
• Approve contracts and salaries that are not settled in the spring.
• Approve board member expenses for attendance at conferences for the coming year.
This section Essentials of Illinois School Finance is adapted from another IASB book, Coming to Order: A Guide to Successful School Board Meetings, and from A School Board Member’s Handbook, published by Hodges, Loizzi, Eisenhammer, Rodick & Kohn, where a comprehensive calendar of monthly board actions can be found, including required actions and publications with respect to personnel, finance, labor, students, and other areas. Not all required actions with a financial component appear.
The Annual Audit
An independent audit should play a key role in protecting school district assets. Illinois school districts are required by state law (105 ILCS 5/3-7) to be audited using Government Auditing Standards. This means that an independent auditor must look at the books and records of the district and evaluate a) whether internal controls have been established and followed; and b) whether the school district has complied with the many regulations and grant requirements imposed by various state and federal agencies.
An audit is designed to test transactions (not look at every transaction) to determine if they have been properly recorded and if proper procedures were followed in collecting and recording transactions. An audit also tests grant expenditures for appropriateness under a grant agreement. These tests of controls and procedures enable the auditor to provide the board and administration with some reasonable assurance that the district’s financial statements as presented are fairly stated.
The school district will receive a “Report on Internal Control Over Financial Reporting and on Compliance Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards.” This report should reveal any deficiencies found during the audit, state that none were noted, or reference a separate letter that identifies internal control or compliance issues that need to be addressed, but that did not result in material deficiencies. The
school board needs to see and review this report from the auditor and, in fact, should receive an oral presentation of the report at a board meeting.
The school board should understand that, while most auditors will write the financial statements for their client school districts, those statements are the district’s responsibility. The auditor’s responsibility is limited to providing assurance that those statements are “fairly stated in all material respects” and that internal controls and compliance with laws and regulations have been tested.
Just because these areas have been tested and nothing was found does not provide proof that everything was handled correctly. It is the board’s responsibility to establish policies and procedures that will promote the proper recording of transactions and encourage compliance with laws, regulations, and grant agreements.
For more insights into internal controls and the annual audit, see “Internal Controls Protect District Funds,” in Essentials of Illinois School Finance. Information on the audit process and components can be found on the Illinois State Board of Education website, www.isbe.net, searching A-133 Single Audit on the site map.
The Tenth Edition of Essentials of Illinois School Finance was published in 2024 and is available for purchase from the IASB Bookstore. Author James B. Fritts is a senior associate of Hazard, Young, Attea and Associates, where he specializes in administrative selection, organizational studies, and financial planning. He has taught graduate courses in educational administration and finance at Loyola University Chicago, and currently teaches at Northeastern Illinois University. He is a frequent presenter at conferences and workshops of the Illinois Association of School Business Officials and the Illinois Association of School Boards.
Senior Editor Ann Williams is Deputy Superintendent for Operations and Treasurer for Elgin-based School District U-46. A leader in the school business profession, she serves on the Illinois State Board of Education’s Professional Review Panel which oversees the Evidence-Based Funding model for Illinois public schools.
Communicating Referendum Details to Your Community
By Brett Clark
OOutside of changing attendance boundary lines, is there any bigger decision in the eyes of a board member than putting a referendum on the ballot?
Asking voters to increase their taxes should be well thought out by the board of education, prior to a decision.
When a school board has determined the need to place a bond issue or operating question on the ballot, the school district owes the constituents accurate, timely, and trustworthy information prior to the vote … as well as after.
Maine THSD 207 has approximately 6,300 students in three schools with attendance boundaries located to the north and east of O’Hare International Airport. In the summer of 2018, District 207’s board placed a $195 million bond issue on the ballot for that November. Here’s how it happened.
Due Diligence
Maine THSD 207 completed many steps prior to the board voting to place the question on the ballot. Those steps included the creation of a master facility plan, community engagement, and a community survey.
The master facility plan was a detailed document that outlined the needs at each of the three high schools in the district, and provided recommendations about the mechanical, electrical, and plumbing systems. While the creation of this document utilized a vast amount of staff time, along with the cost of the district’s architects and engineers, it was the foundation for developing the list of items for the referendum.
The community engagement process provided multiple opportunities for community members to learn more about the district’s needs and ask critical questions. This was accomplished through several strategies, including public meetings and information posted on the district website. The public meetings provided the district with an opportunity to gauge the amount of work and investment the community was willing to support. During those meetings, the district was able to present scopeof-work scenarios, as well as dollars and cents options with a live audience followed by live audience feedback.
The community survey was a statistically valid phone survey that provided insights into the
community’s opinions related to a potential referendum question, as well as which construction items being considered were supported and which were not.
The objectives of each of these efforts were to inform the community of the condition and needs of the schools, solicit broad-based community input into a potential referendum, and assess voters’ response to a possible ballot question. All of this information was utilized to provide the board with a data-based recommendation related to putting a referendum on the ballot. Each of the strategies also helped to inform the communication and engagement process regarding the referendum after the board voted to put the question on the ballot.
District Campaign Is Fact Based
It is important for school district and board members to realize it is illegal for taxpayer dollars to be spent on an advocacy campaign. That said, it is vitally important for the school district to run an informational campaign to share with all taxpayers how the funds will be used if the referendum is approved by the voters. Ensuring the line between
advocacy and information is not crossed is vitally important.
For the District 207 information campaign, transparency was the key word. The goal was for every taxpayer to know exactly what would happen if the referendum passed and what would happen if it did not pass. This was a multifaceted information campaign to ensure that voters were aware of all the referendum details.
One strategy was to hold community engagement sessions that included multiple opportunities to tour the schools. Those were led by principals and administrators but also included students so the community members could hear from multiple perspectives about the realities facing the schools. Many community members thought they knew what the schools looked like inside but were surprised to see the realities of the school buildings during the tours. For perspective, Maine East High School opened in 1930, Maine West opened in 1959 and students began attending Maine South in 1964. Major renovations to infrastructure had not taken place in any of those schools after their initial openings.
Community and parent presentations also were held that included administrative leadership meetings with PTO/PTA groups, Chambers of Commerce, League of Women Voters, and service organizations like Kiwanis Club. The district also held a Facebook live event that allowed the public to ask questions about the referendum following the presentation in real time. That event was recorded and shared with the public after it
was conducted. These engagement sessions allowed for the community to learn more about the refer-
information about the referendum that included details on where to go for additional information.
endum and to engage with district and school officials with questions and concerns.
A website was created with in-depth data and information about the referendum that included a tax calculator so residents could estimate the increase in their taxes. The site included a Frequently Asked Questions page that was constantly updated based upon questions gathered from the engagement sessions and the Q&A link on the website. The website also included renderings of the new spaces that would be created by the referendum and information on registering to vote and where to vote.
Multiple Communication Channels
One of the strategies employed by the district was to be sure that varied avenues were utilized to share information. The district sent two oversized postcards to every household within the school district boundaries with basic
While this was the most costly of the strategies, it also ensured the district shared information with every potential voter.
Additionally, social media was utilized to push information out on a regular basis that linked viewers back to the website where a vast amount of information was available for those who wanted to learn more. When comments and questions were made on social media (for or against the vote), answers were provided with links back to the website for additional information.
The district met with each of the newspaper editors that cover the district to share referendum information and answer any questions. Local media editors obviously decide the substance and stance of any editorial that is published in the newspaper. Therefore, the goal of the meeting from the district’s perspective was to ensure that if editors wrote about the ballot question, they had all the salient information.
Sample informational mailing provided by Maine THSD 207.
Multiple videos were created to provide a look into the state of the schools for those who were unable to make the tours, as well as provide accurate information about what would be accomplished if the referendum was passed by the voters. An overview video was created along with three other in-depth videos that focused on key aspects of what referendum dollars would be used for: safety/ security improvements, infrastructure replacement, and updating the instructional settings. Additionally, vignette videos were created on other aspects of the referendum improvements including accessibility for students with special needs and students walking outside at one school during passing periods due to crowding in hallways.
Involve Legal Counsel
Referendums are not something that school districts typically do on a regular basis. Since this is usually uncharted waters, having a guide to help is extremely important. Your legal counsel will be your best friend during a referendum. They can guide you on what you can (and can’t) say, help with questions about staff members contributing to a
partisan campaign run by local citizens, and review communications to ensure they are non-partisan. For example, the District 207 legal team created a “dos and don’ts” guideline document for staff so they understood the rules of the road. This was shared with all staff and utilized whenever a question arose related to staff questions.
Illinois Freedom of Information Act (FOIA) Requests
There will be residents who are against the referendum and districts need to be prepared for both their questions and potential requests for information through FOIA. During the time between when the board began discussing placing a referendum on the ballot and the vote (five months),
District 207 received 132 FOIA requests. Prepare for this possibility as these requests can take both time and resources to provide the information to requestors.
After the Election
The voters in District 207 passed the referendum on November 6, 2018 and in many ways the substantial communication work began after the vote. The district was clear with the constituents that if the referendum passed, transparency would be the guiding principle. The district did its best to follow through on that promise.
The website transitioned from a referendum website to a construction website that still exists today. While some aspects of the referendum site remained, there was
a shift to construction updates, photos of the projects, and videos of the construction.
Construction updates summarized the monthly reports that were provided to the Board of Education. Those reports were sent to all parent and community email addresses the district had on file, as well as posted on the district website. Literally thousands of photos were taken during the construction projects and shared with the parents and community through a Google folder linked from the website. Additionally, videos of the work were compiled and shared with the parents and community, including several time-lapse videos.
In addition, construction information was the focus of each community newsletter the district
sends to all households twice a year. Local media was invited out on several occasions to tour the schools and help update the district’s constituents about the projects and its progress. This resulted in several update stories being published by the newspapers that helped keep the community informed about the work being completed utilizing taxpayer dollars.
Finally, the district utilized social media to share information about the construction progress, costs and other detailed information about the projects.
Bottom Line
No matter what size district or the resources available, it is the responsibility of the school system to share as much information as possible about a referendum prior to a vote and to keep the community informed about how those funds are being utilized following a passed referendum. Utilizing these strategies, and adding others targeted for your local situation and scope, can help fulfill that responsibility and ensure the community is informed about how its tax dollars are being utilized.
Brett Clark, APR, is the Communications Director for Maine Township High School District 207, current board member for the Illinois Chapter of the National School Public Relations Association (INSPRA), a former board of education member in Itasca School District 10, a former board member of the National School Public Relations Association (NSPRA) and communications consultant with a national communications firm.
What’s New with School Bonds?
How passing a school bond has changed over the past decade
By Brittany Edwardes Keil
IImagine it’s 2013. For anyone over the age of 35, that probably doesn’t seem so long ago. After all, some things haven’t changed. Taylor Swift is still reigning on the pop charts, and many of us still while away our time watching short, funny videos on our phones — only on TikTok now instead of Vine.
But in some serious ways, the world is a much different place than it was 11 years ago. Gen Z
has replaced millennials as the youngest segment of the workforce, and it’s not an overstatement to say that the global pandemic changed everything.
Against this backdrop of sweeping changes, bonds for school districts have changed, too. What was once a humdrum process now has all the markers of fully fledged political intrigue. But what can a school leader do to deal with all these shifts? The first
step is learning what has and hasn’t changed over time.
What’s Changed?
The Playing Field
During the pandemic, many districts held off on running school bond campaigns, fearing low voter turnout. This led to a rush of bonds in 2022 and 2023 once pandemic restrictions were lifted. And while national analysis about post-pandemic bonds is still
very much in the research phase, one certainty is clear: The playing field is different.
The environment is more political. You don’t need us to tell you that the political environment is more polarized than ever. As a result, school bonds and levies have also become more politicized. While most voters have positive perceptions of their local schools, national approval of public schools has decreased since the pandemic, and many districts find themselves having to work harder than ever for stakeholder support.
Politics, of course, don’t stop when you enter your school buildings. Experts are quick to point to one important factor for school referendum success: The unilateral approval of the school board. At a time when some school boards are more fractured than ever, this can be a tall ask for districts. The reality is that most board candidates run for school board with an agenda — and if the details of the bond don’t support their agenda, they likely won’t support the proposal or the campaign.
The act of voting itself has also changed. According to Paul Hanley, the managing director of pre-referendum consulting firm Beyond Your Base, you can no longer count on the majority of voting to happen on Election Day. “More and more voters are voting early, either in person or via absentee ballot,” Hanley explains. “Campaign timelines need to factor in this growing number of early voters. Fortunately, data is often available to determine who voted early in previous elections, at least when it comes to general elections. This allows the campaign
to develop two separate timelines — one for early voters and one for Election Day voters.”
All of this speaks to the necessity of crafting a bond campaign that aligns with the goals of both your community and your district. Your bond doesn’t have to please everyone, but it does need to appeal broadly to different parts of your community. And because the timeline itself has changed, you need to build this strategy from the beginning to win over as many voters as possible.
School bond packages are under more scrutiny. Inflation has also impacted the world of school bonds. Throughout his career, Hanley has observed a steep rise in the cost of the average bond campaign, mostly due to inflation. “Driven primarily by construction inflation and aging infrastructure, school bond measures keep getting bigger,” Hanley says. “Referenda between $100 million and $200 million are much more common now than they were just a decade ago.” Furthermore, some districts with long-term bond schedules are finding themselves in an especially difficult predicament: Construction projects that were approved years ago can no longer be completed within their initial budgets.
But inflation isn’t the only reason bonds have gotten so expensive. Hanley explains that many districts have had to contend with aging infrastructures and shrinking enrollment. “Far more bonds are being passed for improvements to existing schools rather than new buildings altogether,” he says.
According to Karen Fitzgerald, chief branding officer at Texas’
Celina ISD, some state laws have also contributed to this dilemma by requiring districts to build hyperspecific bond packages. This can be tricky for districts, especially since messaging for these kinds of bonds requires a lot more nuance. “We support the idea of transparency, but it can be so challenging to educate a community on the general nature of a package,” Fitzgerald explains, “let alone when you are required to go into all of the specifics of each proposition.”
It takes more work to get your word out. There are no doubt far more communications tools now than there were 10 years ago. While the local media once served as the gatekeepers to public awareness, schools now have myriad tools at their disposal, from social media platforms to newsletters. But unfortunately, more tools often mean more work.
It isn’t just families who vote on school bonds — everyone in the community has an equal say about whether or not a referendum should pass. That means you can’t skip any communication method at the risk of alienating an important subset of your voter base. Additionally, some methods of in-person communication just aren’t working like they used to. “Post-COVID, it has been increasingly difficult to get voters to attend open houses, informational presentations, and other in-person events,” Hanley explains. “While these strategies are still used, they are now complemented by online webinars, which are often recorded and posted online.”
As in many communities across the country, Fitzgerald
has observed a gradual change in her district’s demographics, especially among families. “We have parents from ages 20 to 60, and each of these generations uses vastly different modes of
communication,” Fitzgerald explains. “As a communications director, I can’t disregard any of these channels for fear of missing an important subset of our voting community.”
What’s Changed? The Strategy Passing a bond has never been easy, but now more strategy has to go into your campaign than ever before. Not every change makes your job harder though; in fact,
An Overview of Bonding in Illinois
The Playing Field
Illinois law establishes limits on a school district’s bonded indebtedness. The limit is calculated in relation to the district’s equalized assessed valuation (EAV). The general limit for a separate elementary and high school district is 6.9% of its EAV. A unit (K-12) district may borrow up to 13.8% of its EAV. Certain “growth districts” may borrow a maximum of 15% of EAV, if special circumstances, spelled out in law, are present. Excluded from the debt limit are revenue anticipation borrowing, funding bonds, alternate bonds generally, working cash bonds — unless property taxes are extended to pay them, and bonds sold to establish an insurance reserve or pay a tort judgment. Alternate bonds are exempt from the debt limit unless property taxes are extended to pay them.
Working cash bonds and funding bonds are similar in terms of their treatment under the debt limit. Both can be issued in excess of the debt limit but, once issued, are included in the calculation for debt when contemplating future debt issues. Thus, it is possible for a school district to have negative debt capacity that would preclude issuing other bonds until its debt capacity returns to positive. Working cash bonds are subject to a working cash limit, which further restrains a district’s ability to issue such bonds. Often districts that have reached their working cash bonding limit will then issue funding bonds. For that reason, funding bonds are most often associated with an exception to the debt limit.
In addition to state law, public borrowing falls under disclosure and tax compliance regulations enforced by the Securities and Exchange Commission and the Internal Revenue Service. These regulations govern the information that must be disclosed to potential buyers, the amount of the borrowing, and the investment of the proceeds prior to their expenditure.
The tax compliance burdens of government borrowers do not cease on the closing date of a tax-exempt debt issue. Tax law imposes significant ongoing post-issuance obligations with respect to record-keeping, investment and expenditures of proceeds, and private activity restrictions until well after the debt has been repaid. Failure to comply could lead to penalties, including revocation of the tax-exempt status of the bonds.
What Has Changed?
The Bond Authorization Act P.A. 103-0591, was signed in June 2024 and effective in July 2024. This Act:
• Removes the referendum requirement for new building construction that results in an increase in pre-kindergarten or kindergarten classroom space. This initiative supports the unfunded mandate of requiring full-day kindergarten by the 2027-28 school year.
• Exempts taxes levied for school fire prevention and safety bonds from PTELL.
• Increases the maximum term of school district bonds from 20 years to 30 years.
• Allows districts to increase the amount of bonds by 3% to cover costs of issuance and/or capitalized interest.
The Results
Over the last decade (2014-2024) in Illinois, voters have approved:
• 105 of 206 building bond issues for schools (51%)
• 70 of 136 tax requests for schools (51%)
• 41 of 84 county school facilities sales tax requests (49%)
• 12 of 21 working cash bonds for schools (57%)
Compiled from Essentials of Illinois School Finance, IASB Government Relations, and Jennifer Nelson, IASB Director of Information Services. Resources associated with this article are available at IASB.com/Journal.
advancements in voter research and even a resurgence of interest in public schools can be used to your district’s benefit.
You’ve got technology. While the relationship between schools and their communities has changed a lot in the past few years, something else has changed, too: technology. Now, the average school leader can get their hands on a much deeper level of voter analysis. “The quality and amount of voter data is also improving,” Hanley says. “While fewer voters are willing to answer their phones, pollsters are turning to hybrid polls, which also use cell phones and text messaging.”
At Union Public Schools in Oklahoma, Chief Communications Officer Chris Payne, APR, is considered the unofficial local expert on all things bond initiative. He’s helped five bonds pass while serving at various schools in the area. Technology has not only helped Payne communicate with voters but also understand them better. For their most recent bond initiative, Union Public Schools partnered with Thought Exchange, an online platform that can be used to solicit feedback from the public. This helped the district learn how voters felt about different aspects of their bond package before Election Day. “We needed a feedback mechanism, and it’s good to go out there and launch your conversation so you can better understand what your voters want,” Payne explains. “We had done public input meetings before, but this was even better because it would allow them to ask questions even after they left the meeting. Our QR code gave them
instant access to the online Q&A where they could log their new question or see answers to what’s already been asked.”
You’ve got attention. Gone are the days when school board elections and bond campaigns went by with only a bit of local attention. The recent political climate surrounding public education means that we’re in an attention economy where schools are, for better or worse, front and center. Just as school board elections have suddenly become newsworthy, school bond elections can serve as indicators of community support in a time when that is no longer a given.
The enhanced scrutiny that referendum packages face means that having strong buy-in, both internally and externally, is now even more essential for passing a bond. For Fitzgerald, this means building a strong strategy for communicating with the district’s most vital advocates — staff. “A lot of teachers live in the communities they serve, and they, too, are investors in our organization,” Fitzgerald says. “We have to be strategic about making sure they have the right messaging, as well as a sense of ownership around the information they’re sharing.”
What Hasn’t Changed? The Results
Despite everything, bonds are still passing all over the country. In 2022, three out of four bond packages passed nationally, and while the number of failed bonds and levies is higher than it was a decade ago, most voters are willing to support their schools. In fact, smaller districts actually fared
slightly better than larger districts. This high passage rate may be even more meaningful considering the challenging economic climate and rising cost of the average bond campaign.
According to Payne, the ways districts have passed bonds have certainly changed in the past decade — and especially in the past few years. But when it comes to education, what hasn’t changed?
“While we may have to work harder in some respects to make sure we’re being strategic and strong with our messaging, our profession has learned a lot when it comes to developing a message that will resonate with our individual communities,” Payne explains. “But at the end of the day, a good bond campaign is still a good bond campaign.”
Public finance law firms and financial advisors should guide administrators and boards of education through this legal maze, for rigorous proof of compliance with state and federal laws is necessary before the sale of a debt issue can be closed and the funds made available to the school district. In addition, there should be a schedule and plan to fulfill the district’s post-issuance obligations.
A former special education teacher and Fulbright Scholar, Brittany Edwardes Keil is the research and external relations manager for SchoolCEO Magazine. SchoolCEO is published by Apptegy, maker of Thrillshare, a school messaging communications and brand management platform. More information is available at schoolceo.com and at apptegy.com/thrillshare. Reprinted with permission.
Embracing New Beginnings on the Leadership Team
By Karen Warner
AA new academic year is underway, schedules and bus routes have been learned, routines are set. Teachers and students are hitting their stride. In many school districts, the new year marks the arrival of new leadership and early fall is when these new leaders begin to see what the year and their new district holds. For districts with new leadership teams with experienced communications leaders in place, you have a key partner to help guide and support you, fostering a smooth transition and setting the stage for success. Lean on your communications leader to help you:
Build a Strong Foundation:
The initial days and weeks of a new team set the tone. With the start of the year in the rearview mirror, you can really dig into the details. Help your communications leader help you by welcoming open and honest dialogue. When you stepped into your role, you should have heard insights about the district’s culture, key communities, and pressing issues. Now is
the perfect time to revisit how things are going. This foundational knowledge will provide you with the context needed to make informed decisions and build credibility.
Engage with Communities: Effective engagement is a cornerstone of a successful leadership team’s role. Communications leaders can facilitate introductions and meetings with key community groups, including parents, teachers, local businesses, and civic leaders. These interactions provide invaluable opportunities to listen, learn, and build relationships, helping you to build trust and rapport.
Craft a Clear Vision and Message : Be it board members or superintendents, new additions to the leadership team bring fresh perspectives and
are submitted
ideas. As you engage with the community to listen and learn, the communications team should work closely with you to help you transform what you have learned and those ideas to articulate a clear vision and set of goals for the district. This vision should resonate with the community, reflect the needs of students and staff, and be communicated consistently across all platforms. Crafting compelling messages that highlight the themes of renewal, growth, and change can inspire confidence and excitement among stakeholders.
Leverage Technology and Communications Tools:
According to data released by Pew Research Center, more than 8 in 10 Americans get their news from digital devices, with social media playing a crucial role in news consumption. Your communications team will help you engage your community where they are while also navigating the challenges that social media can pose. Advances in technology have also helped make
Columns
by members of the Illinois Chapter of the National School Public Relations Association
content more accessible to those who prefer a language other than English or those with a disability who may use assistive or adaptive technology. Remember too that in many communities, the majority of taxpayers do not have children in school. As a result, they may not be well connected or informed about local schools. Print mailers may be the only way to reach those stakeholders.
Prepare for Challenges: No school year is without its challenges. Your communications team will help you prepare by guiding you through a thorough assessment of opportunities and risks to strategically position the district for success. By conducting “what-if” scenarios and media training, the
communications team will help the leadership team think through ideas and strategize to help everyone maintain calm professionalism when the inevitable high-pressure situations arise.
Celebrate Milestones and Achievements: Recognizing and celebrating milestones is an important aspect of building morale and demonstrating progress. The communications team can amplify achievements and successes. Celebrating these moments reinforces the themes of growth and change, creating a positive narrative that can galvanize the community.
Create Continuous Feedback Loops and Adapt: Every role is a journey of continuous learning and adaptation. Create mechanisms for regular
feedback to reflect on what is working well, to identify areas for improvement, and to adjust strategies as needed. A culture of ongoing feedback and collaboration fosters alignment with the district’s goals and helps you remain responsive to the community’s needs.
As the new school year unfolds, the partnership between the superintendent and board of education and their communications team is more important than ever. Together, we can turn the promise of new beginnings into a reality of sustained growth and positive change across the district.
Karen Warner is Chief Communications Officer for THSD 113 in Highland Park.
Second Try Is a Charm: Passing a Facilities Referendum
By Fatima Cooke
Presenters: Michael J. Conway, Board President; Kurt Hansen, Board Vice President; Anna Kasprzyk, Chief School Business Official; Ed Liberman, Board Member, Lake Villa CCSD 41
LLake Villa CCSD 41 needed to invest in infrastructure. The district learned — from a failure to pass a facilities referendum — to listen and to better engage the community on a second attempt, which secured the support needed to succeed.
On April 2, 2019, voters in the county were presented two referendum questions, one authorizing $34.2 million in additional debt, the other increasing the amount the district could levy for debt payments without going back to the voters. Voters rejected both plans, with 72% voting against the first and 75% voting against the second.
The panelists described the pitfalls of that failed referendum. The school board sought capital school improvements, including needs,
wants, and adding a “sizzle” to 21st-Century learning. From handing off engagement to a third party, public disagreements among board members, and a lack of clarity on the proposed improvements, there was lots to learn when the board went back to the drawing board.
The board realized that it must unify and make compromises to present the 2020 proposal. They agreed to separate from the third-party firm and own the community engagement. The board hosted 22 open meetings, including facilities and finance committees, regular board meetings, and community engagement sessions. The board polled itself after each meeting, asking if everyone was still on board and addressing the concerns or questions at the moment.
What were the successes and lessons learned? Voters approved a $30.7 million bond referendum in March 2020, enabling Lake Villa CCSD 41 to finance much-needed school maintenance and infrastructure enhancements.
With this success, the board members reflected on lessons learned. They called out owning the process, and that even though there was some value in partnering with the third-party firm, they definitely should not have handed over the entire process. School Board Member Ed Liberman explained the need to embrace distractors and get them engaged and involved.
Board President Micheal Conway pointed out, “It is never in the board’s best interest to vilify opposers of the proposed plan. It is always ok to have differences of opinion.”
ICYMI
ICYMI (In Case You Missed It) features panel reports from the 2021 Joint Annual Conference. Reporters are participants in the Educational Administration Intern program, a collaboration of IASB and the Illinois Council of Professors of Educational Administration.
The board also narrowed the scope of work and aligned to a use of funds most impactful to the learning environment. This was transparently explained and reviewed in the open facilities committee meetings.
The finance committee communicated the fiscal situation to the community and reviewed multiple-year financing options. The board also decided to move to a single ballot question which passed unanimously on a 7-0 vote.
The board learned that it could build trust by engaging everyone openly and by having a pulse on the “wants” vs. “needs” of everyone and what the community is willing to invest with both in mind.
Fatima Cooke is now Chief of Equity, Engagement and Strategy for Chicago Public Schools and participated in the Educational Administrator Internship program at the 2023 Joint Annual Conference.
Service Associates Directory
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Architects/Engineers
ARCON ASSOCIATES, INC.
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BERG ENGINEERING CONSULTANTS, LTD.
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BLDD ARCHITECTS, INC.
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CORDOGAN CLARK & ASSOCIATES
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Architects specializing in preK-12 educational design, including a full range of architectural services, assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca (847) 742-4063; www.dla-ltd.com; info@dla-ltd.com
DLR GROUP
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ERIKSSON ENGINEERING ASSOCIATES, LTD.
Site Planning/Studies, Civil Engineering, Tra c/Transportation, Landscape Architecture. Grayslake (847) 223-4804; Chicago (312) 463-0551; Mokena (708) 614-9720
FARNSWORTH GROUP, INC.
Architectural and engineering professional services. Normal (309) 633-8436
FGM ARCHITECTS, INC.
Architects. Chicago (312) 942-8461; Oak Brook (630) 574-8300; O’Fallon (618) 624-3364; St. Louis (314) 439-1601; Milwaukee, Wisconsin (414) 346-7282 www.fgmarchitects.com
Architecture, engineering, planning, and interior design. Hillsboro (217) 532-3959; East St. Louis (618) 398-0890; Marion (618) 998-0075; Springfield (217) 679-1671; www.hurst-rosche.com
JMA ARCHITECTS
Full service professional design firm specializing in K-12 educational design, construction management, strategic/master planning, health/life safety compliance, building commissioning, and interior space design.South Holland (708) 339-3900; www.jmaarchitects.com; allison@jmaarchitects.com
KLUBER ARCHITECTS + ENGINEERS
Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Aurora (630) 406-1213
Architectural and educational planners who specialize in creating e ective student learning environments. Gurnee (847) 622-3535; Oak Brook (630) 990-3535; Chicago (312) 258-9595; www.legat.com; jboyce@legat.com
IASB Service Associates are businesses which o er school-related products and services and which have earned favorable reputations for quality and integrity. Only after careful screening is a business firm invited to become a Service Associate.
To learn more about IASB Service Associates membership, visit www.iasb.com or contact IASB at bkusturin@iasb.com
PCM+DESIGN ARCHITECTS
Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting, and related services. East Peoria (309) 694-5012; www.PCMPLUSD.com; whelmick@pcmplusd.com
PERFORMANCE SERVICES, INC.
An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg (847) 466-7220
Architectural, interior design, planning, cost estimating, and building enclosure/ roofing consulting. Chicago (312) 464-1444
STUDIOGC ARCHITECTURE + INTERIORS
StudioGC is passionate community-minded partner, committed to creating imaginative and well-designed facilities. StudioGC o ers innovative planning, programming, architectural, interior design, and cost estimates. Chicago (312) 253-3400
TERRA ENGINEERING, LTD.
TERRA is a Woman Business Enterprise (WBE) firm certified with the City of Chicago and Illinois CMS systems, providing transportation and tra c engineering; municipal, structural, electrical, and construction engineering; site development and landscape architecture; recreation and athletic facility and land use planning; land surveying; and GIS services. Chicago.
TRIA ARCHITECTURE
An architectural planning and interior design firm that provides services primarily to school districts in the Chicagoland area with an emphasis on service to their clients, and their communities. Burr Ridge (630) 455-4500; www.triaarchitecture.com
WIGHT & CO.
A fully integrated design, engineering, and construction firm that partners with education leaders to create progressive, inspiring, and sustainable learning environments, while helping to manage risk and provide accountability in the delivery of work. Darien (630) 969-7000
WOLD ARCHITECTS AND ENGINEERS
Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine (847) 241-6100
Building Construction
BOLLER CONSTRUCTION CO., INC.
Construction Manager and General Contractor specializing in building and renovating schools. Waukegan (847) 662-5566
CORE CONSTRUCTION
SERVICES OF IL., INC.
Professional construction management, design-build, and general contracting services. Peoria (309) 404-4700; COREconstruction.com; mikaylavincent@coreconstruction.com
F. H. PASCHEN
A general/construction manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago (773) 444-1525; www.fhpaschen.com; aizzi@fhpaschen.com
FREDERICK QUINN CORPORATION
Construction management and general contracting. Addison (630) 628-8500
HOLLAND CONSTRUCTION SERVICES, INC.
Full service construction management and general contracting firm specializing in education facilities. Swansea (618) 277-8870
IHC CONSTRUCTION COMPANIES LLC
IHC Construction Companies LLC is a full-service construction management firm that delivers new construction, additions, and renovations for School District clients on-time and within budget. Elgin (847) 742-1516
INTERNATIONAL CONTRACTORS, INC. (ICI)
An award-winning construction management firm specializing in K-12 facilities. Our firm is currently partnering with eight Illinois School Districts on capital improvement projects. Oakbrook Terrace (630) 641-6852
NICHOLAS & ASSOCIATES, INC.
Construction management, general contracting, design and build. Mt. Prospect (847) 394-6200 info@nicholasquality.com; nickjr@nicholasquality.com
PEPPER CONSTRUCTION COMPANY
Construction management and general contracting services. Barrington (847) 381-2760; www.pepperconstruction; jripsky@pepperconstruction.com
POETTKER CONSTRUCTION COMPANY
Specializing in construction management, design/build, construction consulting services, and energy solutions for education clients. Breese (618) 526-7213; www.poettkerconstruction.com
RUSSELL CONSTRUCTION
COMPANY, INC.
Russell provides successful, knowledgeable construction management and contracting services in the PreK-12 market from concept to completion and continuing care for your facility needs. Davenport, Iowa (563) 459-4600; www.russellco.com; sbaumann@russellco.com
SERVPRO TEAM WOLFE
Servpro Team Wolfe specializes in the cleanup and restoration of commercial properties after a fire, smoke or water damage. Assist schools in developing a recovery plan to put things back to preloss condition quickly and e ectively.
E ngham (314) 502-1337
S.M. WILSON & CO.
Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis (314) 645-9595; www.smwilson.com; kristyn.newbern@smwilson.com; amanda.bohnert@smwilson.com
TRANE
HVAC company specializing in design, build, and retrofit. Willowbrook (636) 305-3600
Computer Software, Supplies, Services
COMMON GOAL SYSTEMS, INC.
We o er cloud-based software solutions for student information management, student registration, state reporting, financial management and payroll, parent communication, scheduling, gradebooks, report cards, and more. Des Plaines (630) 592-4200; www.common-goal.com
COMPUTER INFORMATION
CONCEPTS, INC.
Infinite Campus student information System and Finance Suite, and Tableau Data Visualization/Analytics. Greeley, Colorado (312) 995-3342
EDMENTUM
We provide fully digital curriculum and assessment tools for educators to utilize in K-12 classrooms to establish blended and personalized environments and advance student learning. Bloomington, Minnesota (952) 832-1570
Consulting
EOSULLIVAN CONSULTING
Illinois-based EOSullivan Consulting has developed a proven process the helps school districts with community engagement, survey research, messaging, informational campaigns and referendums. Libertyville (815) 353-1991
SCHOOLS OF ILLINOIS PUBLIC COOPERATIVE
SIPC is a non-profit procurement co-op for Illinois schools. Membership is free and at-will. SIPC negotiates best pricing on behalf of members for building and grounds management, operations, maintenance, improvements, janitorial, energy projects, waste management. Carbondale Environmental Services
ALPHA CONTROLS & SERVICES, LLC
We deliver energy cost justified solutions that make the learning environment comfortable, secure, and e cient. Rockford, Springfield, Champaign (815) 227-4000; www.alpaacs.com; jasonv@alphaacs.com
VEREGY
Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments.
St. Louis (636) 230-0843; Chicago (773) 633-0691; veregy.com; bsmith@veregy.com
ENERGY SYSTEMS GROUP
A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca (630) 773-7201; jcohn@esg.email
GRP MECHANICAL CO., INC.
Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, plumbing, windows, doors, and mechanical services. Bethalto (618) 779-0050
IDEAL ENVIRONMENTAL ENGINEERING, INC.
Asbestos and environmental services. Bloomington (309) 828-4259
ILLINOIS ENERGY CONSORTIUM
Sells electricity and natural gas to school districts, colleges, and universities. DeKalb (815) 753-9083; www.ILLec.org; hwallace@iasbo.org
ENGIE SERVICES U.S. Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities; increase safety, security and e ciency; reduce operations costs; and maximize the lifespan of critical assets. Chicago (312) 498-7792; sharon.uslan@engie.com
RADON DETECTION SPECIALISTS
Radon measurements in elementary, middle, and high schools, as well as all DCFS licensed spaces. We service the entire state of Illinois. Westmont (630) 325-4443 or (800) 244-4242
Financial Services
BERNARDI SECURITIES, INC.
Municipal bond specialty fi rm; o ers a full range of school bond underwriting services, including capital needs fi nancing and debt refi nancing. O’Fallon (618) 206-4180; Peru (815) 587-8972; Chicago (312) 281-2014; jvezzetti@bernardisecurities.com
BMO HARRIS BANK
BMO Harris Bank’s experienced specialists can help you build a sound strategy to help close budget gaps, manage day-to-day cash flow and maximize your resources. Chicago (312) 461-7895
GORENZ AND ASSOCIATES, LTD.
Auditing and financial consulting. Peoria (309) 685-7621
ICE MILLER, LLP
Nationally recognized bond counsel services. Chicago (312) 726-7127
KINGS FINANCIAL CONSULTING, INC.
Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello (217) 762-4578
SPEER FINANCIAL, INC.
Financial planning and bond issue services. Chicago (312) 346-3700; www.speerfinancial.com; dphillips@speerfinancial.com; rmckenzie@speerfinancial.com
STIFEL
Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville (800) 230-5151; noblea@stifel.com
WINTRUST FINANCIAL
Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont (630) 560-2120
Human Resource Consulting
ACCURATE BIOMETRICS
Live scan fingerprinting for Illinois and FBI background checks. Live scan system sales and placement. Managed services for data security and compliance. Itasca.
BUSHUE HUMAN RESOURCES, INC.
Human resource, safety and risk management, and insurance consulting. E ngham (217) 342-3042; www.bushuehr.com; steve@bushuehr.com
Insurance
THE SANDNER GROUP
Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago (800) 654-9504
O ce Equipment
EDUCATIONAL ENVIRONMENTS BY FRANK COONEY COMPANY, INC. Furniture for educational environments. Wood Dale (630) 694-8800; www.frankcooney.com; gregory@frankcooney.com
Other
ECRA GROUP
Superintendent searches, board and superintendent workshops. Arlington Heights (847) 318-0072
Milestones
In Memoriam
Robert “Bob” Allen, 85, died June 22, 2024. He had served as a member and president of the Homer CCSD 33C Board of Education.
Alice Bettis, 72, died June 6, 2024. She had served on the board of education for Waverly CUSD 6.
Earl E. Boyer, 88, died June 2, 2024. He had served on the school board for New Holland-Middletown ESD 88.
Martin Patrick Davis, 82, died June 20, 2024. He was a past member of the PORTA CUSD 202 school board.
Paul DeMichele, 80, died July 12, 2024. He was a past member of the school board for Elmhurst CUSD 205.
Rick Doan, 72, died August 1, 2024. He was a sports reporter, official, and past member of the school board for Taylorville CUSD 3.
Edith R. Erzen, 96, died June 14, 2024. She was a past member of the Libertyville SD 70 Board of Education.
Minor J. Garrelts, 95, died May 29, 2024. He had previously served on the school board for Hamilton CCSD 328.
Stephen H. Gunning, 79, died May 26, 2024. He had served as a member of the school board for Princeton HSD 500.
Rev. James E. Jackson, 77, died June 20, 2024. He had served on the school board for Carbondale ESD 95 and for 29 years was a professor at Southern Illinois University in Carbondale in the Department of Curriculum and Instruction.
Douglas M. Jakse , 69, died July 31, 2024. He had served on the school board for Waltham CCSD 185.
Allen Johnson, 77, died July 27, 2024. He was a longtime teacher who also served on the Paxton-Buckley-Loda CUSD 10 school board.
Stanley V. “Rooster” Kampwerth, 76, died June 20, 2024. He had served on the Bartelso SD 57 Board of Education.
Richard Kirchner, 88, died June 28, 2024. He had served on the Chandlerville School Board in Cass County.
Linda LaFrancis, 75, died June 8, 2024. She was a past member and president of the school board for Bellwood SD 88.
Patricia Martin, 66, died June 11, 2024. She worked for Villa Grove CUSD 302 as a bus driver and later served on the district’s school board.
Daniel R. “Dan” Niemerg , 71, died June 11, 2024. A longtime educator, he had served as a superintendent and at the time of his passing was a school board member for Dieterich CUSD 30.
John H. Petty, 91, died June 27, 2024. He served on the board of education for Pikeland CUSD 10. He was a longtime leader in his community for decades, including being instrumental in founding the Saukee baseball team and later the girls’ basketball team.
Kathleen Ann Rawe, 84, died July 10, 2024. She had served on the school board for Carrollton CUSD 1.
Carl Riley, 82, died July 12, 2024. He had served on the Meridian CUSD 101 Board of Education.
Sandra Chimon Rogers, 50, died June 24, 2024. She held a Ph.D. in analytical chemistry from the University of Illinois-Chicago and was the dean of the College of Professional Studies at the National University of Health Sciences in Illinois. At the time of her passing she was a member of the Lockport THSD 205 Board of Education.
Tammy Kay Ruter, 43, died June 28, 2024. At the time of her passing, she was a member of the Stockton CUSD 206 Board of Education.
Ronald N. “Ron” Schubert, 87, died June 18, 2024. He was a past member of the school board for Lebanon CUSD 9.
Pauline Scott, 71, died June 18, 2024. She served 12 years on the North Greene USD 3 school board.
James Scoville, 85, died July 7, 2024. He was a past member of the school board for Rome CCSD 2.
Myron Stackhouse, 90, died June 20, 2024. He had served on the Cambridge CUSD 227 Board of Education.
John “Tom” Walsh, 92, died July 22, 2024. He had served on the school board for Cerro Gordo CUSD 100.
“…[the Evidence-Based Funding formula] committed the state to fund the formula fully within 10 years of its initial implementation, which would be June 30, 2027. … At its current rate of increasing EBF funding, the state is not close to being on track for satisfying the obligation to fund the EBF fully by FY 2027. Given that 70 percent of the state’s school districts currently have less funding than the EBF identifies they need to educate the students they serve, any substantial delay in fully funding the EBF is troubling.”
— Fully Funding the Evidence-Based Formula: FY 2025 Proposed General Fund Budget, by Elaine Gaberik and Ralph Martire, Center for Tax and Budget Accountability, May 2024
“The sixth budget under the Pritzker administration went into effect on July 1, a budget again emphasizing investment in education but one that some advocates say falls short. Included in the $53.1 billion budget signed by Gov. JB Pritzker is funding for new and continued programs to bolster early childhood through higher education. Among the spending is $14.2 million to develop the new Department of Early Childhood, $200 million towards Early Childhood Workforce Compensation Contracts and $400 million for year two of the Smart Start Illinois initiative, which aims to provide universal access to preschool by 2027.”
— “New Illinois budget invests heavily in education. Why do some say it’s not enough?” by Hope Gadson, Springfield State JournalRegister, July 10, 2024
“A new study … says only about one-fourth of all public school students are back to pre-pandemic performance levels in English language arts while even fewer have returned to pre-pandemic levels in math. Learning recovery has been especially slow at the high school level, where test scores have been declining, the study found. And recovery in math scores has lagged in English language arts scores across grade levels. The study was conducted by the Illinois Workforce and Education Research Collaborative, or IWERC…”
— “Study: Illinois students still struggle with post-pandemic learning loss,” by Peter Hancock. Capital News Illinois, August 4, 2024
