The Illinois School Board Journal March/April 2013 by IASB Publications

M A R C H / A P R I L

2 0 1 3

567% increase

14,633

82,982

Phenomenal growth for dual-credit programs

Vol. 81, No. 2

2000

2011

PLUS: RELEVANCE PARADOX • CENTENNIAL YEAR • 10 BOARD SERVICE MY THS

Working hand-in-hand with local

announced that, as of 2014, it will no

colleges to make the most of dual-

longer exchange AP scores for col-

credit and dual-enrollment programs

lege credit in any subject. Their ratio-

gives high school teachers … and stu-

nale: 90 percent of incoming

dents … the opportunity to see exact-

psychology students who received

ly what is expected at the college level.

the highest score of “5” on their AP

tudents seem to be in a hurry

We often hear how some students

psychology exam failed an experi-

to grow up and get on with their

are not prepared for college. That

mental exam given by Dartmouth.

lives as evidenced by the growing

they require remedial coursework in

The article from the university also

popularity of Advanced Placement

order be successful at the next level.

indicated that Yale does not accept

courses and the dual-credit or dual-

That would seem to stem from a lack

AP scores for credit either.

enrollment programs featured in this

of communication between the two

issue’s cover story.

levels.

The hallmark of AP classes has always been pinned on rigor. These

One of the keys to making such

All through elementary school,

classes purportedly put bigger demands

programs work is communication

teachers say, “This is what you will

on students … demands that more

between secondary schools and high-

need to know when you get to Mrs.

closely match the work they will be

er education. Unfortunately, such

Smith’s class next year.” While it

doing in college. But if 90 percent

communication sometimes is lack-

could be said that all information

of students who came from all across

ing.

is more of a building block for every-

the country can’t pass an exam at the

High school students are under

thing else they will need to know

college level, then something must

more and more pressure to do their

in life, students should start to rec-

not be quite right.

best: get the best grades, participate

ognize this as the expectations that

Read this issue’s cover story on

in school activities, do community

adults have for what they will need

dual-credit and dual-enrollment class-

service, etc. Applying to a college

in the future.

es carefully. While questions still arise

or a university has become a full-time

One expectation that has been

about whether high school instruc-

job in itself … and the application

a staple for many college-bound stu-

tors can teach material usually taught

process begins early.

dents is the idea that they can take

at a higher level, the opportunity to

As school board members, you

Advanced Placement classes and, if

get credit for college work while still

want to make certain that the stu-

they score well, can get college cred-

in high school, or to enroll in college

dents who graduate are prepared for

its. In other words, they are allowed

while still in high school, may be bet-

their futures … whether that’s at a

to proficiency out of a 100-level course

ter served by dual-credit/dual enroll-

two-year or four-year institution of

and go straight into higher-level course

ment programs than by classes

higher learning, a technical or trade

work, banking the hours of the low-

designated as Advanced Placement

school, or at a job.

er level course.

that do not provide the necessary rig-

To do this, they will need to get

Many students work exceeding-

the best advice from the guidance

ly hard to get good grades in these

counselors in your schools. Their

classes. Earning credits through AP

transcripts will need to be sent to col-

scores not only speeds the time

In the January/February cover

leges, universities and trade schools

between high school and career, it

story by Jason Lembke and Dou-

when requested. They will need to

saves the family money on tuition.

glas Ogurek, “What if there’s anoth-

have completed the course work they

Six or more hours of credit can trans-

er way … Educational settings to

must have to get into the institution

late to half a semester or more of

foster student success,” Glen Crest

of their choice. And they should have

tuition.

Middle School referenced on page 12

the life skills they will need to handle all the rest.

However, the rules may be changing. Dartmouth University has

or for the next level. Correction

should have been identified as part of CCSD 89, Glen Ellyn.

TABLE OF CONTENTS

COVER STORY 12 | Phenomenal growth for dual-credit programs Instead of succumbing to “senioritis,” many students are taking advantage of programs that earn college credits while they’re still in high school. Hans A. Andrews

13 | Sidebar: Defining the terminology 14 | Sidebar: Unique dual programs

FEATURE STORIES M

4 | Centennial celebration … Association enters years of growth, expansion The second 20 years of the Association saw the creation of the regional division structure and IASB headquarters moved to Springfield. Linda Dawson

8 | Ten common myths of school board service Some things said about serving on a school board persist, even though they are not true. Sandi Barry and Terry McCabe

22 | The ‘relevance paradox’ of school reorganization Having access to essential information may help communities deal with issues of loss associated with consolidations and mergers. David M. Mills

27 | Education finance issues still linger 67 years later A report prepared for a 1946 Tri-County Division dinner meeting has a message that still rings true in 2013. Burt McRoy

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

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Vol. 81, No. 2

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 601486120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Linda Dawson, Editor Gary Adkins, Contributing Editor Diane M. Cape, Design and Production Manager Dana Heckrodt, Advertising Manager

TOPICS FOR UPCOMING ISSUES May/June July/August

Education abroad Classroom technology

Cover by Corbin Design, Petersburg

BOILER ROOM

Perfect is only perfect when it’s spelled right by “Gus”

Gus, the custodian at Eastside Grammar, is the creation of Richard W. Smelter, a retired school principal, now a Chicagobased college instructor and author.

he missus and I attended East-

was valedictorian about 10 years

lege professors recommended that

side’s eighth-grade graduation

ago?”

Mary be given a high school diploma

ceremony last June, like we always

“Who can forget that case?

immediately and enroll in college

do. It gives us a warm feeling about

Showed all the potential and wound

classes full time. Mary took the col-

our school when we see so many of

up unable to hold a steady job.”

lege entrance exams and got a per-

our students ready and well-prepared

fect score in every subject.” “Has that ever happened before?”

I like to think that my job as cus-

a waste of a good brain. See, Mr. Keck

“If it has, Gus, I’ve never heard

todian had somethin’ to do with their

… you never can predict the future,

of it. Anyway, Mary wound up enter-

success. I hear that kids learn better

even for the sharpest kids.”

ing college at the tender age of 16.

“So true, Gus, but I don’t think

She’s especially skilled in mechani-

A few years ago, the valedictori-

Mary will encounter much difficulty

cal and electrical engineering. So,

an was Mary Cunningham, a real

in the job department. Let me tell

what does she do next? She wrote

know-it-all. I don’t mean that in a

you what happened since she left

several papers on mag-lev power

negative sense … Mary really does

Eastside.”

drive systems for railroads and the

in a clean environment.

know it all.

I poured myself a cup of coffee

papers were published in several professional engineering journals.”

I spoke to Mr. Keck at the recep-

and filled my paper plate with an

tion in the multipurpose room fol-

assortment of homemade cookies

(That’s the kinda drive system

lowing last year’s ceremony. I brought

baked by the PTA ladies. The missus

that relies on magnetic levitation to

up Mary and asked him if she was still

and I listened intently as Mr. Keck

actually make the train float a few

knockin’ folks’ socks off with her

continued.

inches above the ground.)

“Well, the high school teachers

“That’s really impressive, Mr.

“You know, Gus, Mary’s proba-

were so impressed with Mary’s mas-

Keck, but I sense you’ve got more info

bly the brightest student to ever attend

tery of every subject that they rec-

on Mary.”

Eastside. She had an estimated IQ of

ommended her for the school’s dual

“Yes, I do, Gus. An engineering

160.”

credit program and sent her off to

firm in Ohio read a few of Mary’s arti-

college to take some higher-level

cles and offered her a job at their firm

courses.”

for a reputed salary of well more than

knowledge.

“Yeah,” I responded, “but that doesn’t mean she’ll do well in real life … out there in the real world, where she has to hold down a job. Remember Johnny Stevenson … the kid who 2

“Yeah … then he got busted for holding up a convenience store. What

to enter high school.

“Wow! Mary’s really on the fast track!” I responded. “That’s just the start. The col-

$150,000 a year.” “Holy cow! What did Mary do, drop out of college?”

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

“No, Gus … Mary’s too sharp to

“What do you mean, Mr. Keck?”

make such a stupid move. She knows

“Well, Mary graduated from col-

that she’ll only get so far without a

lege this past June, after putting in

college sheepskin … and in her case,

only three years, but they called her

several sheepskins. No, she stayed

back because they’d added up her

in college, but petitioned the college

credits wrong and she was short six

board to enroll her in a college-cred-

hours. That’s two courses shy.”

ited work-release program, so she

“How did she cope with that?”

could work half-time for the engi-

“She enrolled in two electives …

neering firm and continue taking col-

women’s soccer and women’s bas-

lege courses online.”

ketball. I hear she’s the leading scor-

“So, Mary’s in Ohio making $75,000 a year and whippin’ through her courses on the Internet?”

er on both college teams.” “Figures, Mr. Keck. She sounds “Yes, Gus … what they call a

time. Six months ago, she published

renaissance woman. But she’s not

her first book, and her situation

perfect. She’s still the world’s worst

changed again.”

speller … just like she was at East-

“What was the book about? Engi-

side. In spite of her vast knowledge, she still uses an out-of-date word-

“No, Gus … or not exactly. It’s a

processing program that doesn’t have

mystery novel about the murder of

‘spell-check.’ Her editors go nuts

some researcher in an engineering

because it takes so long to correct

firm. It’s getting rave reviews. The

her spelling errors. She habitually

book reviewers are starting to call

spells engineer with a ‘j’ instead of

her the new Agatha Christie. A major

a ‘g’.”

publishing house just offered her a

This bit of knowledge made me

huge retainer if she’d write at least

feel better. Perfect people are fright-

one mystery a year and publish exclu-

ening, somehow.

sively with them.”

“Oh, I almost forgot,” added Keck.

“Define huge,” I interjected.

“Tune in ‘Dancing With the Stars’

“Somewhere in the neighbor-

next week. She’s one of the finalists.

hood of $600,000, Gus. She has a

She can tango with the best of them!

real cross-over bunch of readers. Pro-

Then, there’s her new vocal album

fessional engineers like her novel

… several beautiful renditions of Slo-

because there’s quite a bit of new

vakian folk songs. She has perfect

engineering theory in it. The mys-

pitch.”

tery fans read her professional arti-

With this bit of information, I

cles because her theories are so

was frightened all over again. I think

mysterious.”

that if I ever met Mary Cunningham

“So, now Mary’s sittin’ in some easy chair in Ohio pullin’ down $675,000 and still takin’ online college courses?” “Yes, but that’s changed, too,”

Immediate Past President Joseph Alesandrini

Vice President Karen Fisher

BOARD OF DIRECTORS

like she can do anything.”

“Well, that was the case for a brief

neering?”

President Carolyne Brooks

Abe Lincoln Roger Edgecombe

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern John Coers

Cook South Tom Cunningham

Starved Rock Simon Kampwerth Jr.

Cook West Joanne Zendol

Three Rivers / Treasurer Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Wabash Valley Tim Blair Western Sue McCance Chicago Board Jesse Ruiz Service Associates Steve Larson

Kishwaukee Mary Stith

in the future, I’d be unable to speak and run out of the room! Then again, I might stick around … but only if I could challenge her

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

to a spelling contest.

responded Keck.

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Centennial celebration …

Association enters years of growth, expansion by Linda Dawson

Linda Dawson is IASB director/ editorial services and editor of The Illinois School Board Journal.

f the first 20 years of the Illinois

relatively obscure and quiet because of a lack of staff, the next 20 years might be named the “Miracle-Gro”

This is the second in a year-long series that will detail the history of the Illinois Association of School Boards from its inception in 1913 through its 100th anniversary on December 13, 2013.

years as the Association grew from 30 member districts in 1934-35 to 840 by the end of fiscal year 1951-

The weather was in the news for

does today. The theme of the 1935

much of 1933 as record cold tem-

annual conference was “How Can We

During these growth years, the

peratures hit Texas (-23°), Wyoming

Save Our Schools?” Charles W. Roe,

nation found itself dealing with the

(-63°) and Oregon (-54°) in Febru-

president of the Rockford Board of

Great Depression, World War II and

ary. In July, San Luis Potosi, Mexico,

Education, addressed the conference

the Korean War. Adolph Hitler became

hit a world high temperature of 136°.

on money issues, saying that financ-

chancellor of Germany in 1933,

And in November, the “Great Black

ing schools had been “a most per-

promising “parliamentary democra-

Blizzard” (part snowstorm, part dust

plexing and intricate question” for

cy,” and then dissolved the Ger-

storm) raged from South Dakota to

the past decade.

man parliament within two days after

the Atlantic.

52.

His address called for more boards

becoming chancellor. Within four

Illinois was in the news as the

of education throughout the state to

months, Germans were told to boy-

“Century of Progress” world’s fair

affiliate with the 22-year-old statewide

cott Jewish businesses, and Jewish

opened June 1 in Chicago, followed

Association and for a more equitable

students were barred from school in

by the first major league All-Star Game

distribution of state tax money among

that country.

on July 6 at Comiskey Park.

school districts.

But 1933 was also the year for a

The year marked a milestone for

“The trouble is, the state has nev-

number of amazing feats. Construc-

IASB as well, as the organization

er done it’s share,” Roe said, adding

tion began on the Golden Gate Bridge,

moved its offices from the Urbana

that his district was still short $2,345.82

the monument at Mount Rushmore

Free Library to Springfield in 1933.

from the 1933-34 school year, was

was dedicated, Wiley Post made the

The following year, the Tri-County

owed $95,587.93 from the current

first solo flight around the world in

Association, which represented school

year with nothing yet received, and

seven days and 19 hours, the first dri-

boards in Cook, DuPage and Lake

had claims against the state that had

ve-in theater opened in Camden, New

counties, merged into the Illinois

not been paid for 1929, 1930 and

Jersey, and two venerable magazines

State School Board Association.

1931.

— Newsweek and Esquire — began publication.

Part II — 1933-1952

Association of School Boards were

By 1935, Illinois found itself in

Roe’s call for more members must

a position that sounds much like it

have struck a chord, as the Associ-

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

mation of unit districts.”

ation added 88 more districts by Oct.

dual districts and, in addition, unit

31, 1936, and 11 more joined after

districts were given a lower qualify-

As a result of the legislation, the

the first of November, according to a

ing rate for entrance into state aid

number of districts in Illinois declined

report from A.D. McLarty, IASB exec-

reimbursements,” Phillips said. “In

from more than 11,000 to less than

utive secretary.

effect, unit districts now had finan-

5,000 by 1950, Phillips added.

Association objectives During the mid-1940s, the Asso-

cial parity with dual districts, and the

So as the actual number of dis-

lower qualifying rate for state aid pro-

tricts in the state was dwindling, the

vided a powerful incentive for the for-

percentage of member districts was

ciation published a list of eight basic objectives for the organization. Some of these objectives were reached. Others still remain in some form today. 1. Local control must be preserved. 2. Present system of taxation for schools is outmoded.

STAFF

3. Teacher problems (salary, social conditions and retirement security) demand continued attention. 4. Urge wisest solutions to effective school reorganization. 5. Unit districts should be encouraged by removing restrictions and limitations. 6. Urge continuation of a school board committee to deal with railroad tax objections. 7. Expand regional divisions throughout the state. 8. Urge cooperation with school boards and other agencies for the advancement of public education. Effects of consolidation Prior to the mid-1940s, small, local school districts were the norm, and with some money coming from the state, albeit sometimes slowly, few incentives existed for districts to consolidate or merge. However, that picture changed, according to William Phillips, associate professor of educational leadership

the

University

Illinois-Springfield and an expert in the field of school consolidation. “In 1945, the legislature gave unit districts equal taxing power to

OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director-designee Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Dawn Miller, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 www.iasb.com

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Angie Peifer, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Andrea Dolgin, Consultant Jackie Griffith, Consultant Wayne Savageau, Consultant Brian Zumpf, Consultant

One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

IASB presidents 1933-34

W.F. Confrey, LaSalle

1935-36

Leo W. Chulock, Maywood

1937-38

B.B. Voris, Waterloo

1939-40

Ira E. Garmin, Bellwood

1941-42

Harold W. Norman, Bannockburn

1943

M. H. Detweiler, Zeigler

1944

Alden B. Mills, Evanston

1945-47

Earl H. Beling, Moline

1948-49

E.E. Clark, Naperville

1950-51

Reinhard Wilson, Centralia

1952-53

Robert Krebs, Mt. Vernon

bers will meet this

we are through we shall have divi-

spring for division

sions which will reach every part of

dinners, either at

Illinois. It will take some time to cov-

a school or other

er the state.”

board

Some of the divisions listed below

members began

may look similar to the divisions that

meeting in the

exist today. However, many were

mid-1940s

venue,

This map of Illinois from March 1956 shows how IASB divisions were organized at that time. Some were much bigger than today’s versions. Others had not been envisioned as yet.

much larger when they were created, and some no longer exist, having

tion activities and

given way to a later system of orga-

learning oppor-

nization.

tunities beyond

Information available on divi-

the annual con-

sions, their first meetings and offi-

ference.

cers before 1952 include:

IASB’s first

Blackhawk met April 10, 1946, at

increasing. It was noted in the Bul-

division was actually the Tri-Coun-

Moline with representatives from

letin that consolidation often led to

ty Association of School Boards rep-

Henry, Mercer, and Rock Island

new members rather than the loss of

resenting Cook, DuPage and Lake

counties. Kenneth Telleen of Cam-

a member when two districts joined.

counties, which merged with IASB

bridge was elected as the first chair-

in 1934. It would be another decade

man.

New way to organize As the Association gained more and more districts, members began

expand Associa-

before the idea of divisions would

Egyptian met September 19, 1946,

catch on, but once it did, they orga-

at West Frankfort, but no record

nized quickly.

was given to IASB of the first coun-

to organize themselves into what

In the October 19, 1946, issue

ty representatives, although some

would eventually become IASB cur-

of School Board News Bulletin, Robert

were said to have traveled more

rent regional division governance

Cole, IASB executive director, wrote:

than 100 miles to attend the meet-

structure. It would take time and plan-

“During the course of this com-

ing. Bob Krebs, who later became

ning, but different counties through-

ing year, the Association plans to

Association president, of Mount

out the state began to meet and form

develop new and more divisions. Sev-

Vernon was elected as the first

bonds of governance closer to home.

eral areas of the state have already

chairman.

Just as many school board mem-

asked us to start a division, and before

Southwestern met December 12,

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

Crawford County CUSD 2 was elected as the first chairman.

Comparisons 1913

1933

2012

Federal spending

$0.72 billion

$4.6 billion

$3,563 trillion

Consumer Price Index

9.9

144.5

231.4

Unemployment

4.3%

25.2%

7.9%

First-class stamp

2 cents

3 cents

45 cents

Central Illinois Valley met April 12, 1951, at Pekin High School to organize a division for Fulton, Mason, Marshall, McLean, Peoria, Stark, Tazwell and Woodford counties. T. E. Wiggins was selected as the first chairman at a meeting on May 3.

1946, to discuss organization of a

houn, Cass, Christian, Greene,

Currently, IASB has 21 regional

division to serve Madison, St. Clair

Hancock, Jersey, Macoupin, Mason,

divisions that meet at least twice a

and “adjacent counties.” No oth-

McDonough, Menard, Montgomery,

year to provide members with con-

er information from that meeting

Morgan, Pike, Sangamon, Schuyler

tact from the organization closer to

was available. G.W. Hoelscher of

and Scott counties.

home. That contact offers the oppor-

Granite City was listed as the chair-

Wabash Valley met September 21,

tunity for professional development

man in a September division report.

1949, at Olney with representa-

through panel sessions and speakers,

Illini met January 16, 1947, and first

tives from Clark, Clay, Crawford,

as well as the opportunity to hear

records show it was to serve a “50-

Cumberland, Edwards, Effingham,

first-hand from Association officers

mile radius of Urbana and Cham-

Jasper, Lawrence, Richland, and

and staff regarding issues affecting

paign.” O.D Mann of Danville was

Wabash counties. Bayard Heath of

education.

the chairman listed in the same report. Starved Rock met February 13, 1947, in LaSalle to appoint a planning committee and met again in Ottawa on April 23. H.L. Kistler of Peru was listed as chairman in the September division report. Northwest met February 5, 1948, at Mount Morris with representatives of Carroll, Jo Daviess, Lee, Ogle, Stephenson, Whiteside and Winnebago counties. A.R. Bogue of Rochelle was elected as the first chairman. Wilrokee met March 31, 1948, with representatives of Iroquois, Kan-

in the SPOTLIGHT this issue Essentials of Illinois School Finance

kakee, Will and a portion of Ford counties in Kankakee, with plans to meet there again October 5. No other information was reported about the division except meet-

A Guide to Techniques, Issues and Resources Sixth Edition

ing dates through the end of 1952. Abe Lincoln met February 14, 1949, at Jacksonville with representa-

www.iasb.com/shop/ or call 217/528-9688, ext. 1108

tives from Adams, Brown, CalMARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Ten common myths of school board service by Sandi Barry and Terry McCabe

Sandi Barry is

ach election year, citizens decide

Let them know you’ll advocate for

community to diffuse the possibility

to run for their local school

them, but you don’t want to do the

of an issue “going viral” with misin-

work of staff.

formation.

communications

board and some approach the job

and marketing

with preconceived ideas of what the

This also can become an issue of

Also remember, even if the vote

coordinator for

job will be and what they want to

intimidation. Check with your board

is split, the board should stand togeth-

the Maryland

accomplish on the board. Among

president regarding any potential

er on the decisions that are made for

Association of

those ideas are some persistent myths

issues of conflict.

the district.

Boards of Educa-

that veteran board members have

tion and a school

learned are just not true.

board member in

When you’re a board member

Myth #4: I have a mandate from

and a parent, however, your parent

the voters! We hear this often. A board

Myth #1: I can speak and write

hat always should come first. There’s

member had support from a group to

Maryland; Terry

as a private citizen about school issues.

no reason you can’t volunteer in your

gain election and then six months

McCabe is asso-

Be very careful if you think you can

third-grade student’s classroom if

down the road a call comes from the

ciate executive

continue to speak or write as a pri-

you’ve always been the one to help

leader of that group asking why the

director for the

vate citizen on school issues once

with cutouts and copying for the

board member “hasn’t done anything”

Maine School

you are a board member. Even if you

teacher. Just be sensitive to larger

regarding a specific issue.

Boards Associa-

just sign a letter to the editor or an

issues and let someone else “carry

tion.

opinion piece with your name and

the water.”

It’s easy to be vocal during a contested campaign and often said that candidates campaign in poetry but

town address (usually required for

Myth #3: No more 7-0 votes! I

publication) the news media will pick

am here to “rock the boat!” As long

up on who you are.

as they are reached independently,

Learn how to count. One mem-

govern in prose.

Your district may have a policy

is there really anything wrong with

ber on a seven-person board is not a

that outlines who may speak for the

a 7-0 vote? Of course not. Look at

majority. Always do the math regard-

board. Usually that is the board pres-

the process by which you reach a

ing the number of calls received ver-

ident, but it can be a board member

unanimous vote. Many boards have

sus the number of students affected

who has been designated because of

two or three readings on policies

by the issue. Your real mandate is to

expertise in a certain area. If you are

before adoption, which is plenty of

do what is best for all the children in

saying anything that borders on slan-

time to make suggestions and changes.

the district.

der of a staff member, you may be liable.

So how do you convey your rea-

Myth #5: As a former teacher (or

Myth #2: I can stay involved with

soning behind 7-0 votes? You can

other role) I know exactly how the

school related groups. You may think

recap the process by which you

school system operates. The learn-

you’ll be a great reference for them,

reached your decision: “This item

ing curve for being a school board

but it may inhibit interaction in the

was vetted in committee and this was

member is more like a steep grade,

group. You’re not just one of them

the recommendation.” Try to engage

especially when it comes to under-

anymore: you’re a board member.

the vocal minority voices in your

standing laws and finance.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

blood and a new sense of purpose for

Top 10 reasons for being a board member

district work. But, please, be respect-

by Bill Phalen, former Calvert County, Maryland, board member

as do communities. An orientation

Obviously not every reason for being a board member is a myth.

program that includes a component

Here are 10 good reasons to run for a position on a board of edu-

of district history (facilities, redis-

cation, some of which obviously are tongue in cheek:

tricting, busing, etc.) can help inform

1. You love a challenge.

new board members so they can get

2. You really enjoy the baked chicken served at banquets.

up to speed.

3. A teacher made a difference in your life.

ful of experience that your veteran board members provide. School districts have a collective history just

Myth #8: School staff can say

4. You try to understand opinions that differ from your own.

“No” to my requests. Often staff mem-

5. You like to sit on hard chairs for extended periods of time.

bers are intimidated by board mem-

6. You are firm in your beliefs but have the ability to compromise.

bers. Be sure to use the chain of

7. You want all children to be successful in school.

command for any requests, or you

8. You know every child has the ability and right to a good educa-

risk putting staff in an awkward position. They may think they could lose

tion. 9. Not only do you like evening events, your spouse likes you to

their job if they don’t comply with your request.

go to evening events. 10. You believe you can make a difference.

Remember, it’s not your job to direct day-to-day operations. The authority conferred on you by being a board member rests with the board

Yes, you do bring an expertise to

quished her seat on the board for a

as seven members sit to deliberate

the board that has value, but you need

few years but missed it, so she got re-

and vote. As an individual, outside of

to understand what your new role is.

elected. We saw her at a new board

the meeting room, a board member

We knew a teacher/union president

member training session, and she

does not have authority.

who ran for the board in order to get

said she knew she had more to learn

Myth #9: School board service

the superintendent fired. That per-

and that things can change quickly,

is my full-time job. It may seem like

son finally let go of the issues that

especially with laws and finance.

that sometimes — especially at bud-

came with being a union represen-

Find out what your association

get time. But you need to find that

tative when she realized what the

has to offer in terms of professional

often delicate balance between your

board was doing for children.

development. If others on your board

board/district life and your personal/family/professional life.

If you have difficulty under-

are the ones resistant to training,

standing your new role as a board

report out what you have learned and

member, talk with your board pres-

lead by example. Ask someone to go

ident, superintendent or someone

with you the next time and tell them:

from your state school board associ-

We need to model continuous improve-

ation to gain clarity.

ment for our teachers and staff.

Myth #6: I don’t need to read

Your board meeting packets are

or attend training to understand the

another area that needs to be read

issues. Continuous learning is impor-

and understood. If you’re not doing

tant. At one of our trainings, we met

your homework, it slows things down

a woman who had been on a school

at the meeting.

board for eight to 10 years — she was

Myth #7: I have all the new ideas!

the epitome of experience. She relin-

New board members do provide fresh

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

“It looks like new chalk is the only equipment upgrade we can afford this year.” 9

If you find yourself operating at helicopter level with policies that direct administration, you need to step back and start working at the board level. Revisit information you might have received regarding your role as a school board member! Myth #10: I’m the only one “in it” for the kids. Give your fellow board members the benefit of the doubt. In their way, they are “in it” for the kids, too. Each of us may express that in a different way. When we ask board members, they have plenty of “myths” of their own, including: • We can do whatever we want regardless of the law.

IASB Policy Services

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Development – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends.

Updating – Policies that are current with legal requirements and provide for effective board governance. Review – A process that assures board policy continues to accurately support the board’s mission, vision and goals.

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THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

COVER STORY

Phenomenal growth for dual-credit programs by Hans A. Andrews

Hans A. Andrews is a former secondary school business teacher and counselor. He retired as college president for Olney Central College in Illinois and is now the Distinguished Fellow for Community College Leadership. He helped start the first dual-credit program in Illinois.

hen Stacey R. Lee graduat-

“For a variety of reasons, student

while the economy and the nation’s

ed from high school in a

motivation drops in the senior year.

workforce were in rapid change, many

Southeastern Illinois town, she had

Short of a miserable failure … prac-

colleges and secondary schools were

something her classmates were only

tically every college-bound student

“standing still” — doing almost the

beginning to contemplate: a college

knows that what they have accom-

same thing over the past quarter of

degree.

plished through Grade 11 will large-

the century.

That was 12 years ago, when it

ly determine whether or not they

Secondary schools were using

was in vogue to let fellow classmates

attend college, and if so, which col-

honors courses and Advanced Place-

know you were “blowing off” senior

lege. As a result, serious preparation

ment (AP) to motivate and keep high

year because your basic requirements

ends at Grade 11.”

performing students interested in

for starting college had been met by

A co-chair of the National Com-

the end of your junior year of high

mission

school. It also meant taking mostly

said that

school. At the same time, community colleges were dealing with issues of

elective courses to fill the senior year

their own. In 1998, Donald E. Puyear,

and coasting through to graduation

former executive director of the State

with few challenges.

Board of Directors for Community

In 2001, the National Commis-

Colleges of Arizona, outlined four dis-

sion on the High School Senior Year

tinct issues:

found little inter-connection exist-

• Transfer articulation — making

ed between K-12 schools and high-

the transition from a two-year to

er education. The systems were

four-year college as seamless as

operating very independently of each other. Researchers said the senior

possible; • Distance education — making learn-

year was pretty much a lost

ing accessible even though stu-

cause:

dents are far from the actual classroom; • Remedial education — “catch-up” classes for those not fully prepared for college in certain subjects ; and • Concurrent enrollment of high school students in community college courses. What a difference 15 years can make!

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

Phenomenal growth

Defining the terminology

Dual-enrollment and dual-credit programs have been booming in every state during the past 15 years. In 2008, authors Richard Lynch and Freida Hill noted that the state of Georgia enrolled 17,442 high school students in state technical, industrial or business college programs between July 1, 2001, and June 30, 2004. This was a 93 percent increase over the three-year period. This growth in technical colleges

The terms dual-credit and dual-enrollment offer a degree of confusion for many educators, students and parents. The Illinois Community College Board uses the follow definitions, which are fairly universal across the country, although wording may vary slightly: Dual-Credit is an instructional arrangement where an academically qualified student currently enrolled in high school enrolls in a college-level course and, upon successful course completion, concurrently earns both college credit and high school credit. Dual-Enrollment is an academically qualified student who is still enrolled in high school but also enrolls in a college-level course at the community college. On successful completion, the student exclusively earns college credit, but no high school credits are earned.

has become one of the major shifts in dual-enrollment programs, which previously had focused on high per-

dents in college courses for credit.

on the main university campus.

forming students. And seldom had programs been developed with eco-

riculums and are the same as taught

Some early beginnings

Project Advance originated to

Writing in 1999 for the Jour-

address growing concerns about

nal of Secondary Gifted Education,

“senioritis”: senior-year boredom

In fall 2007, 64,910 students were

C.R. McCarthy said: “If we let your

among capable high school students

enrolled in dual-credit classes in Texas.

child learn the next grade level cur-

who complete most graduation require-

The Texas Higher Education Coor-

riculum now, what will we teach him

ments by the end of their junior year.

dinating Board identified this as a

or her next year? Neither teacher nor

From the original six schools in the

five-fold increase over 1999 enroll-

parent finds tolerable the image of a

pilot, the program now serves more

ment. In “Doubling the opportunity

12th grader, or even occasionally a

than 165 high schools in New York,

for success,” Susan Reese reported

younger student, sitting through a

New Jersey, Maine and Michigan, with

that Alamo Community Colleges

year of school with nothing to learn.

the largest concentration in New York.

enrolled more than 5,500 students

The most acceptable remedy has been

According to Project Advance, approx-

that fall.

to dole it out at a pace too slow for

imately 8,000 students enroll annu-

bright students.”

ally in SU courses, taught by more

nomically and educationally disadvantaged students in mind.

The Illinois Community College Board, which maintains statistics on

Syracuse University has been a

than 700 high school faculty mem-

dual-credit enrollments, shows a very

dual-enrollment leader, starting its

bers with SU adjunct instructor

large growth in Illinois. Rob Kerr,

program in 1972 by offering courses

appointments.

ICCB’s director for career and tech-

in New York and several other states.

The National Association of Con-

nical education, says enrollment grew

It became a model for other univer-

current Enrollment Programs (NACEP)

from 14,633 in FY 2000 to 82,982

sity programs over the years and has

was started in 1999 by a number of

student enrollees in FY 2011. That

now expanded to 165 classes, with

colleges with dual-enrollment pro-

equates to a 567.5 percent increase

more than 8,000 students in four

grams and has offered itself as an

in dual-credit enrollments just in this

states.

accrediting body since 2004. Mem-

Through Project Advance, Syra-

bership includes universities, com-

A National Center for Educational

cuse partners with more than 180

munity colleges and some secondary

Statistics report found 98 percent of

high schools to offer qualified high

schools. Elena Sampson, NACEP

the community colleges, 77 percent

school students the opportunity to

membership chair, referred to the

of public four-year colleges and 40

enroll in SU courses for credit. These

programs in dual-enrollment/dual-

percent of private four-year institu-

basic introductory courses fit well

credit as “the best kept secret in terms

tions were enrolling high school stu-

into most college and university cur-

of college-cost savings”

state.

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

advocacy of programs as part of its

The completion of a semester, a

course work while still in high

The association now has stan-

year or even two years of college cred-

school;

dards of excellence, research and

• An opportunity to gain marketable

it may involve attending summer pro-

technical or vocational skills not

grams while still in high school or the

offered by the secondary school;

summer following graduation.

key mission.

• An opportunity to earn up to one

Virginia’s community colleges

In The Dual-Credit Phenome-

semester of college credit prior to

list these advantages on their website:

non! Challenging secondary school

(or immediately following) high

• Provides college-level instruction

Outcomes for students

to high school students, during reg-

school graduation;

students across 50 states, I summa-

ular school hours.

rized various outcomes that students

• An opportunity to earn up to one

can obtain by enrolling in dual-enroll-

to two years of college work prior

• Accelerates a student’s college

ment or dual-credit classes:

to (or immediately following) high

career and provides quality, afford-

• An opportunity to enroll in college

school graduation;

able education close to home.

Unique dual programs Numerous experimental programs are being developed to meet the needs of students who are ready for col-

• The majority of students enrolled in industrial or business programs.

lege work while still in high school. In February 2010, The New York Times announced

• For the most part, enrollees mirrored the high school

a program that will offer high school students a way to

population as a whole. The main differences were that

graduate two years early. By passing a battery of tests in

more students from low-income groups and the tech-

English, math, science and history, a 10th grade student

nology/career prep were now taking more college-lev-

will be able to move into a community college program.

el courses than would have been expected based upon

Organized by the National Center on Education and the

their historical data. (Most all of the 17,442 dual enrolled

Economy, the program began in 2011 and is modeled

students experienced academic success in the dual-

after high-performing programs in Denmark, England,

enrolled technical college courses; a total of 9,358

Finland, France and Singapore after initial funding through

transitioned into a Georgia public college after high school graduation.)

the Bill and Melinda Gates Foundation. As reported in Community College Times, Waubon-

• The program proved that economically and educa-

see Community College in Illinois has been running the

tionally disadvantaged students can succeed if given

Dunham Academy on an inner city campus in Aurora.

the opportunity to enroll in college courses. This was

It has provided a means of integrating students into a

not the focus of the more traditional dual-credit or

highly respected college challenge with start-up funding

dual-enrollment programs.

from the Dunham Fund, a local foundation. Students

In Louisiana in 2008, the Shreveport-Bossier cam-

come from the underserved student populations of both

pus reported it had students enrolled in the following

East and West Aurora high schools and include a high

areas of career technical education: culinary arts, graph-

percentage of low-income, ethnic minorities and/or first

ic communications, network specialist, drafting and

generation college students.

design technology, carpentry, air conditioning and repair,

A study of 17,442 dual-enrolled students, con-

93 percent over the period of the study.

automotive technology, and several others.

ducted with the Technical College System of Georgia

In 2001, Jackie L. Davis and I found the following

from 2001 to 2004, found the following results for

courses being offered on the Olney Central College cam-

dual-enrolled students:

pus for technical and career students: collision repair,

• High school-technical college dual enrollment increased

automotive service, Cisco networking, web designer cer-

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

• Enriches the course opportunities for outstanding high school stu-

ing, career counseling and men-

School’s STAR student but attended

toring.

the Advanced Academy program start-

dents both in academic course-

These advantages can usually be

ing at age 15 at the University of West

work and in career and technical

found on websites of each partici-

Georgia in Carrollton. When she grad-

education.

pating college. They are similar from

uated from high school in 2011, she

• Allows students to enter college

state-to-state and college-to-college

also completed her sophomore year

with credits applicable to their

but there are unique programs that

of college.”

degree program.

offer other advantages.

Surveys of students enrolled in dual-credit or dual-enrollment class-

• Helps students understand the rigor of college work as well as col-

es while in high school have been

Student feedback The Columbia County (Georgia)

highly supportive of having the pro-

• Provides access to college resources,

News-Times reported the following

grams continue in their secondary

facilities and services such as advis-

in 2011: “Erika Blair was Harlem High

schools. Comments of students who

lege faculty expectations.

tification, woodworking and industrial maintenance.

geting their students at risk.

Chris Plummer of Market Watch studied what was

Writing for the United States Department of Edu-

happening in dual-credit and dual-enrollment programs

cation, Melinda Karp, Thomas R. Bailey, Katherine L.

around the country in 2008. A unique program in Utah

Hughes and Baranda J. Fermin produced an analysis of

had high school students obtaining two years of college

state dual-enrollment polices in 2005. Among their find-

credit during a summer session after they graduated.

ings were that Georgia, Nevada, Arizona, New Mexico,

These two-year college graduates are then offered uni-

North Carolina, Oregon, Tennessee and West Virginia

versity tuition discounts at 30 percent of the normal rate

all have state policies that provide for oversight of pro-

during their junior and senior year at the state’s public

gram quality.

universities.

In Tennessee, superintendents must approve course

Plummer also showed that Arizona permits students

content. West Virginia has extensive state policies and

of any age to participate in dual-enrollment classes, not

procedures for dual-enrollments with oversight for qual-

just juniors and seniors as stated in previous guidelines.

ity control.

He found New York state offering more than 60 classes

At a statewide conference in Chicago in 1988, 16

to more than 100,000 juniors and seniors, who had to

people showed up to learn about the beginning programs

have a minimum B- average to enroll. California offered

in dual-credit offered in Illinois. At that time only two

both juniors and seniors a $1/credit dual-credit classes

community colleges districts out of 39 offered dual-cred-

that were offered to other students but still had open-

it programs.

ings to take the dual-credit students.

In the fall 2008 in Springfield, more than 250 peo-

In “Motivation, student engagement and dual-cred-

ple participated at the Dual-Credit Summit, sponsored

it programs,” Nick Soave reported dual-credit has start-

by the Illinois Community College Board. All 39 college

ed in some Canadian provinces as a way to help motivate

districts were offering dual-credit programs by then and

students in secondary schools. Ontario’s program allows

representatives at the meeting were from the commu-

students to take up to four credits that count at both the

nity colleges, state and private universities, governmental

secondary school and college level as in the United States.

agencies, nonprofit social agencies, superintendents and

During the 2009-10 school year, only about 1.3 percent

principals of secondary schools, employment agen-

of Ontario students enrolled in college-level dual cred-

cies, and state legislators.

it programs. At that time there were no programs tarMARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

continued on to college or universi-

handle.

courses most often are held in com-

ty studies following the Fast Forward

• The program was all around excel-

munity college or university class-

Program enrollment of the Univer-

lent. The way the instructors treat-

rooms and labs and are taught by their

sity of North Carolina-Greensboro

ed me was great because they didn’t

teachers. Where vocation and tech-

were:

seem to think of us as any less than

nical centers flourish in secondary

those students on campus.

school settings, then basic level class-

One of the unplanned, but significant, outcomes of the Marquette High School program in Ottawa in the late

• They gave us a chance to experi-

es can be offered there and often the

ence college. The differences

vocational-technical teachers at the

between high school and college

center teach the course syllabus of

really showed. The teachers are

the college course.

excellent!

One of the unplanned, but sig-

• The experience was extremely valu-

nificant, outcomes of the Marquette

able. They gave me enough hours,

High School program in Ottawa in

1980s was the change it created

so that with summer courses, I can

the late 1980s was the change it cre-

throughout the school system.

graduate in three years.

ated throughout the school system.

• I think Fast Forward is the bestadvanced learning program there is. • I am closer to graduating because of transferred credit. • I hope the program stays at my high school and others. It’s a ter-

• It has been the most valuable learn-

The college tested all candidates

ing experience that I received at

for college English courses that were

MHS.

going to be offered in the fall. A fair-

• Two of the community college pro-

ly high percentage of students the

fessors are the best I’ve had in my

first fall did not pass the entry exam

college career so far.

and did not qualify for the college

This type of feedback is very com-

level course. They were directed

mon as students see the value of the

back to the school’s senior English

challenge of dual-enrollment and

course.

dual-credit programs during their last two years of high school.

these students up to the level they

rific way to prepare for college. I love that my college credit was-

Making it work

would need to pass the entry exam

The key to dual-credit and dual-

for college English. Each year the per-

• The Fast Forward Program gave

enrollment courses is the quality of

centage improved for students being

me the chance to get classes out

the instructors assigned to teach these

ready as teachers learned what need-

of the way. I will be a junior in the

students. University professors, com-

ed to be accomplished at each level

fall, credit-wise — but it will only

munity college teachers and sec-

to have them ready for college Eng-

be my second year of college. This

ondary school teachers are all used

lish by their senior year.

is a great opportunity!

to teach these classes. Secondary

Parents soon found that their

Other students, two years after

teachers must have the same cre-

students were able to start full-time

graduating from Marquette High School

dentials as the other two college lev-

college studies after high school grad-

in Ottawa, Illinois, responded to a

els. For transfer classes, a master’s

uation at an advanced level. Whether

survey I conducted about their

degree in the field of study is usual-

at a community college or universi-

program:

ly required.

ty, students could enroll earlier (as

n’t dependent on one test!!

This put pressure on those English teachers in grades 8-11 to bring

• The instructors were the best teach-

Secondary teachers in technical

returning students), enroll in more

ers I ever had. The program made

and vocational areas must also meet

advanced classes and some started

me understand what college will

the same academic or experience

as a sophomore right out of high school.

be like. It took the fear out of me.

requirements as community college

A few students, who have been able

• Teachers were always willing to

or university faculty. Due to a lack of

to complete a two-year associate

help. They didn’t hold back mate-

facilities and high technology equip-

degree, start as college or university

rial they didn’t think we could

ment in most secondary schools, the

juniors, a phenomenon that is grow-

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

ing rapidly.

cational change it endorses.

be limited only by the imagination

Parents also felt a financial bur-

Is dual-enrollment/dual-credit

of the movement’s leaders and the

den lifted for either 25 percent to 50

the most dramatic and meaningful

schools that choose to get involved.

percent of the cost of college leading

program in education over the last

Editor’s note

to a baccalaureate degree. This could

40 to 50 years? With the way it has

Hans A. Andrews’ book, The Dual-

range from $6,000 to $35,000 or more

gained such wide acceptance in all

Credit Phenomenon! Challenging

a year depending on whether the con-

areas of education, it would appear

secondary school students across

tinuing enrollment was in a state or

it might well be the number one pro-

50 states, is the only comprehensive

private college.

gram added during those years.

book in the market on the topic. He

It has already expanded well Prognosis

beyond its early roots of preparing

can be reached at andrewsha@sbcglobal.net.

How can I summarize the many

students in the more traditional trans-

changes in this fast-growing program

fer course offerings of a freshman

References

during the past 20 years?

year of college. It now offers a two-

Hans A. Andrews, The Dual-credit Phenomenon! Challenging secondary school students across 50 states, New Forums Press, Inc., Stillwater, Oklahoma, 2001 Jackie L. Davis and Hans A. Andrews, “Dual credit: Delivery options for secondary students,” On Research and Leadership Update, Champaign,

All 50 states are now participat-

year Associate Degree option. It also

ing. Most have developed guidelines

introduces students from all economic

to help direct the growth and coor-

and social levels to opportunities in

dination between K-12 schools and

college baccalaureate transfer cours-

higher education. The U.S. DOE now

es, as well as technical and vocational

recognizes these programs as an inte-

educational programs.

gral and important part of the edu-

The future of such programs will

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

Illinois, 2001 Sam Dillon, “High schools to offer plan to graduate 2 years early,” The New York Times, February 18, 2010, http://www.nytimes.com/2010/02/18/edu cation/18educ.html?_r=1 Dual credit, Illinois Community College Board, http://www.iccb.org/dualcredit.html, 2011 Donnie Fedder, “Harlem STAR student nearly halfway to her college degree,” The Columbia County NewTimes, 2011, http://newstimes.augusta.com/stories/2011/04/06/new_6116543.

shtml Scott Jaschik, “The spread of dual enrollment,” Inside Higher Education, 2005, http://www.insidehighered. com/news/2005/04/07/dual C.R. McCarthy, “Dual-enrollment programs: Legislation helps high school students enroll in college courses,” Journal of Secondary Gifted Education, 1999 “Benefits of accreditation,” National Alliance of Concurrent Enrollment Partnerships (NACEP), 2011, http:// nacep.org/accreditation/benefits-of-

IASB Facilitated

School Board Self-Evaluation Working together … better! Last year over 160 Illinois School Boards learned that self-evaluation is a key step toward a better board. Board members say: • Good chance to build some teamwork. • Allowed everyone to express their thoughts. • Agreeing to do things differently (we were in a rut of repeating the same patterns over and over).

Benefits include: • More effective leadership for the district • Improved teamwork • Successful board meetings

Contact your field services director to begin planning your next board self-evaluation workshop. Springfield 217/528-9688 • Lombard 630/629-3776

accreditation/ Melanie Brisbon, “Letting the data do the talking,” Community College Times, December 5, 2008 Melinda M. Karp, Thomas R. Bailey, Katherine L. Hughes and Baranda J. Fermin, Update to state dual enrollment policies: Addressing access and quality, Community College Research Center, Columbia University, New York, 2005 Richard Lynch and Freida Hill, “Dual enrollment in Georgia’s high schools and technical colleges,” Techniques, October 2008 National Commission on the high school senior year, U.S. Department of Education, Washington, D.C., 2001 Chris Plummer, “College-cost breaks: States offering discounted college classes to high schoolers,” Market Watch, September 9, 2008, http://www. marketwatch.com/news/story/picking-up-college-credits-maybe/story. aspx?guid Project Advance, About us, Syracuse University, April 5, 2011, http:// supa.syr.edu/about/index.php Donald E. Puyear, Concurrent and dual enrollment of high school students in Arizona Community Colleges: A status report, Arizona State Board for Community Colleges, Phoenix, Arizona, 1998 Susan Reese, “Doubling the opportunity for success,” Techniques, October 2008 Nick Soave, Motivation, student engagement and dual credit programs, Ontario Undergraduate Student Alliance, 2011, http://www.ousa.ca/2011/02/02/ motivation-student-engagement-anddual-credit-programs “Teen graduates from college, high school just weeks apart,” The Daily Times, Ottawa, Illinois, May 15, 2001 Virginia’s Community Colleges, Dual enrollment: Get a head start on your education, 2011, http://vccs. edu/Students/DualEnrollment/tabid/670/ Default.aspx

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

Mandatory Training & New Board Member Workshops 2013 Choose from 12 locations throughout the state. May 10-11

June 7-8

Crystal Lake, Holiday Inn Effingham, Thelma Keller Convention Center & Hotel & Suites

Freeport, Highland Community College Collinsville, Gateway Center

June 14-15 May 17-18

Tinley Park, Holiday Inn Springfield, Crowne Plaza

Glen Ellyn, Crowne Plaza Lombard Carbondale, Holiday Inn Conference Center

June 21-22 May 31-June 1

Moline, Stoney Creek Inn Champaign, Hilton Garden Inn

Glenview, Wyndham Suites Normal, Marriott Hotel & Conference Center

FRIDAY Professional Development Leadership Training for School Board Members Every school board member elected OR re-elected in 2013 MUST complete this training within one year of taking the oath of office.

and Open Meetings Act Training for School Board Members Every school board member newly elected in 2013 MUST complete this training within 90 days of taking the oath of office. For board members who have already completed the OMA training, an alternate, exciting training opportunity will be available for this portion of the day.

SATURDAY The Basics of Governance Newly elected board members will hit the ground running with this essential board training workshop! This workshop also fulfills the governance overview requirement for admission into the LeaderShop Academy. Veteran board members who have already attended The Basics of Governance may choose to attend with the newly elected members on their boards.

Watch for more information online and in your mailbox prior to the April 2013 election!

PRACTICAL PR

Communicating a chance to graduate two ways by Mike Chapin

community relations director for Aurora West USD 129 and a board member of the Illinois chapter of the National School Public Relations Association.

rchitects of the dual-credit pro-

smoother and increases the likeli-

gram at West Aurora High

hood that the student will graduate

from college.

School have dubbed one of this year’s senior class members the “First Completer.” The student, Angel, is expect-

Partnership formed

ed to finish his fire science certificate

Shawn Munos, West Aurora High

of achievement, which is 23 college

School’s assistant principal for cur-

hours of study, a few weeks before he

riculum, wanted to create a dual-cred-

graduates from high school.

it program with the depth and breadth

Photo courtesy Aurora West USD 129

Mike Chapin is

Angel is one of hundreds of West Aurora High School students who will graduate this spring with much more than a diploma. This past fall, thanks to an unprecedented, expanding relationship with Waubonsee Community College (WCC), 597 West students took 2,213 credit hours in collegelevel courses with an outstanding 88 percent success rate. The savings to

Senior Jazmin Espino, above, participates in a discussion of an essay in a dual-credit English course at West Aurora High School.

district families exceeds $250,000 even at affordable community col-

dent. She found a partner with a similar vision in Dora Phillips, WCC’s community education program developer. Together, the two crafted a program that serves: • highest achieving students who are college bound and seek challenging classes that could coordinate with honors and AP

school.

offerings;

The challenge will be to com-

• solid, hard-working, college-level

Though impressive, this expand-

municate all the new possibilities to

B students who are going to go

ing West Aurora/WCC partnership is

families so students can take advan-

closing in on an even more ambitious

tage of them.

lege rates.

Columns are submitted by members of

that could reach nearly every stu-

on and be successful. • dual-language Spanish-speaking

goal: next year’s qualified incoming

Dual-credit courses allow a high

freshmen actually will be able to grad-

school junior or senior to earn col-

uate from college with an associate

lege credit and high school credit

• career and technical education

degree when they graduate from high

simultaneously for a course. The con-

(CTE) students who have a cho-

cept fits perfectly with challenging

sen career interest and would be

economic conditions and a growing

transitioning to the community

need for a better-educated workforce.

college for certificate programs;

Earning dual-credit makes a student’s

and

transition to the collegiate campus

students who need to develop skills in their native language;

• test-challenged students falling

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

below the college readiness benchmark ACT scores. Many of these students are capable of taking dual-credit classes from credentialed instructors that allow them to earn all the credits they need for their freshman year of college general education requirements. Some, like Angel, will even attain Photo courtesy Aurora West USD 129

certification in fields like certified nursing assistant (CNA), phlebotomy technician or firefighter, with the ability to work in those fields after high school graduation. The high school also offers four Spanish classes — two courses to promote upper-level Spanish language skills in native English speakers and two courses to advance reading

Senior Ivan Rangel, above, reads an essay in a dual-credit English course at West Aurora High School.

and writing skills for Spanish speakers in their native language. These transfer-level classes can be used in

14. The emphasis will be on science,

a traditional liberal arts college pro-

technology, engineering and math

gram or as part of a bilingual career

(STEM) and CTE classes.

path. Think six, not four years

gram addresses college readiness

Given this new opportunity for

needs. Too often students end up

students to earn college credit, an

needing four years to finish a two-

associate degree or certifications

year college degree because they must

while still in high school, incoming

first complete remedial, develop-

freshmen and their parents have to

mental classes.

begin thinking of a six-year plan of

The new West/WCC program per-

education, at least, or they are going

mits students to complete the full

to miss something available to them.

developmental math and English

Equally important, the high school

course sequences during their junior

counselors must be able to answer

and senior years of high school. When

every question about a path a stu-

these students are successful, they

dent should be taking.

Photo courtesy Aurora West USD 129

Another ground-breaking pro-

West Aurora seniors Erika Garcia, front, and Briseidy Andrade take notes in a dual-credit English course at West Aurora High School.

can enroll in college and be acade-

Munos has been working one-

mically ready to walk into a general

on-one with counselors. In addition,

“To me the ultimate goal is every-

education or career program with-

WCC has just developed a dual-cred-

one walks in here with this opportu-

out needing further remediation. This

it handbook for families. It answers

nity,” said Munos. “We will push you,

saves them tuition money and makes

basic parent questions such as how

push you and push you and if you

them far more likely to complete their

will this impact my student’s GPA

don’t take it, okay. It is there for every-

college coursework.

and what is the difference between

body, regardless of your ability, dis-

a learning enhancement class and a

ability, or lack of success prior to

transfer-level class.

us.”

More than 20 additional courses are under development for 2013-

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

The ‘relevance paradox’ of school reorganization by David M. Mills

David M. Mills is superintendent of Jasper CCSD 17 in Fairfield, Illinois, and an adjunct professor of educational administration at Murray State University in Murray, Kentucky. He is also a member of the inaugural cohort of the Illinois School for Advanced Leadership.

wenty-five years of school reor-

A “relevance paradox,” as

holders pray for what they actually

ganization efforts by the Illi-

explained by financial advisers The

need to build the capacity to reorga-

nois State Board of Education (ISBE)

Calverton Group, occurs when indi-

nize (trust, flexibility and empathy).

is a tale of two perspectives: one log-

viduals, professionals or groups of

These two conflicting views must

ical and the other emotional. The log-

professionals are unaware of essen-

be reconciled so that the feasibility

ical perspective is rich with efficiencies

tial information that could guide them

study rationale and stakeholders’

and incentives from on high; the emo-

to better decisions or help them avoid

emotions are on the same page.

tional perspective from the field is

inevitable, unintended or undesir-

ripe with attachments and challenges.

able consequences. Lacking the infor-

The top figure at right is a word

mation, they don’t see its relevance,

Between 2002 and 2012, ISBE

cloud generated from the text of three

so they don’t seek it. They only seek

awarded approximately 115 school

boilerplate school reorganization fea-

information and

sibility studies issued under ISBE

advice they think

guidelines in the last decade. The bot-

they

tom figure is a word cloud generated

opposed to what

from the text of three qualitative stud-

they actually need

ies that catalogued community reac-

to meet their own

tions to school organization in the

or the organiza-

Midwest in the last 25 years.

tion’s goals.

need

By the numbers

When juxtaposed, these two word

What is the

clouds illustrate a stark contrast in

“relevance para-

perspectives for school reorganiza-

dox” in Illinois

tion. Moreover, they represent a para-

school reorgani-

dox that would appear to be

zation?

irreconcilable. But as Sergei Korolev,

Feasibility

architect of the Soviet space program,

studies preach

says about difficult circumstances

what community

and situations: “There is no such

stakeholders need

thing as an unsolvable problem.”

to hear about the

The solution rests with under-

efficiencies of reor-

standing and addressing the “rele-

ganization (beans,

vance paradox” inherent in change

basketballs and

and complex systems — like school

buses). However,

reorganization.

community stakeTHE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

reorganization feasibility study grants

be improved so districts were bet-

to 281 school districts. During this

ter prepared to manage change?

ties of less than 2,500 people. Nick Osborne, a principal ISBE

time, statutory reforms were enacted

• What happened differently in reor-

reorganization consultant and pro-

to better facilitate reorganization ref-

ganized districts that participated

fessor at Eastern Illinois University,

erendums between multiple districts,

in the feasibility grant program and

has identified the following six steps

and reorganization incentives were

saw the process through to a suc-

that a complex system passes through

expanded to include joint high schools.

cessful referendum?

on the way to change: • Sensing the problem

These initiatives, combined with

For the purpose of the study, nine

poor state and national economic

school districts were identified from

• Gathering data to confirm suspicions

conditions and declining enrollments

241 school districts that participat-

• Analyzing the data

in many districts, should have gen-

ed in the ISBE reorganization feasi-

• Engaging in individual dispositional

erated strong interest in school reor-

bility study grant program. They were

ganization.

subdivided in two groups by region

However, an analysis of ISBE

dialogue • Engaging in group dispositional dialogue

and status.

funding disbursements does not sup-

For the region subgroup, three

• Entering the “spin zone” to either

port this assertion. The advancement

districts were indentified from each

retire the issue or to pursue change

rate of feasibility studies to a refer-

of the following parts of Illinois: north-

This working concept of change

endum for reorganization of any type

ern, central and southern. For the sta-

was very applicable to this study and

was only 28 percent.

tus subgroup, three districts were

helped to further subdivide the study

Randy Dunn, who was Illinois

indentified from each of the follow-

into three phases of leadership:

state superintendent of schools from

ing reorganization outcomes: stalled

• Logical (the first three steps where

2004 to 2006, reviewed the above

study, failed referendum and suc-

the argument for reorganization is

data and said: “What we’ve done so

cessful referendum. All of the districts

made)

far, in my view, hasn’t exactly accom-

contacted were small- to medium-

• Emotional (the dispositional dia-

plished what needs to be accomplished

sized with student populations PreK-

logues where the grief process is

in Illinois.”

12 less than 1,200. All of these districts

dealt with)

The most telling analysis of sta-

served rural and remote communi-

• Transformational (critical mass is

tistics germane to ISBE school reorganization feasibility study grants dealt with the success rate of school reor-

The Continuum of Change

ganization referendums during this 10-year period. Of approximately 30 school reorganization referendums in Illinois, 24, or approximately 81 percent, were successful ballot measures. The search for truth The highly successful advancement rate of reorganization referendums passing between 2002 and 2009 became the foundation for a quantitative casual-comparative research study conducted in 2010. Answers were sought to the following questions: • Where has the reorganization process faltered? • How could the feasibility studies MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

put to the test in the spin zone to either retire the issue or pursue

Where it’s faltering

a practical significance exists in dis-

Districts that had stalled studies

tricts that saw the process through

and failed referendums relied, almost

from study to a successful referen-

In short, each phase works in

completely, on administrators or

dum in the “logical” and “transfor-

conjunction with the others to build

board members to navigate the emo-

mational” realms on the Continuum

the capacity for change as illustrat-

tional elements of fear, loss and grief

of Change. In the “emotional” realm,

when it came to preservation of both

successful districts experienced sim-

their community and school. It

ilar difficulties as those where a study

change)

appeared as though the Committee

stalled or referendum failed. But what

Districts that had stalled studies and

of Ten, the statutory group appoint-

differed was the degree of effective-

failed referendums relied, almost

ed to represent the community

ness of stakeholders working to effect

completely, on administrators or

throughout the process, was an after-

change.

board members to navigate the emo-

thought once the feasibility study was complete.

The Committee of Ten in this study’s three successful reorganiza-

tional elements of fear, loss and grief

This is where selecting a credi-

tions took on the bulwark of the emo-

when it came to preservation of both

ble, confidant and influential Com-

tional and transformational tasks

mittee of Ten, early on, becomes so

involved, and shared this responsi-

important to the reorganization

bility with the community. In those

process. Findings from successful

districts, the theme of reorganization

reorganizations show that the Com-

as a means to preserve community

ed in Osborne’s Continuum of Change

mittee of Ten can best shoulder the

identity dominated the dialogue and

graphic on page 23.

their community and school.

responsibility of building the capac-

was shared by the stakeholders

Those who were superintendents

ity necessary to pursue and achieve

throughout process.

in the districts at the time of their

reorganization once the board applies

reorganization feasibility study were

for a feasibility study and the prin-

Keys to successful reorganization

contacted in spring 2010 and agreed

cipal consultant reports the study’s

The research also suggests three

to participate in a survey to gauge

findings to the community. Three consistent themes through

reorganization: illustrating reorga-

vey instrument was on-line and divid-

both subgroups emerged as recom-

nization as a means to fortify com-

ed into four components:

mendations to improve the process:

munity identity in changing

• General demographic information

1. The research suggests that more

demographics; selecting a credible

about the school district for cross

attention to the process of change

and influential group of wizened heads

analysis purposes;

be considered when working with

to serve on the Committee of Ten

the myriad of stakeholders involved

to represent the school and commu-

in school reorganization;

nity early in the process; and having

• General perceptions of the district going into, during and coming out

2. The research specifically suggests

the primary stakeholders in a reor-

that guidance in building com-

ganization effort understand and

• Identification of stakeholder respon-

munity consensus for reorgani-

accept their roles and goals on the

sibility and effectiveness in the

zation is vital to the success of a

change continuum.

three realms of the Continuum

referendum; and

of the school reorganization feasibility study;

Superintendents who partici-

of Change (logical, emotional, trans-

3. The research shows the commu-

pated in the study were quick to add

formational) throughout the school

nity appreciates an explanation and

quotes to their commentary sup-

reorganization feasibility study;

understanding of the conditions

portive of reorganization as a tool for

• Reflective commentary from the

causing the need for a reorganiza-

community identity:

superintendent respondents regard-

tion feasibility study prior to the

• “The sum of the whole is greater

ing his or her experience in a school

delivery of final study findings.

reorganization feasibility study. 24

keys to unlocking successful school

their district’s experience. The sur-

The research also indicates that

than its parts.” — Aristotle • “All progress has resulted from

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

people who took unpopular posi-

stakeholders in a school reorganiza-

find those who can bring the capi-

tions.” — Adlai E. Stevenson II

tion, the Committee of Ten, has no

tal of credibility and influence to the table.

Another aspect of understand-

professional representation to pro-

ing a school’s role in maintaining com-

vide them guidance or support. Every

Additionally, it is important to

munity identity is through the study

stakeholder in the process from fac-

look at school reorganization more

of place attachment. Methods exist

ulty/staff to administration to board

as a process than an event. An analy-

to measure community place attach-

of education to regional office of edu-

sis of community power structures

ment and can help elicit an under-

cation has both a professional orga-

may need to take place a couple of

standing of what the driving role of a

nization and ISBE to lean on. The

years prior to a reorganization feasi-

school is. Is attachment to a school

Committee of Ten has no parent orga-

bility study and initially take on

functional and based on dependence

nization; therefore, it takes a very

the structure of a community col-

or is attachment to a school emo-

unique individual from the com-

laborative committee to address the

tional and based on identity? Help-

munity to serve in the capacity.

broad spectrum of changes that education reform will have on rural school

ing a community come to terms with

Great lengths must be taken to

both changing demographics and

ensure the right people are selected

understanding the attachment to their

to represent the community. Meth-

Rural and remote communities

school goes a long way in brokering

ods exist to identify community pow-

in the Midwest face a triple threat of:

peace in a time of grief.

er structures and should be used by

• rapid depopulation,

school boards and administrators to

• the failure of an agriculture-indus-

The most influential group of

Discover the Difference! Your policy manual is more than a reference book and IASB’s School Board Policy Online service is more than just a way to publish your manual online.

and community partnerships.

With School Board Policy Online your district can: • Access policy content quickly to inform board decisions • Know policy content is secure on a protected, backed-up, off-site server • Search keywords and phrases to get relevant results broken down by policy section and number • Post administrative procedures at no additional charge • Streamline the online policy update process by also using PRESS Plus • Review prior policy versions in a policy archive Visit IASB.com for links to district manuals currently published through SBPOL.

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 MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

trial-energy economy to produce the same level of middle income jobs as a generation ago, and • heightened social and emotional

problems. These threats have thrust com-

this dialogue is about the reorganization and consolidation of schools.

munities into some difficult conver-

Former U.S. Senator Paul Simon,

sations about survival. Only part of

in his book Our Culture of Pandering, wrote about difficult conversations and he didn’t mince words on the conscious incompetence of many leaders to avoid confrontation on

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

major issues: “Pandering is not illegal, but it is immoral. It is doing the convenient when the right course demands inconvenience and courage.”

Executive SearchES The Gold Standard of Executive Searches

It is imperative that the fate of rural schools remain a matter of local control. District administrators and boards of education must begin the process of researching alternatives, making projections, identifying people of influence and credibility in the power structure of their community, building the capacity for informed decision making, and engaging stakeholders in meaningful dispositional dialogue about change.

An effective superintendent can mean the difference between a school district that achieves average results and a school district that excels. Let our time proven and cost effective process help you find an educational leader who can take your school board’s vision and turn it into reality.

In Leading Change, Douglass Reeves provides an excellent cautionary metaphor about making difficult decisions: “It is not possible to make a perfect decision when leading change in a school. Education administrators

IASB is YOUR advocate.

must choose between which calculated mistake they will make in the

• IASB searches are comprehensive and customized to meet your individual district needs. • Each IASB search is based on the Qualifications and Characteristics determined to be important by the Board of Education for their next Superintendent. • Included with every superintendent search is an in-district workshop designed to help build positive relationships among the new board-superintendent team.

For information contact: 2921 Baker Drive One Imperial Place Springfield, IL 62703 1 East 22nd Street, Suite 20 217/528-9688, ext. 1217 Lombard, IL 60148 630/629-3776, ext. 1217

best interests of the students under their charge. The first mistake is to enact change with evidence that is not perfectly effective, which makes you vulnerable to short term criticism and complaining of cynics. The second mistake is to fail to act in light of evidence, which exposes your long term judgment to those you were

www.iasb.com/ executive

entrusted to help and failed.” All things considered … what calculated mistake will your district choose to make for the next generation?

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

FEATURE ARTICLE

Education finance issues still linger 67 years later by Burt McRoy

his report is sent to you because

Instruction and the county super-

ize that the pressure of their personal

it raises some fundamental

intendents, the educational depart-

affairs and the transient nature of

issues about the financing of public

ments of the great universities and

their tenure have prevented them

education in Illinois and the future

the teachers’ colleges — it is diffi-

from giving the continuity of leader-

policies of our Association.

cult to believe that we have been

ship which we need. This leadership

Most of us who served on school

unable to make any fundamental

must be supplied by full-time repre-

boards during the last depression will

improvement in the educational sys-

sentatives so that the whole program

not forget the financial headaches

tem in Illinois. Our failure does not

for a better educational system in Illi-

which we nursed. Have we any assur-

result from any lack of agreement

nois will be carried on unaffected by

ance that those headaches will not

on objectives, but rather the lack of

the turnover of individual members.

return?

leadership, organization and deter-

The limited and brief experience of

mination.

our Association in the past two years,

Burt McRoy, retiring chairman of the Tri-County Division, does not

Much of our needed leadership

with a full time staff of only two men,

have all of the answers, but in his

can be supplied by the school admin-

is a small sample of what we can

report he states a positive belief that

istrators, not as an organization but as

accomplish.

board members and administrators

individuals acting within their own

It was just three years ago this

could cure public school financial ills

school boards. The administrators, as

spring that several of us submitted

if they will. What do you think?

an organization, will always be limit-

to the executive committee of Tri-

ed in their effectiveness because of a

County a plan to make the Illinois

natural public suspicion of self-inter-

Association of School Boards a vital

est. Individually, however, they can, if

factor in the improvement of the sys-

This being my final meeting as

they will, stimulate almost every school

tem of education in this state. It was

chairman of the executive commit-

board in this state and thereby wield

our belief that school boards could

tee of Tri-County, I feel an urge, as

a tremendous influence for a better

be a strong influence in the advance-

well as some obligation, to report to

system of education in Illinois.

ment of education in Illinois.

Robert M. Cole, executive director, IASB ***

you on the progress of our Associa-

The members of school boards

We believed that school boards

tion. The chairman receives no com-

must come to realize the need for

were in need of much greater service

pensation, but perhaps he earns the

statewide improvements in our edu-

and would readily support a program

right to make a few remarks based

cational system. School boards are

which rendered real value. The exec-

on his experience.

so occupied in solving their own dis-

utive committee agreed to make a

If we add up all of the individ-

trict problems that they have no time

start — in a small way — twice what

ual abilities contributing to the admin-

for state problems — and yet it is the

some thought was possible and about

istration of education in Illinois —

state problems which are causing the

one-tenth of our proposed plan. Nev-

the school boards, the administra-

district problems.

ertheless, it was a start, and the next

tors, the Superintendent of Public

Board members must also real-

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

Burt McRoy was chairman of IASB’s Tri-County Division, which consisted of Cook, DuPage and Lake counties in the mid1940s. He prepared this report for the May 16, 1946, Tri-County Division dinner meeting. The report was reprinted in the August 5, 1946, issue of the School Board News Bulletin, with a preface by Robert M. Cole, IASB’s first executive director, July 1, 1943 to January 1, 1969.

fall the state convention of our Asso27

ciation unanimously approved an

last legislative program — the most

in assessed values and costly legal pro-

increase in the dues.

successful on record for public schools,

ceedings from tax objectors. Our efforts

Since that date, in only 30 months

including the greatest increase in

thus far have been limited to plugging

to be exact, we have replaced a part-

appropriation for state aid — adop-

the leaks and patching the cracks

time secretary with an executive

tion of a school code — and contin-

— but we need a new foundation for

director and a field secretary, both

uance of the county surveys for school

school revenue — a foundation which

on full time; we have had both a school

reorganization.

will guarantee financial security from

Our executive director and our

sel on part time. We have increased

field secretary will this year partici-

There seems to be a general

the active membership of the Asso-

pate in over 250 general meetings of

impression that schools are enjoying

ciation from 600 school boards to

school board members and will per-

a long awaited popularity, that ref-

over 900 school boards and have made

sonally discuss special problems with

erendums to build new schools and

the annual convention too large for

at least 700 of our 900 member boards.

increase tax rates will be approved

the city of Springfield.

In the past two months alone, they

with little opposition, and that more

have covered over 10,000 miles in

and more money is available for teach-

the state of Illinois.

ers’ salaries.

We have created regional organizations of school boards, such as the Blackhawk Division in Rock Island and

We have rejuvenated the School

Some persons are looking for-

Moline, which is already challenging

Board Journal, published four study

ward to Full Valuation under the But-

the best efforts of our own Tri-Coun-

pamphlets specially written to the

ler Bills as the real Promised Land.

ty — and we have been responsible for

intelligence of board members, and

But do we know just how much mon-

reorganizing a national association of

are now rendering a fast news bul-

ey we can count on for the next five

school boards with a potential of 400,000

letin service supplying the latest infor-

years? We have studied the law and

school board members.

mation on school problems to over

we have our own interpretation, but

6,000 board members and officials

there are other interpretations. Are

throughout the state.

you certain just what your school’s

While no one person or organization can properly claim credit for favorable legislation, we were able to

Here in Tri-County we tackled

income will be? Would you person-

participate on a full-time basis in the

the giant problem of railroad tax objec-

ally guarantee it? And yet you must

tions, and have recently reached a

plan a program, and sign contracts

written agreement with representa-

based on that income. What then, if

tives of the railroads — an agreement

you don’t receive it?

B E S C I A I ERV IATES S SOC f ols AS e besfot roscho Th ing th y r eve

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.

one year to the next.

building consultant and a legal coun-

which should be the basis for mutu-

(Editor’s note 2013: The Butler

al understanding and the saving of

Bills, which went into effect Janu-

thousands of dollars to schools. We

ary 1, 1946, required that assessed

have grown from one dinner meet-

valuations would be the full, fair

ing a year to a banquet and five con-

cash value or 100 percent and all

ferences three times a year, and

tax rates would be cut in half, with

increased our attendance from 150

certain limitations that would remain

to over 500.

in place for five years unless the Bills

Yet the fundamental fault of our

were amended. The complex system

educational system in Illinois remains

took five pages to explain in the

untouched: the financial insecurity

December 22, 1945, issue of the School

of the school revenue. True, we have

Board News Bulletin, and the impact

had an increase in state aid and a fur-

was addressed frequently in subse-

ther approach to equalization, but the

quent issues.)

greater part of the school revenue still

Some improvement in school

depends on local real estate taxes,

income should be no surprise with

with the ever present threat of changes

the national income at an all-time

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

high. But when the retraction starts,

dation which was washed away in the

ly. If the state legislature can provide

the first popular cry is for a reduc-

last depression.

this financial security for the 400,000

tion in taxes, and, particularly, local

The Chicago schools with their

school children in the city of Chica-

taxes. The danger in our education-

400,000 children receive under a spe-

go, why should they not provide the

al system today is that we are plan-

cial law an annual levy in dollars guar-

same financial security for the 765,000

ning better schools and raising

anteed by the state legislature and

school children in the rest of Illinois?

professional salaries, but without one

known as the “pegged levy.” No mat-

We can achieve this financial

single assurance that the income on

ter what happens to assessed valua-

security whenever we are strong

which this program must rely will be

tions or tax rates, the schools of

enough in leadership and organiza-

available to us in the future. We are

Chicago are assured this income and

tion to combat the inertia of people

rebuilding on the same revenue foun-

can plan their programs according-

continued on page 31

Milestones continued from page 32 Lyle J. Huffman, 81, died January 18, 2013. He had been a member and a past president of the Arthur school board. J. Norman Jordan, 88, died January 24, 2013. He had been a member and secretary of the Blue Mound school board. Elmer King Jr., 87, died January 15, 2013. He served on the Groveland Grade School board and was elected to the first board of Morton CUSD 709, serving from 1970 to 1981, including two terms as president. He also served as chair of IASB’s Central Illinois Valley Division. Paul A. Koeller, 93, died December 13, 2012. He previously served on the Flanagan Unit 4 school board for 24 years. Forrest R. Koenen Jr., 65, died November 12, 2012. His 30-year career included employment as district superintendent of both Marseilles ESD 150 and Ohio CCSD 17. David S. Lindberg, 73, died December 29, 2012. He previously served on the Elmhurst CUSD 205 school board for 16 years. Marvin Lohnes, 84, died January 18, 2013. He had served on the Rankin school board for a number of years. William R. Manuel, 81, died November 27, 2012. He previously served on the Mansfield school board.

Louis P. Martens, 92, died December 31, 2012. He served on the Heyworth CUSD 4 school board during the 1960s. Norman “Mike” Mihaljevic, 89, died January 10, 2013. He previously served on the Zion SD 6 school board. Jack Noyes, 83, died December 5, 2012. He had served on the school board of Barrington CUSD 220, and as its president. James R. Plumer, 72, died December 22, 2012. He previously served three terms on the Toulon school board. Keith Pope, 99, died January 16, 2013. He had served on the Atlanta CUSD 20 school board. Robert Earl Rellinger, 85, died November 29, 2012. He was an active school board member for Queen Bee SD 16, Glendale Heights, for 32 years. Wallace Reynolds, 80, died December 26, 2012. He previously served on the Belvidere CUSD 100 school board. Carl Rinkel, 82, died January 23, 2013. He had been a member of the Triad CUSD 2 school board. Dorothy Schneider, 70, died December 20, 2012. She was a former member of the Lake Villa District 41 school board. Peter D. Scully, 84, died December 16, 2012. He previously served as president of the Dwight THSD 230 school board.

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

George Michael Shur, 70, died November 25, 2012. He served on the DeKalb school board from 1991-99, and was president, 1995-99. E. Pauline Crowley Voelcker, 95, died December 23, 2012. Voelcker retired in 1977 after 36 years teaching. She then served as a board member of the Cerro Gordo CUSD 100 school board for 17 years. Gregory A. Webster, 62, died December 4, 2012. He served on the Dallas City District 336 school board for 12 years, and was president of the board two years. Philip K. Whitehouse, 88, died December 10, 2012. He served as a school board member and was the longtime president of CUSD 300, Carpentersville, serving on the board from 1965 to 1978. The Illinois School Board Journal welcomes news about or from Illinois school leaders. News may include but need not be limited to accomplishments, changes in position or duties, retirement, death and other milestones related to board/district duties. For more information about submitting news items, phone the Communications Department at 217/528-9688, ext. 1138, or e-mail gadkins@iasb. com.

A Directory of your

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

Appraisal Services

DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner's rep services. Itasca - 847/7424063; website: www.dla-ltd.com; e-mail: info@dlaltd.com DLR GROUP, INC. — Educational facility design and master planning. Chicago - 312/382-9980; website: www.dlrgroup.com; e-mail: dbane@dlrgroup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

Building Construction BOVIS LEND LEASE — Construction Management/Program Management. Contact John Doherty. Chicago - 312/245-1393; website: www. bovislendlease.com; e-mail: john.doherty@bovislend lease.com CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com

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

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

FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; webite: www.fquinncorp.com

Architects/Engineers

HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com

HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870

IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128

MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; e-mail: smchassee@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987; website: http://www.bldd.com; e-mail: sam.johnson@bldd. com BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: kleonard@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LZT ASSOCIATES, INC./LARSON & DARBY GROUP — Architecture, planning, engineering. Peoria 309/673-3100; Rockford - 815/484/0739; St. Charles, MO - 630/444-2112; website: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515

POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; e-mail: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630-734-6033 TURNER CONSTRUCTION COMPANY — Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; Web Site: www.turnerconstruction.com; Email: ghill@tcco.com

Computer Software

PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012

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

PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com

Environmental Services

RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: sartiarch@sartiarch.com

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; e-mail: 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; e-mail: rbennett@thectsgroup. com

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

Finance issues continued from page 29 as well as the malicious self-interests

is also a great weakness, and that is

of us feel can no longer be postponed.

that block improvement and thrive

the inability of one school district to

We have demonstrated in the past

on the disorganization of our educa-

protect itself against events over which

two years what can be accomplished,

tional system. An association of the

it has no control. Only through an

but this is a small part of the job ahead.

school boards in this state could be

association of our school districts can

Our present contribution to the asso-

one of the most influential factors in

we obtain sufficient strength to pro-

ciation will not accomplish our objec-

legislation in the state of Illinois —

tect each district — an association

tives or solve our fundamental

because school board members gen-

strong enough to match any political

problems.

erally are locally elected officials rep-

or economic pressure which endan-

We believe any amount would be

resenting the majority of non-partisan

gers the operation of those schools

a small cost for the achievement of a

voters in their community. Such an

— an association not for the purpose

sound foundation of school revenues.

association, adequately financed,

of running education in the state of

Why not lick the financial problem

properly staffed, and supported by

Illinois, but for the purpose of obtain-

once and for all — and get on with

the school administrators, could

ing a sound foundation for school rev-

the education? We had better lick

accomplish any reasonable objective

enues so that the educational system

the financial problem soon because

in improving the educational system,

can run equally well in all districts

the present economic conditions may

even a new foundation for school rev-

in all years.

change suddenly and the local school

This is the nine-tenths of the plan

districts will be fighting for existence

There is great strength in the

which the executive committee once

— and local control may pass for-

local control of our schools, but there

hesitated to propose and which some

ever.

enues and financial security.

ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 800/3678757

GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050

BMO CAPITAL MARKETS/GKST, Inc. — Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; e-mail: jamie.rachlin@bmo.com

HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; e-mail: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259 OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene, microbiological evaluations and ergonomics. Chatham - 217/483-9296 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

Financial Services AMERICAN FIDELITY EDUCATIONAL SERVICES — Educational services specializing in Section 125 compliance, 403 annuity administration, flexible spending accounts, health savings accounts and health care reform education. Fairview Heights 314/504-1525

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: http://www.ehlers-inc.com; e-mail: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington - 309/829-3311; e-mail: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: http://www.gorenzcpa.com; e-mail: tcustis@gorenz cpa.com HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: rbergland@hsemuni.com; rcoyne @hsemuni.com SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: dphillips@speerfinancial.com STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; e-mail: noblea@stifel.com

MARCH-APRIL 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: ehennessy@williamblair.com WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Willowbrook - 630/560-2120

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

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

Office Equipment INTERIORS FOR BUSINESS, INC. — Classroom furniture and classroom technology services, classroom technology assessment, space planning, CEU’s, and ties to the USGBC (U.S. Green Building Council) for additional environmental assessments. Batavia 630/761-1070

Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD — Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465

MILESTONES

Milestones Achievements Ken Baker, Charleston, has been chosen as an honor ary lifetime member of the Eastern Illinois University Foundation. Baker has helped the community by serving on the Charleston CUSD

1 school board, serving as president from 1987 to 1988. Lifetime membership in the foundation is bestowed on individuals who have demonstrated exceptional and significant support for the university. Baker has been employed by Eastern since 1994 and has served as the director of campus recreation since 2000. He is a 1972, 1973 graduate of EIU,

having earned both his bachelor’s and master’s degrees in education, and then teaching at the Charleston junior and senior high schools. Baker later served the NFL as an on-thefield official for 11 years, retiring in 2001, and as an instant replay official from 2003 through the 2011 football season.

Owego Grade School and Pontiac High School boards. Charles C. “Chuck” Cassel, 88, died December 12, 2012. He was a former Astoria CUSD 1 school board member. Lyle V. Chambers, 94, died January 18, 2013. He was a past member of the Lostant CUSD 425 school board. Daniel H. Connor, 66, died January 3, 2013. He served on the Argenta-Oreana CUSD 1 school board from 1996 to 2004. Ruth Drunasky, 88, died January 11, 2013. She previously served on the Byron CUSD 226 school board. Mervin G. Frerichs, 76, died December 1, 2012. He previously served 18 years as a school board member and was past president of the Armstrong THSD 225 board. Freddie “Fred” Gallagher, 77, died January 3, 2013. He was a past president of the Stewardson-Strasburg school board, serving from 19691985. Eleanor L. Garcia, nee Arndt, 89, died

January 2, 2013. She was a former member of the Waterloo CUSD 5 school board. Gordon Gerlach, 95, died January 21, 2013. He served two terms on the Panhandle CUSD 2 school board, Raymond. James E. “Jim” Griffith, 62, died January 22, 2013. He had been a member of the Jasper County CUSD 1 school board. Everett Jay “Doc” Harris, 87, died January 1, 2013. He was a former school board member in Durand CUSD 322. Henry E. Hatch, 86, died December 30, 2012. He was a member of the Avon school board for 11 years, six of those as president. Frank “Fritz” Hess, 89, died January 2, 2013. He previously served on the Utica school board. Carl “Curtis” Hopwood, 72, died January 11, 2013. He previously served on numerous community boards, including the Nokomis CUSD 22 school board.

In memoriam Benton Charles Allen Jr., 80, died November 27, 2012. He served on the school board of Galesburg CUSD 205 for seven years. William A. Bahnfleth III, 69, died November 29, 2012. He served on the East Peoria SD 86 school board for more than 16 years, including time as board president. James D. Beavers Sr., 92, died January 2, 2013. He served on the school board of Lockport SD 92 from 1964 to 1976. Charles Bennett, 89, died November 21, 2012. He was a former two-term school board member in Arlington Heights SD 25, 1961-67. Ronald Blackstone, 74, died December 26, 2012. He served twice as a school board member in Homewood-Flossmoor CHSD 233, from 1979 to 1983, and 1987 to 1998, including a term as president. He also served as a member of the Illinois State Board of Education from 1983 to 1987. Harlan E. Bruer, 93, died December 19, 2012. He had served on both the

continued on page 29

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2013

ASK THE STAFF

Veterans need new board member training in ’13, too by Angie Peifer

uestion: As a veteran board

Evaluation Training Act (PERA train-

bers. The Saturday session provides

member, I have been receiv-

ing) also stipulates that, in order to

a day of comprehensive training on

ing materials and information about

vote on a certain type of expedited

the roles and responsibilities of school

post-election workshops. Aren’t these

teacher dismissals, board members

board members designed primarily

designed for newly elected board

must complete training in that area.

for new board members. However,

members rather than re-elected vet-

For more information on the require-

veteran board members are welcome

erans?

ments of PERA, please refer to IASB’s

and encouraged to attend with their

Answer: During the past two years,

publication PERA Overview for School

new colleagues.

legislation changed the requirements

Board Members, available online at

Cost is $175 for either day, or

for all board members regarding board

http://iasb.com/law/PERAoverview.

$325 for what’s being called the “two-

development and training. Prior to

pdf. As a veteran board member, you

day boot camp.” The PDLT course

2011, new board member training

are not excused from any of these

will count as a Core Workshop in

was encouraged by the Illinois Asso-

mandatory requirements.

Leadership Academy and 10 Master

Board Member points.

ciation of School Boards, but it was

Most veteran board members

voluntary. All that changed when the

who will be re-elected have not yet

Registration begins in early March

General Assembly mandated that all

fulfilled the four-hour PDLT or PERA

when all district superintendents and

board members should receive instruc-

training requirement.

board presidents will receive a mail-

tion in education and labor law, finan-

The materials you have been

ing outlining the details of the work-

cial oversight, accountability and

receiving provide information about

shops. Registration forms also will be

fiduciary responsibilities through

12 face-to-face workshop sessions

available in early March online at

Public Act 097-0008.

for the mandatory PDLT. We antic-

www.iasb.com.

Every school board member elect-

ipate that IASB will also be an

Veteran board members will also

ed or re-elected in 2013 must com-

approved provider of the required

be able to complete the mandatory

plete this four-hour training within

PERA training at that time, which

training online. For more informa-

one year of taking the oath of office.

will be included in these sessions.

tion about the online version of PDLT,

IASB began offering this training

The sessions will be offered over six

please go to IASB’s website, http://

online in early 2012. Veteran mem-

weekends at 12 locations between

iasb.com/training/onlinelearning.cfm.

bers who have completed this course,

May 10 and June 22. For a list of the

Now more than ever, these are

Professional Development Leader-

dates and locations, please see page

important professional development

ship Training (PDLT) have fulfilled

19 in this issue.

events. Make certain that your new

the four-hour mandatory training

All of these sessions are offered

board team gets started on the right

requirement. However, those who

Friday and Saturday. The Friday ses-

path by registering for the workshops

have not completed the course are

sion is designed to fulfill all manda-

that members need to stay in com-

required to do so.

tory training requirements for both

pliance with state statutes.

In addition, the Performance

veteran and first-time board mem-

Angie Peifer, IASB associate executive director for board development and Targeting Achievement through Governance, answers the question for this issue.

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested

www.iasb.com

“Instruction in youth is like engraving in stones.”

S.E. Whitnall, advice on learning anatomy given in 1933

African Proverb

“What sculpture is to a block of marble, education is to the soul.” Joseph Addison, English essayist and poet, 1672-1719

● ●

FROM 1913

“The teacher must not confuse information with education, otherwise the student may become a welltaught but wholly unlearning individual.”

● ●

“I have witnessed how education opens doors, and I know that when sound instruction takes place, students experience the joys of newfound knowledge and the ability to excel.”

Brave New World, 1894-1963

“Genius without education is like silver in the mine.” Benjamin Franklin, author, politician and inventor, 1706-1790

“Education not only opens doors to your future, it sends you in the right direction to find those doors.” Scott Gilliam, director of training at D.A.R.E America, from “The Whole Child Blog,” January 10, 2013

Daniel Akaka, U.S. Senator from Hawaii, 1924-

“The treasury of America lies in those ambitions and those energies that cannot be restricted to a special, favored class. It depends upon the inventions of unknown men. Every country is renewed out of the ranks of the unknown, not out of the ranks of those already famous and powerful and in control.” Woodrow Wilson, 28th U.S. president, The New Freedom, 1856-1924

IASB Centennial

“The foundation of every state is the education of its youth.” Diogenes of Sinope, Greek philosopher, 412-323 B.C.

“Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system.” Sidney Hook, American philosopher and pragmatist, 1902-1989

“The most valuable of all education is the ability to make yourself do the thing you have to do when it has to be done, whether you like it or not.” Aldous Huxley, author of

“Remember, he’s ambidextrous. He can be both heavy handed and sleight-of-hand.”