NOVEMBER/DECEMBER 2012
Vol. 80, No. 6
Safe deliveries like clockwork
READING • WRITING • ARITHMETIC • BEANS • BALLS • BUSES
ed from school bus crashes in 2009
tion. Teaching children to use the
and three fatalities in 2010. None
belts, even though most use seat belts
of them, however, were school-age
in the family car, and getting unhooked
ith this issue of The Journal,
(5 to 19) bus passengers or bus dri-
and out of the bus quickly in an emer-
we wrap up our year-long look
vers.
gency would also be a drawback.
W
at the “three Rs and three Bs” of school
These statistics would seem to
The issue of seat belts on buses
board work. We have had the chance
support that transportation to school
resurfaces regularly, but crash infor-
to profile wonderful things that indi-
by a big yellow bus is safer than the
mation gathered in Illinois would not
vidual districts are doing.
family car. Passenger car accidents,
seem to support the need versus the
Peoria SD 150, Springfield SD
according to the 2009 and 2010 crash
cost.
186, the Illinois Math and Science
statistics, account for 78 percent of
Academy in Aurora, School District
all vehicle accidents.
*** And now, let’s end with a little
Even though school buses are
bus humor from http://www.ithap-
and Dixon Unit SD 170 graciously
safe, some people question why seat
pened-inschool.com/bushumor.html:
allowed us to feature them in previ-
belts are not required. Wouldn’t that
U-46 in Elgin, Minooka CHSD 111
ous issues. This issue features three
make them even safer?
“It was the first day of school, after summer vacations, and time for
of the largest land mass districts in
Maybe … maybe not. Studies
me to pick up the children in my
Illinois: Jasper County CUSD 1,
usually are inconclusive, even though
school bus and take them home again.
Olympia CUSD 16 and McLean Coun-
federal law requires buses under
After I had made the complete run
ty Unit District 5. We are grateful to
10,000 pounds (small six- to 12-seat
that afternoon, one little boy remained
all of them for sharing their infor-
buses) to have seat belts or similar
on the bus.
mation.
restraints.
“Thinking he had simply missed
The “bus” cover story, which
A 2010 MSNBC report stated that
his stop, I started driving slowly back
begins on page 18, focuses on how
for the rest of the 80 percent of stan-
through the neighborhood and asked
districts are stretching transporta-
dard yellow school buses used in the
him to be sure to let me know if any
tion dollars while not compromising
United States, students are riding in
of the houses or people looked famil-
service and safety. Those two issues
a much heavier, higher vehicle, mak-
iar. The boy sat in his seat content-
are uppermost in board members’
ing them safer during a collision.
edly and shook his head whenever
minds, as attested to by those con-
Just six states currently have seat
tacted in the three districts. But just
belt requirements for school buses:
how safe is school bus transporta-
California, Florida, Louisiana, New
tion?
Jersey, New York and Texas.
I asked him if he recognized a person or place. “After the second unsuccessful tour of the area, I started back to the
The state Department of Trans-
Opponents of seat belt require-
school to ask for his address. When
portation’s 2010 Illinois Crash Facts
ments on school buses cite increased
we arrived, the child got off the bus
and Statistics show 1,510 school bus
cost, estimated between $8,000 and
and started walking away.
crashes, or one-half of 1 percent of
$15,000 per bus, and the fact that
“‘Wait!’ I called. ‘We have to go
the total crashes for the year in Illi-
three-point shoulder-lap restraints
inside and find out where you live.’
nois, the same percentage as in 2009.
would take up space so two, not three,
“‘I live right there,’ he said, point-
Injury crashes in 2010 were 295
students could sit in a row. It’s that
ing to a house across the street. ‘I just
compared to 281 in 2009, but they
compartmentalization — tighter spac-
always wanted to ride in a school
were still below the 341 injury crash-
ing and thicker foam on seats — that
bus.’”
es in 2008. Just two fatalities result-
actually helps give students protec-
TABLE OF CONTENTS
COVER STORY 18 | Safe deliveries like clockwork Safe deliveries like clockwork
Getting students to school safely, economically and on time is the number one goal for three of the largest land mass districts in Illinois. Linda Dawson
20 | Sidebar: Bus driver qualifications 21 | Sidebar: Getting to the game 22 | Sidebar: Why have costs risen?
FEATURE STORIES 8 | Locked out … Strategies for complying with the Facebook Password Law A new law will have important effects for employers like public school districts. Jackie Wernz
N O V E M B E R / D E C E M B E R
2 0 1 2
Vol. 80, No. 6
12 | Academic game changer … Eating the elephant known as Common Core Standards A look at implementation costs, curricular impact, potential headaches and monitoring suggestions. Rene Noppe, Carol Webb, Stuart Yager and Donna McCaw
16 | Programs seek to connect students, families to Internet Closing the digital divide is important for education goals. Linda Dawson
24 | Yellow buses may become Illinois endangered species Cuts in state funding for transportation portend an ominous future for public schools. Brent Clark
26 | Finding ‘north’ from a seat in a school bus A board member’s ride on a school bus gives perspective on what’s important. Mark A. Clark
29 | Maximizing safety on non-district buses Schools are accountable when selecting services of outside motor carriers. Patrick Labriola
31 | Preserving the public in public schools An excerpt from their book offers reasons for the importance of this mission. Phil Boyle and Del Burns
36 | Viability of rural, small schools can be defended Bigger is not always better, according to research on school size. Greg Reynolds and Vicki Van Tuyle
39 | Illinois Basic Skills Test narrows teacher pipeline Changes to a prescreening exam seem to exacerbate racial disparities in scores. Matt Hlinak
REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover
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 January/February March/April
School design Dual credit growth
Cover by Corbin Design, Petersburg
BOILER ROOM
Gus sings along to transportation blues by “Gus”
Gus, the custodian at Eastside
obert Robertson (“Bob Bob”)
year. He said the new job was drivin’
subdivision, Sunny Meadows, we only
used to be our district’s trans-
him insane and he wanted his old job
have one-lane streets. This helps pre-
back.
serve the rustic, colonial look of our
R
portation director. Last year, Bob
Grammar, is the
resigned and took a similar posi-
Recently, Wilbur and I talked
beautiful neighborhood. Every block
creation of
tion with a neighboring school dis-
about his problems over a fried chick-
or so, there’s a black-topped area on
Richard W.
trict. No surprise … they paid him
en dinner at Bessie’s Hen Hut. Wilbur
the shoulder of the road, so that a car
Smelter, a retired
10 grand more a year!
said that, since day one of his new
can pull over to allow an oncoming
post, the complaint letters were more
vehicle to pass. Last week, one of
numerous than flies at a garbage dump.
YOUR buses came nose-to-nose with
He even showed me some of them.
a delivery van and neither driver
school principal,
Our board decided to promote
now a Chicago-
one of our veteran bus drivers, Wilbur
based college
Forest, to the director’s post. Wilbur’s
instructor and
been a driver for our district for more
author.
than 15 years. Wilbur was elated, not only with the raise in pay, but also because he’d finally get to “call the shots,” as he put it. He even went out and bought some new ties and dress shirts, so he would look more like someone in authority. (Wearin’ a tie indicates you’re in management. People give you more respect if you’re wearin’ a tie. Just last week, Mr. Keck got soup stains all over his tie at lunch and decided to take it off. Nobody paid any attention to him for the entire afternoon!) Well, we were all surprised when Wilbur walked into the superintendent’s office and resigned his new position, after holdin’ it for only one
2
“Dear Mr. Forest, my son is hav-
would back up to the last passing area!
ing trouble with the school bullies.
They just sat there, scowling at each
Last week, he ran into Tommy Peters,
other! I can’t speak for the delivery
the worst-behaved delinquent at
van driver, but I’d expect our bus dri-
school, at his assigned bus stop at
vers to be more COOPERATIVE!”
Fifth and Waterberry. Tommy punched
Wow. This is a scene from an Old
my boy in the nose! So, the next day,
West movie … two gunfighters facin’
my son walked down to the stop at
off in a dusty street in Dodge City.
Fifth and Thompson, and you know
If you move again, lady, try a neigh-
what happened? There was Carl Jef-
borhood more designed for safety and
fries, the SECOND worst-behaved
convenience than for colonial charm.
kid at Eastside! My son got punched
“Forest, you DUNDERHEAD! As
in the nose again! Why can’t you
you should be aware, we live on a
assign all of the school’s bullies who
small farm set well back from Ben-
live on Fifth Street to the same bus
nett Road. Our driveway is around
stop? Bunch ’em up! See how they
an eighth of a mile long. On rainy
like getting punched in the nose for
days, my daughter gets soaking wet
a change!”
walking down to the bus stop on Ben-
Not a half bad idea, if you ask me.
nett. She’s going to get pneumonia
“Mr. Forest, as you know, in our
any time now! I blame you and the
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
school district and will forward all of
estimated value was somewhere
her medical bills! Why can’t your bus
between $4,000 and $5,000! The ice
come up our driveway and pick up
ball was thrown from YOUR SIDE OF
our daughter up at our front porch?”
THE ROAD!
I know Bennett Road. There are
“We will forget the cost of the
about 16 small farms on it, all with
window repair IF your school district
kids who attend Eastside. If our trans-
reimburses us for the broken vase.
portation department honored his
We feel this is more than reasonable.
request, it would have to do the same
In addition, the obvious solution to
for the other 15 families as well. Cou-
this ongoing problem is for your dis-
pled with a similar situation on Rur-
trict to hire security guards to patrol
al Route 9, the bus route would have
Stuart Road during the winter
to begin at around 4 a.m.
months.”
“Mr. Forest, I note with great dis-
Like it or not, the school district
tress that many of our school buses
has enough to do keepin’ the imme-
are more than 10 years old. How safe
diate area around their property safe.
can any vehicle be that’s this old?
As for this particular complaint? Hire
Huh? Go out and buy some new bus-
a Pinkerton detective to stand in front
es this weekend!”
of your front window, equipped with
Yes, 10 years is pretty old for a school bus, or any vehicle for that
a catcher’s mitt to catch incomin’ ice balls!
matter. Obviously, however, the author
Anyway, the board agreed to
of this letter doesn’t understand the
accept Wilbur’s resignation and to
school board’s role. Adequate funds
hire him instead as a part-time
… board approval … the letting of
mechanic. In no time, Wilbur returned
bids … etc. Believe me, Wilbur wish-
to his former, calmer self. The board
es he’d had this kind of authority.
went on to hire an experienced trans-
“Mr. Forest, now that you’re in charge, maybe you could correct a
portation director for the current school year.
long-standing problem. As you know, Stuart Road is the district’s east bound-
Mr. Keck’s take on this sums it up:
ary line. Your children gather at bus
“You know, Gus, being in charge
stops on the east side of Stuart, while
of safely transporting children to and
our children from Jasper Junction
from school is a great responsibility.
wait for our district’s school buses on
It takes an individual who can keep
the west side of Stuart.
his or her cool and who can sort out
“Every winter, there are MAS-
the more common-sense complaints
SIVE snowball fights between the two
from the ridiculous. You should see
groups, generally started by YOUR
some of the letters I get!”
kids! Last year, an ice ball broke our
He showed my some once, with
front window and knocked over a
the parents’ names blotted out. I don’t
16th century Chinese vase on the
think I could take readin’ another
coffee table, destroying it! The vase’s
batch!
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
President Carolyne Brooks
Immediate Past President Joseph Alesandrini
Vice President Karen Fisher
BOARD OF DIRECTORS 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
IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.
3
PRACTICAL PR
Details on curriculum can help explain tax bills by Jim Szczepaniak
Jim Szczepaniak is community
s soon as the first property tax
dent, our constituents want to know
and staff, the board adopted a five-
phone call came into the office
if they are getting good value for their
year plan with five key strategies:
tax dollars.
• Advance and integrate Science,
A
on July 3, I knew there would be many
relations director
more calls to follow after tax bills
One of the main challenges pub-
Technology, Engineering and Math-
for Niles Town-
arrived in Niles Township. The ques-
lic schools face in today’s economy
ematics (STEM) and literacy across
ship High School
tions and comments from home-
is how to best communicate how
District 219,
owners were variations of the same
schools use taxpayer dollars to edu-
• Guarantee a rigorous curriculum
Skokie, and a
concerns:
cate children and prepare them for
to prepare students for college,
member of the
• Why does my tax bill keep going
a successful life.
including a common final exam for
Illinois chapter of NSPRA.
up even though the value of my
At District 219, we use a num-
• Offer anywhere/anytime learning,
we are doing with their tax dollars
in part by providing a netbook to
the high schools when my kids
(and why):
every incoming freshman.
graduated 20 years ago?
• Provide context about the key strate-
• Provide 21st century buildings with
gies to make students college- and
a capital plan that provides for
career-ready.
future needs and ensures equity
• Why do I have to pay so much when I don’t have any kids? • What are you spending all this money on? Given the complexity of the property tax system in Illinois, the sheer
• Provide an opportunity for parents,
across buildings.
students and community members
• Establish powerful partnerships
to have meaningful input on cur-
with parents, local businesses and
riculum and programs.
organizations, and community
number of local taxing bodies, and
• Promote a common understand-
the intricacies of school funding for-
ing about how we teach and learn
These five strategies drive bud-
mulas, no simple answers exist. Yet,
— and changes being made to bet-
get decisions and school improve-
homeowners and business owners
ter educate students.
ment plans. Administrator evaluations
enues (78 percent of Niles THSD 219’s
members.
and curriculum directors’ goals are
who pay the lion’s share of our rev-
4
each course.
ber of ways to inform the public what
home is going down? • Why do I have to pay so much to
Columns are submitted by members of
the curriculum.
Context for key strategies
tied to measurable progress in meet-
revenues in 2011) deserve substan-
District 219 serves about 5,000
ing these strategies. Principals engage
tive answers. And, in a district that
students from four municipalities at
teachers and staff in discussion about
has a high operating expense per stu-
three high schools. The board of edu-
progress in the five areas during month-
cation’s goal is to increase the aca-
ly building meetings and keep par-
demic achievement of every one of
ents informed through monthly
those students.
meetings with advisory councils.
Four years ago, in order to pro-
We inform the wider commu-
vide clear direction to administration
nity via a standing section on the dis-
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
trict website (url.d219.org/5Year).
up being a good thing that the publi-
professionals to give struggling alge-
Short videos highlight each of the
cation arrived alongside their tax
bra students extra support, but what
strategies, accompanied by detailed
statement: those of us who spoke with
to cut to pay for the extra math
explanations of each key priority.
concerned taxpayers found it help-
resources engenders little consen-
The same site also provides details of a local growth model to monitor individual students’ academic progress. We also print and mail an annual community report that updates
Research shows that while a number of dedicated parents follow
progress on the plan to each of the
school news via our web pages, principal blogs, web alerts and
38,000 residential postal addresses in Niles Township. Yes, an old-fashioned hard-copy sent via snail mail! Research shows that while a num-
social media, taxpayers who do not have children in our schools cite local media as their chief source of news, followed by the publications they receive from the district.
ber of dedicated parents follow school news via our web pages, principal blogs, web alerts and social media, taxpayers who do not have children in our schools cite local media as their
ful to refer the callers to specific parts
sus. For example, when the district
chief source of news, followed by the
of the publication.
considered eliminating courses, scores of vocal parents and students came
publications they receive from the district. The report is available online
Meaningful input
to the board meeting, asking elected
“Community members rightful-
officials to eliminate something oth-
Although a full 99 percent of our
ly expect us to spend tax dollars respon-
er than each person’s treasured spe-
freshmen report having a home com-
sibly,” District 219 Board President
cialty course. Board members sought
puter, 60 percent of our students
Bob Silverman wrote in the most
to strike a delicate balance between
speak a language other than English
recent community report. “We have
offering a varied, robust curricu-
at home. We know anecdotally that
restructured programs for greater
lum and maintaining fiscal discipline.
many students whose parents are not
operating efficiency and are putting
These public discussions under-
proficient in English act as transla-
increased emphasis on making sure
scored that parents want to learn
tors for school materials, which is
that our students are making the nec-
more about, and give their opinions
another reason we decided to share
essary academic progress in math,
on, the curriculum offered in schools.
hard-copy versions of important school
English, reading and science. Over
To honor that desire, and better take
information.
the past three years we have main-
into account what parents, students
The timing of the community
tained a balanced budget by reduc-
and community members have to say
report is also important. When final-
ing in some areas and reinvesting our
about curriculum and programs, Dis-
izing the 2012 publishing schedule,
resources in others.”
trict 219 has formalized a process we
at url.d219.org/annualrept.
call the “Annual Review of Programs.”
we had expected tax bills to arrive by
District 219’s restructuring deci-
August at the earliest since they were
sions have included eliminating teach-
sent out later than scheduled the last
ing, support and administrative
The administration solicits sug-
three payment periods. We wanted
positions, and making significant cur-
gestions throughout the year for the
our report to get to homes well in
riculum changes, such as consoli-
annual review document from depart-
advance of the bills.
dating classes in elective areas like
ment directors, teachers, staff, par-
fine arts and family and consumer
ents and students. The document
sciences.
ensures that curricular programs are
As it turned out, however, the same week the tax bills showed up in
Here’s how it works:
mailboxes, so did District 219’s annu-
Almost everyone can agree it is
aligned with school board goals and
al community report. But it ended
a good thing to hire additional para-
the strategic plan in a fiscally respon-
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
5
ness. Several years ago, we realized that nearly a third of Niles’ students
real response, but just wanted to
college. They were glad to hear the
express their frustration about high
district acknowledges that we need
taxes.
to do a better job — and that we are
were in classes in which they had less
Instead, they got a cogent expla-
working hard to find a way to do that.
than a 10 percent chance of meeting
nation about steps the district is tak-
And that’s a very important mes-
college readiness standards. Students
ing to better prepare students for
sage.
who earned an “A” in a lower-level algebra course had roughly the same low probability of attaining college readiness as students earning a “D” in regular algebra. In response, we eliminated the two lowest levels of freshman math
ILLINOIS ASSOCIATION OF SCHOOL BOARDS
and now require all freshmen to take
Executive
regular algebra. Because the affected students need additional support
SearchES
to succeed, we require incoming freshmen with low math skills to take summer school courses to prepare them for algebra. We also offer an extension course — a second period of
The Gold Standard of Executive Searches
math — for those who will benefit from individualized instruction and pre-teaching of skills and concepts they’ll learn in algebra. Early results project a 33 percent increase in the number of students who will be college-ready. One important caveat: we are in the early stages and must continue to measure results. But, keeping that in mind, this is news worth sharing with the community. Given that the teaching and learn-
Selecting a new superintendent is the most important decision a school board makes. Finding and hiring the right superintendent is critical to the success of your students and your district.
IASB is YOUR advocate.
ing that takes place in our classrooms is the reason our schools exist, it is surprising that districts don’t provide more information about specific curricular initiatives to the wider community. Maybe that’s because we assume that the details don’t interest the average person or are too hard to explain. But some constituents are very interested. A few of the concerned residents who contacted District 219
• IASB’s superintendent search service will help your board choose the best superintendent for your district. We offer a comprehensive, integrated process that fully supports your board in recruiting quality candidates and selecting the right person to carry out your board’s vision and goals. • Our team of consultants, working in conjunction with the board, will take care of the critical action steps that lay the ground work for a successful hiring process. • When the search is over, our service to you continues. IASB offers a workshop, at no additional charge, for the new board-superintendent team up to six months after employment date.
For information contact: 2921 Baker Drive Springfield, IL 62703 217/528-9688, ext. 1217
One Imperial Place 1 East 22nd Street, Suite 20 Lombard, IL 60148 630/629-3776, ext. 1217
www.iasb.com/ executive
said they did not expect to get any NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
6
tions from all constituent groups,
District 219 holds a town hall
The first draft of the annual review
including school and district com-
meeting in early November to solic-
is presented to the board in late August
mittees, department and building
it questions and comments from the
and then posted online and distrib-
meetings, student government, par-
public. Curriculum directors and
uted throughout the school commu-
ent organizations and our elemen-
administrators answer questions and
nity. (See this year’s document at
tary sender school districts. Anyone
provide explanation. All public and
url.d219.org/ROP.)
can comment via an online feedback
online comments are recorded and
form.
added to the document.
sible manner.
We welcome input and sugges-
The administration presents a formal recommendation to the board in November, with time for public comment. The board takes final action in December. One of this year’s review items includes a proposal from students
STAFF 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 7
and parents to begin the school year earlier so that the first semester ends
BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Angie Peifer, Associate Executive Director
before winter break, allowing stu-
Board Development Sandra Kwasa, Director Nesa Brauer, Consultant
days of instruction before students
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
dents to relax over the holiday. The change also would provide 10 more take Advanced Placement (AP) and ACT/PSAE exams. The teachers’ union made several proposals, including one to encourage more students to enroll in AP classes. Common understanding We highlight and explain the five key strategies when we talk with constituents outside school. For example, when residents point out that students are not scoring the highest in math on the ACT, we acknowledge their concern and let them know that one key strategy is to guarantee a rigorous curriculum. Then we explain exactly how we are revising math curriculum to better prepare students to succeed. We try to avoid bureaucratic jargon, instead using clear language that is easily understood by the general public. Our most recent report doc-
One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940
uments how the structural changes we are making in math are leading to impressive gains in college readi-
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
FEATURE ARTICLE
Locked out … Strategies for complying with the Facebook Password Law by Jackie Wernz
Jackie Wernz is an attorney with
eginning January 1, 2013, a
• Employer “requests” or “require-
networks, which foster personal
new Illinois law will limit the
ments” that an employee or prospec-
communication even in other-
B
right of school districts and other
tive employee provide a password
wise professional relationships.
Franczek Radelet
employers to demand access to
or other account information to
School districts must thoroughly
in Chicago and
employee social networking accounts.
allow the employer access to the
investigate allegations of such
the author of
This “Facebook Password Law” arose
employee’s or prospective employ-
misconduct or risk liability.
Education Law
from good intentions but will have
ee’s social networking account or
Insights, an edu-
unintended consequences for employ-
cation law blog
ers, including public schools.
profile; and
Yet the Facebook Password Law contains no exceptions for
• Employer demands for access “in
even the most serious instances
On August 1, 2012, Illinois became
any manner” to an employee’s or
of workplace misconduct involv-
ers at www.
the second state to prohibit employ-
prospective employee’s social net-
ing social networks. The law
edlawinsights.
ers from requesting social network-
working account or profile.
thus arguably could prevent a
for school lead-
com.
ing passwords from current or
The Facebook Password Law thus
school district employer from
prospective employees. On the House
addresses both current and potential
obtaining offending messages
floor, Representative Mike Fortner
employees. The prohibition against
or other content from a social
explained the law would resolve a
demanding access “in any manner”
networking website, which are
conflict between employer requests
could go further than just prohibit-
perhaps the most relevant and
and the policies of websites like Face-
ing demands for passwords or account
decisive pieces of evidence in
book, which prohibit users from releas-
information to include asking for
such an investigation.
ing their passwords to any third party.
copies of information from within a
In a dispute between
Media reports suggested the law
password protected social network-
employees, the law would even
ing account.
prevent a school district from
was a response to an uptick in requests for social networking passwords dur-
The broad Facebook Password
asking a victim for a copy of an
ing job interviews, which many con-
Law likely will have important unfore-
offending or inappropriate com-
sider to violate privacy rights.
seen effects for employers like pub-
munication, let alone account
lic school districts. The following are
access.
However laudable the intention, the final bill signed by Governor Pat
8
just a few potential consequences:
Open access laws: School
Quinn went much further. Public Act
Investigations: Inappro-
districts must respond to
097-0875, which amends Illinois Code
priate employee communica-
requests for information under
provision 820 ILCS 55/10, prohibits,
tions with students, staff and
a number of open access laws:
with some exceptions, two types of
other community members
the Illinois Freedom of Infor-
employer conduct:
commonly occur through social
mation Act (FOIA); the Illinois
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
Personnel Records Review Act
lic court cases from 2010 and
(PRRA); the Illinois School Stu-
2011 in which social media evi-
Such language should not be
dent Records Act (ISSRA); and
dence played a significant role.
removed completely. The Facebook
Federal Educational Rights and
While a school district reason-
Password Law does not apply to oth-
Privacy Act (FERPA). These
ably may expect its adversary
er types of personal technology through
laws contain limitations pro-
to seek evidence about an
which employees may conduct school-
for school-related purposes.
viding that school districts must only provide records that they possess or control. Yet, electronic records — even on a district employee’s personal social networking
School districts should revise any technology policies, procedures
account — might be subject to
and guidelines regarding language suggesting that administrators
these access laws.
may request or demand access to an employee’s social networking
For example, the Illinois Attorney General recently held
account or information found on such an account.
that records generated on a public official’s personal electronic device or email account at a public meeting are “public records” subject to a FOIA request. While its limitations are unclear, this opinion conceivably could reach records that the Facebook Password Law, to the contrary, places outside school districts’ reach. The same reasoning could
employee’s social networking
related business, such as personal e-
website, the Facebook Pass-
mail or text messages on a personal
word Law would prevent the
phone. Therefore, governance doc-
school district from complying
uments should provide for access in
with this request. Courts can
those situations — but must not refer
issue sanctions to parties who
to social networking accounts.
unreasonably fail to respond to discovery requests.
other key personnel on the limita-
also be applied to other public access statutes. As a result, school districts may find themselves in a Catch-22, required to provide records from an employee’s social networking account in response to a request, but prohibited by the Facebook Password Law from attempting to access them. Litigation requests: In litigation, parties may demand documents from the other side to better make their case. These documents may, and increasingly do, include evidence from social networking websites. For instance, one discovery consultant found 689 pub-
School boards also should provide training for administrators and
How to respond
tions of the new law. School districts
In light of these uncertainties,
should then consider the following
school leaders may wonder how to
steps to minimize the Facebook Pass-
respond.
word Law’s effect on their operations:
First, school districts should revise any technology policies, procedures
Back to basics
and guidelines regarding language sug-
The new Facebook Password Law
gesting that administrators may request
may limit access to one type of evi-
or demand access to an employee’s
dence in employee misconduct inves-
social networking account or infor-
tigations, but it should not cripple
mation found on such an account.
those investigations. More traditional
This includes explicit language stat-
methods of investigation do not require
ing that administrators can demand
asking an employee for social net-
or ask for access to such websites in
work account access and so do not
an investigation, but also language
violate the law.
suggesting that employees do not have
Consider this hypothetical: A
an expectation of privacy when using
school board member receives a tele-
personal social networking accounts
phone call from the mother of a female
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
9
student. The mother says that her
message accounts if district poli-
state law, and FOIA procedures and
student is having an illicit relation-
cy or procedure allows it and there
response letters can include language
ship with a male teacher, which alleged-
is reason to believe that illicit com-
making clear that information cov-
ly has been occurring online, through
munication occurred through those
ered by the Facebook Password Law
private messages on the student’s and
accounts.
will not be released for that reason.
• Obtaining relevant documents in
Similarly, district counsel should dis-
possession of any law enforcement
cuss early on with opposing counsel
What can the school district do,
agency. The police are not limited
the court limitations that it will face
and what does the Facebook Pass-
by the Facebook Password Law,
in producing relevant evidence in
word Law prohibit? Asking for any
and may have copies of the offend-
light of the Facebook Password Law.
messages between the teacher and
ing messages. Requests can be made
the student would likely violate the
formally through FOIA or infor-
new law. But the Facebook Password
mally through relationships with
teacher’s password protected Twitter accounts.
Perhaps the most difficult deci-
local law enforcement officials.
sion the new law foists on school
• Determining if any other party can
boards is whether to strictly limit an
• Interviewing the teacher. The new
provide a copy of the message. If
employee’s ability to communicate
law does not limit asking an employ-
the student allows access to her
with students through social net-
ee about his social networking
social networking account, there
working websites. Educators com-
account.
is no violation of the law, even if
monly point to the benefits of
• Looking for publicly available online
the school district asks the student
communicating with students through
material. Perhaps the teacher has
or parent for access to the student’s
social networking websites. Yet the
account.
risks for the school district could
Law does not prevent the school district from:
a publicly accessible Facebook account with numerous postings
• Interviewing witnesses to obtain
be great if employees are allowed to
by the student on the teacher’s “wall.”
their description of what the mes-
use such methods of communication
• Demanding access to relevant e-
sages contained. Perhaps the moth-
without any employer supervision.
mail, text message, and instant
er saw a glimpse of a message and
School districts may wish to revise
can report the content. Perhaps the
employee communication policies,
student is willing to provide a state-
procedures or guidelines to prohibit
ment about the content of the mes-
use of social networking websites
sage or other details about the
to communicate on school-related
relationship.
business. The school district can dis-
IASB SERVICE ASSOCIATES The best of everything for schools 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. 10
Shut ’em down
No matter what, school districts
cipline an employee who chooses to
should not hide behind the Facebook
violate that prohibition even with-
Password Law as an excuse to fail to
out knowledge of the specific content
conduct a thorough and prompt inves-
of the message. This move may not
tigation.
be popular, but it would limit a district’s exposure.
Lower expectations
Even if the legislature adds rea-
Although a school district can-
sonable exceptions for the Facebook
not avoid a conflict between the Face-
Password Law, school districts should
book Password Law and open access
prepare for its implementation.
laws and discovery requests it may
Although preparation will not com-
receive, it can set expectations ear-
pletely remove the hurdles created
ly to avoid surprise later.
by the Facebook Password Law for
For example, the Illinois FOIA
school districts, districts can at least
contains an exemption for records
minimize some of the impact of the
the release of which would violate
law on school district operations.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
FEATURE ARTICLE
Academic game changer …
Eating the elephant known as Common Core standards by Rene Noppe, Carol Webb, Stuart Yager and Donna McCaw
The instructional and curricula Rene Noppe and Carol Webb are
Part IV
shifts that the Common Core State Standards require could be metaphor-
assistant profes-
ically compared to eating a herd of
The last article in this four-part series will help board mem-
sors in education-
elephants. First you have to decide
bers focus on the “so what” piece of implementing Common Core
al leadership at
which elephant you want to separate
State Standards and answer some of these questions: What does it
Western Illinois
and where to focus your time, effort
cost? What does it mean to our schools and/or our districts? What
University in
and energy. Next, you have to decide
does it mean for parents, teachers, students and administrators?
Macomb. Stuart
where on this selected elephant you
What if we do not adopt the Common Core? What if we ignore
Yager is an asso-
want to start chewing.
this latest “new thing”?
ciate professor educational leadership at WIU. Donna McCaw recently retired from WIU and currently works
You cannot expect it to be easy or necessarily tasty. But in the longrun you will feel satisfied and happy
menting the Common Core State
that you ate.
Standards (CCSS).
and will build capacity.
Although nothing as compre-
Budgets for professional devel-
hensive as implementing Common
opment might be tight, but imple-
Districts might decide to align
Core can be completely captured
mentation will take teacher and
existing curriculum to the Common
Curriculum
in just four articles, we hope we have
administrator training. Administra-
Core, which might not be the best
with the Com-
identified issues that school board
tion should be encouraged to con-
use of time and energy. The imple-
mon Core
members would be most interested
nect the dots from past training to
mentation clock is ticking, and no
Institute.
in understanding. As our final piece,
future CCSS professional develop-
resource will be as valuable as the
we will look at implementation costs,
ment needs.
resource of time.
curricular impact, potential headaches and monitoring suggestions. Costs
12
If your district has been keeping
If your current instructional cur-
teachers trained in research-based
riculum (content that is actually
best practices and they have been
taught) has been aligned to the Illi-
expected to use them, less profes-
nois Learning Standards, then two-
Resource allocations should be
sional development may be needed.
thirds of what is currently being taught
on the minds of all school leaders.
But it will be impossible to move for-
will align.
Professional development, teaching
ward with little to no training.
It might be more beneficial to
materials and technology are already-
Building a “train the trainer”
start by examining the CCSS and map
identified costs related to imple-
model will help support dollars spent
backward from there. Examine the
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
standards and then the instruction-
lated instruction, curriculum and
to talk with administrators about
al curriculum to identify places where
assessments toward integrated con-
their frustrations. Giving into com-
they align. But be aware: every grade
cepts. Doing so will better prepare
plaints will not move your district
level has shifts toward more chal-
the next generation for successful
forward, but it could undermine
lenging content.
careers, employability and life.
your dreams and desires for a quality education for children. Refer
Deconstructing or “unwrapping” the standards is vital to understand-
Potential headaches
parents and community members
ing the complexities of the required
The Illinois Learning Standards
to the national PTA’s website
knowledge and skills within each one.
did not require students to problem-
(http://www.pta.org/common_core_
If your teachers have spent time this
solve or think at higher levels. They
state_standards.asp) and the Illi-
year deconstructing the standards,
did not require significant changes
nois State Board of Education’s
the richness of that time will mate-
in how teachers taught or how they
website (http://www.isbe.net/com-
rialize in the development of their
assessed student learning.
mon_core/htmls/resources.htm#par ent) for parent-friendly informa-
lesson plans and student assessments.
A genuine concern will be that
If they have not spent time decon-
parents will not appreciate the “hard-
structing the standards, we recom-
er” work and the need for an inter-
• Honor the work that has been done
mend that teachers and administrators
nationally rigorous curriculum.
to date. It may be a serious mis-
learn how to deconstruct some math
Additionally, students may be expect-
take not to connect the dots between
and English/language arts standards
ed to complete some projects or assign-
past excellent professional devel-
and then purchase or find some qual-
ments at performance levels
opment and future plans. Work
ity ones on the Internet. Moving anoth-
representing excellence.
er year closer to the release of the
In the world of work, it is com-
new state assessment reduces the
mon practice to re-do work until it is
time that your teachers will have to
completed at your supervisor’s level
spend deconstructing all math and
of acceptance. Complaining to get
language arts standards.
out of successfully completing the
tion on CCSS.
work doesn’t keep anyone employed. Interdisciplinary and real-world
More rigorous levels of expecta-
In preparing for the real world,
tions will result in frustrated students
sixth-grade teachers through those
and subsequently, frustrated parents.
in high school must be encouraged
The new standards, curricular expec-
and supported to create cross-cur-
tations and assessment requirements
ricular lessons. The world of work
move us toward the responsibility of
does not separate math, science, read-
preparing students for success in col-
ing, writing and other subject areas
lege, technical schools and subse-
into isolated experiences.
quent employability.
The employee at the chain store lumber yard uses math, reads tech-
Monitoring suggestions
nical manuals, understands the sci-
So, going back to our original
ences of decomposition and writes
questions … what can and should
up work orders. The actuary reads
school board members do during the
and writes technical reports related
implementation of Common Core
to the statistical analysis of life-chang-
State Standards?
ing data sets.
• Understand that the required
Therefore it is important that the
changes for implementing CCSS
21st century secondary educational
will result in some unhappy teach-
system move away from content iso-
ers and parents. Encourage them
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
“Here’s my card. It has an area that you can scratch and and sniff. 13
with the administrative team to
Is your board ready to go paperless? Do you want to save administrative time and expense in agenda preparation? Then it’s time to look at BoardBook®.
develop an implementation and development plan. • Support a reasonable timeline but expect the next five years to focus on implementing CCSS. • Hire administrators informed about implementation of CCSS processes, content, curriculum, assessments, etc. • Support your administrators’ CCSS implementation plan. • Stay informed about the standards and student assessments. Just as the implementation of the CCSS is a work in progress so is staying aware of each new roll out of information. Board members, school leaders and teachers are highly encouraged to stay abreast of new developments within both PARCC
What is BoardBook? BoardBook is a web-based application that streamlines the preparation, distribution and publishing of agenda packets. BoardBook enables districts to • build a searchable archive of meeting packets and approved minutes • electronically distribute the agenda packet to the board • post selected pieces of the packet to the public • link to IASB and local district resources • significantly reduce agenda preparation time • save on printing and distribution costs
and SMARTER Balanced assessment consortia, to share resources and to select with great care what expectations will be shared and the establishment of deadlines. Putting this work off will only increase the stress and pressure placed on teachers and administrators. But expecting to be at full implementation of all standards with quality supporting student assessments by the 2014-2015 school year also is unrealistic. Remember, how does one eat an elephant? One bite at a time. So carefully and intelligently, monitoring your administrators and teacher leaders, select which bite(s) of the elephant your district will begin
While you are at this year’s Joint Annual Conference, stop by the Comiskey Room in the Hyatt Regency, November 16 or 17, for a BoardBook demonstration. Or contact Brian Zumpf, 630.629.3776 or 217.528.9688, both ext. 1214, or email bzumpf@iasb.com.
chewing on first. Bon appetite! Part I: May/June — Common Core 101 Part II: July/August — Shifting the focus Part III: September/October — Charting the course
14
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
Board Member Testimonials: “This one hit on the topics I was missing before: fiduciary responsibility, Board/Admin relationship in financial matters, key terms in school finance, etc.”
AVAILABLE NOW AT IASB’S ONLINE LEARNING CENTER! Y R O T A D MAN ARD BO G N I N I A R T
“Kudos for establishing a core workshop [PDLT] that I could complete!”
“Very informative!” Open Meetings Act Training for School Board Members This course satisfies the requirements for mandatory board member training per Public Act 097-504.
Who must receive the training? • Every school board member in office on January 1, 2012, must complete the training within one year. • Every school board member elected or appointed after January 1, 2012, must complete the training within 90 days of taking the oath.
Professional Development Leadership Training for School Board Members This course satisfies the requirements for mandatory board member training per Public Act 097-0008 including instruction in: education and labor law; financial oversight and accountability; fiduciary responsibilities.
Who must receive the training? • Every school board member appointed after June 13, 2011, to fill a vacancy of at least one year’s duration. • Every school board member elected for a term beginning AFTER June 13, 2011, must complete the training within the first year.
To enroll in the mandatory training courses visit http://www.iasb.com/training/onlinelearning.cfm
FEATURE ARTICLE
Programs seek to connect students, families to Internet by Linda Dawson
Linda Dawson is IASB director/
S
Both programs require that the
ince the 1990s, “digital divide”
has been used to denote the
gap between those who have access
editorial services
to computers and the Internet and
and editor of The
those who do not. This gap can be
Illinois School
related to family income level, but it
Board Journal.
just as easily can be from lack of service and public accessibility in specific areas. In 2009, the Federal Communications Commission began to develop its National Broadband Plan, aimed
Comcast, the nation’s largest cable provider, launched Internet Essentials in 2011, making it available in the 39 states where Comcast provides services, as well as the District of Columbia.
in the household, that they have not had Internet service within the past 90 days and that they do not have overdue cable bills or unreturned equipment from their local cable provider. Internet Essentials is renewable each year as long as a student is still eligible for free or reduced lunch. An open enrollment period will contin-
to increase broadband access by pro-
ue for Comcast until the end of the
viding incentives for companies to
2013-14 school year. The beauty of this program,
create low-cost access, educational this year with the intention of taking
according to Jack Segal, Comcast vice
With that push and recogniz-
it nationwide in 2013. It is dependent
president/corporate communications,
ing the digital gap, a non-profit orga-
on 17 funding partners and services
is that the children get all the bene-
nization and a cable television/Internet
from an additional 13 Internet
fits of having the Internet at home …
provider have launched programs to
providers.
and the parents benefit from the access
programs and more.
help connect more low-income fam-
The concept for both is simple.
ilies to today’s digital world. Both pro-
Families with students who qualify
grams offer Internet service to eligible
for free and reduced lunch through
Some families may have wireless
families for $9.95 a month, plus the
the National School Lunch Program
Internet connection through a phone,
option to buy a computer for as low
are eligible for either program.
but that’s not a substitute for a “wired
as well … all for the cost of about two gallons of gas a month.
Comcast works through schools,
connection,” according the Sara
Comcast, the nation’s largest
community- and faith-based organi-
Bernard, who writes for Edutopia.org.
cable provider, launched Internet
zations, and elected officials to spread
It can be very difficult to apply for a
Essentials in 2011, making it avail-
the word about its program.Con-
job or college on a mobile phone, she
able in the 39 states where Comcast
nect2Compete will work through
added.
provides services, as well as the Dis-
libraries and a system of 17 grass-
“Eighty percent of Fortune 500
trict of Columbia.
roots awareness organizations, like
companies only allow job applica-
4-H, United Way, and Boys and Girls
tions online,” said Segal, reinforcing
Clubs, to identify eligible families.
Bernard’s statements. “[Having a com-
as $150.
Connect2Compete launched its pilot program in San Diego earlier 16
family have at least one eligible child
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
puter at home] opens up a whole new
requires us starting today to invest
bridge the gap — one family at a time.”
world for parents as well, including
in people’s education and under-
For more information about the
access to health care information.”
standing of technology.”
Comcast’s Internet Essentials pro-
And in addition to the conve-
“By promoting the importance
gram, go to www.InternetEssen-
nience factors, dependence on using
of Internet access and spreading the
tials.com. For information about
the Internet only at school or at a
word about programs like Internet
Connect2Compete, go to www.Con-
library definitely has its drawbacks.
Essentials,” said Segal, “we can help
nect2Compete.org.
“It would be unfair to say that a community has Internet access because a cash-strapped local library has a DSL connection,” Bernard said. Slow connections on public computers, limited time, waiting times, lack of access to public transportation and just the idea of bundling up to get to the library on a cold day or wanting access on a weekend when
A system of EVALUATION starts at the
TOP with the
school is closed can create barriers for students and families whose only access to the Internet is on a public computer. With a Web-connected computer at home, Segal said, access can be
School Board! How do you score?
more of a family experience, with parents able to assist children in searches and monitor what their children are viewing. While Connect2Compete has multiple cable companies in line to eventually provide service, Comcast will be available in any area where the cable company already provides service, Segal said Internet Essentials began in Comcast areas of Illinois and other locations where it provides Internet service about a year ago, Segal said, and has
Contact your IASB field services director today!
been successful enrolling about 100,000 families nationally. With 7,000 enrollees
Annual board self-evaluation
____
Clear mission, vision and goals
____
Solid community connection
____
Productive meetings
____
Strong board-superintendent relationship
____
Does your score add up?
100% ____
so far, Chicago has more than any other city, and with 13,000, Illinois has more than any other state. In its promotional materials, Comcast quotes Chicago Mayor Rahm Emauel as saying: “The ability to par-
Springfield 217/528-9688 Lombard 630/629-3776
ticipate in the economy of tomorrow
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
17
COVER STORY
Safe deliveries like clockwork by Linda Dawson
Linda Dawson is IASB director/
he standard line … especially
to school, school buses remain the
346.6 million miles each day. To put
from Dad or Grandpa … when
dominant form of daily transporta-
that in a different perspective, it would
T
children complain about walking a
tion for students. According to 2009
take 17.3 million private vehicles,
editorial services
few blocks to the neighborhood ele-
statistics from the American School
using 3.1 billion gallons of fuel, to get
and editor of The
mentary school is usually: “Why,
Bus Council, 20 million U.S. students
those same students to school.
Illinois School
when I was in school, I walked five
— or 40 percent of the 49.3 million
Those statistics on school bus-
Board Journal.
miles, uphill both ways.”
students enrolled Pre-K-12 public
ing seem staggering, but actually few-
While health initiatives may be
schools — were transported by
er students are being transported on
encouraging some children to walk
480,000 school buses for a total of
buses than just a few years ago. According to the Safe Routes to School initiative, 26 million or 53 percent of 49.1 million students were bused to school during the 2004-05 school year. Safe Routes, in its national statistics on school transportation, said the percentage of students bused to school has been declining steadily since the mid-1980s when more than
Safe deliveries like clockwork
60 percent of students rode the bus. Some of that decline might be attributed to Safe Routes, which seeks to help schools and districts find ways to encourage students to walk or bike to school if they live within established limits and there are no traffic hazards. But the number of students transported by bus each day from their home to school and back again safely is still significant. In fact, according to board members and administrators in three of the largest land mass districts in Illinois, getting students to their school
18
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
… like mileage and fuel consump-
safely, economically and on time is
“Transportation was something
their number one transportation goal.
that didn’t require a lot of thought or
Without those familiar yellow
participation from the board,” Hud-
The district owns 53 buses and
school buses, the daily student com-
dlestun said, “because it carried itself
four shuttles, has 60 transportation
mute would be less efficient, less reli-
financially.”
employees (counting drivers, mechan-
able and more costly for their communities. Here is a closer look at those three
tion.
Now transportation costs have
ics and transportation secretaries)
become a “matter of great concern”
and runs 24 routes, delivering 77 per-
for the board.
cent of the district’s students each
Illinois districts, and how they strug-
“We lost more than $500,000 in
day. In the past two years, those bus-
gle to keep costs down in areas where
revenue the first month I was here,”
es have logged more than a million
bus transportation to school is a neces-
Cox said, and the district has closed
miles with just one minor fender-ben-
sity.
seven schools in the past 10 years.
der, Parr said, where a bus slipped a
Cox credits the school board with
clutch and rolled back into another
making tough decisions that result-
vehicle.
Jasper County CUSD 1 With 462 square miles, Jasper
ed in the district’s ability to cut the
“It’s all about our kids’ safety.
County CUSD 1 (just east of Effing-
transportation budget by $60,000
Our parents trust us,” Parr said, adding
ham) is the largest transportation dis-
while also cutting route times for dri-
that all of his drivers and bus chap-
trict in the state, according to Dan
vers and students.
erones are defibrillator (AED) and
Cox, who is in his third year as super-
“We have made all the adjust-
intendent of the 1,400-student dis-
ments we can make,” Cox said. “We
trict.
run full buses. We’re the most effi-
This district’s story is one of try-
cient we can be.”
CPR certified with first aid certification through the state. Cox said the district’s bus drivers tend to be older, and they are all
ing to do more with less … and get-
With the closing of most outly-
well-loved in the community. “We
ting the job done in a county where
ing schools, the junior and senior
have parents request bus drivers like
relying on parents to get their chil-
high schools and an elementary atten-
they do teachers,” he said with a laugh.
dren to school would be unworkable.
dance center, as well as the district
Parr called the District 1 trans-
District 1 transports students
office, are all located in Newton, which
portation program the “face” of the
within Jasper County as well as a few
is in the center of the county. Only
district, because the bus driver is the
students from parts of four other coun-
kindergarteners are bused to a build-
first face the student sees in the morn-
ties: Effingham, Clay, Richland and
ing in Ste. Marie, about 10 miles south-
ing and the last impression for the
Crawford.
east. That makes the transportation
afternoon.
“We have people on the fringes of the county,” Cox said, which can
pattern a wheel, with all spokes going to Newton at the hub.
With the large land mass district, luckily, only three routes are in the hour-and-a-quarter range, Parr said.
mean that some of them work in Eff-
In order to help make bus routes
ingham, Charleston or other com-
more efficient, the district purchased
munities. “To have them drive to
routing software last year, according
On a typical day, he said, the first
Newton (where three of the district’s
to Chris Parr, district transportation
buses roll out at between 6:15 and
four buildings are located) to bring
director. Previously, routing was a
6:30 a.m. About half the buses leave
their kids to school and then get them-
manual process of charting residences
from the bus facility in downtown
selves to work, we might have to open
and assigning students to buses.
Newton. It takes five minutes to get
buildings at 6 a.m.” And that would
“We give them some challenges
The rest are less than an hour.
21 buses on their way.
because we are such a big district,”
The rest of the drivers who live
When Fred Huddlestun, board
Parr said. While the software might
in outlying areas of the county are
president, was first elected, “we had
not have shaved more miles off the
allowed to park their buses at home
more buses, several outlying schools
routes, he added, it has really cut the
and leave from there, Parr said. That
still open and a large balance in the
time it takes to figure it out. And it
saves driving into Newton, picking
transportation fund.”
also allows him to track more things
up the bus and then driving back to
be costly as well.
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
19
the same area of the county to begin
square miles, it still ranks close to
trict’s superintendent who will retire
their routes.
Jasper County CUSD 1. But unlike
at the end of the year, “with a pri-
“As large as our school district
District 1, Olympia still maintains
mary goal each and every day to safe-
is, it is a given that students must be
buildings in outlying communities
ly transport students. It is THE most
transported,” Board President Hud-
that surround the junior high/high
important job we do.”
dlestun said. “Asking the parents to
school complex and administrative
To cut this important service is
pay for it is not a workable idea when
office that sit amidst the cornfields
unthinkable in this Central Illinois
roughly 50 percent of students are
southwest of Stanford, the official
district that lies just west of Bloom-
classified as low income or eligible
postal address for the district.
ington/Normal.
Olympia’s transportation direc-
“We’ve heard noise from the state
“If state funds for transporting
tor, Trent Keller, described the dis-
about school districts not having to
students are eliminated, we will have
trict’s bus routes much like Jasper
provide transportation,” said Board
to find a way to get the students to
County: a wheel with the high school
President Kevin Frazier. “This is unre-
school, but at this time, I don’t know
complex at the hub and routes that
alistic for a number of reasons, includ-
what it will be,” he added.
run to all parts of the district like
ing work schedules, the inability of
spokes.
parents to provide transportation for
for free and reduced lunches.
To eliminate bus service for Jasper County CUSD 1 is not an option. Olympia CUSD 16 For many years, Olympia CUSD
District 16 operates 33 buses and
their students to and from school,
transports nearly 1,800 students,
and the fact that school facilities
traveling more than 4,100 miles each
throughout the state are not designed
day “at no cost to the student.”
to handle that kind of traffic volume
16 held the honor of being Illinois’
“We view transportation as a ser-
largest land mass district. At 377
vice,” said Brad Hutchison, the dis-
and flow.” While the junior/senior high
Bus driver qualifications Anyone who wants to transport children to a public, private or religious school, including nursery schools up to grade 12, must have a valid school bus CDL permit from the state. This includes driving a traditional yellow bus or any other approved vehicle owned by
hol and TB testing • Obtain yearly reinstatement of a school bus driver permit • Submit to random drug and alcohol testing throughout the school year
the school, used for this purpose on a regularly sched-
Bus driver’s permits are only issued for one year and
uled route, according to information at http://www.cyber-
cost $50 if the person already has a valid Illinois driver’s
driveillinois.com/departments/drivers/drivers_license/CDL/
license. On the state site, “good driving record” is further
schoolbus.html#schoolbus. The Olympia CUSD 16 transportation handout for families includes the following criteria in that district:
defined for new applicants as: • Not having been under an order of court supervision
• Have a good driving record
or convicted of two or more serious traffic violations
• Obtain a school bus commercial driver’s license
in the 12-month period prior to the date of application. • Not having been convicted of reckless driving, DUI or
• Be at least 21 years of age • Complete a state-mandated eight-hour school bus safe-
reckless homicide resulting while operating a motor vehicle within three years of the date of application.
ty training course • Complete a two-hour school bus safety refresher course
• Not having caused a fatal accident as a result of the unlawful operation of a motor vehicle.
each calendar year • Pass an annual physical examination, including drug/alco20
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
school near Stanford has large park-
to geographical size. We are constantly
According to Keller, the district
ing lots, they would be cramped if
looking at programs we can use to
owns all of its own buses and all dri-
every high school student, every
evaluate bus routes to provide safe,
vers are district employees. Total
teacher and every support staff per-
quality transportation in a cost-effi-
transportation expenses for the school
son drove and parked at the school
cient manner.”
year in 2011-12 were $1,716,128
each day.
“State funding cuts have put a
or about $2.53 per mile driven.
Realizing this and what it means
tremendous burden on our district
In order to save money, District
to have 16-year-olds driving every
in having to absorb a much larger
16 joined a fuel purchasing consor-
day to a rural high school campus,
amount of this cost,” Board President
tium through the Regional Office of
many older students drive into an
Frazier added. “To totally eliminate
Education that serves DeWitt, Liv-
elementary school near them and
the payments would have an earth-
ingston and McLean counties, he said.
then ride the bus to the high school.
shaking impact. We simply could not
The district, which maintains its own
When they return in the afternoon,
absorb the cost.”
storage tanks, runs diesel buses with
their cars are where they left them so they can take off for home or afterschool jobs, according to Hutchison. If they do choose to drive to the high school, they pay $40 for a park-
Getting to the game
ing pass and receive an assigned spot.
One issue of increasing concern during cutbacks in transportation dol-
Knowing how those spots are
lars are the costs associated with transporting athletes to away games. And
assigned is not school board work,
if the teams are successful, the costs can become more stressful.
but much of what goes on with a dis-
Dan Cox, superintendent of Jasper County CUSD 1, said transporta-
trict transportation system is of con-
tion costs were one of the reasons Newton High School pulled out of the
cern to the board.
Apollo Conference and joined the Little Illini Conference this year. In Apol-
“Board members need to have a deep understanding of what is required
lo, one of their farthest trips was to Mt. Zion, which is more than two hours away.
as we provide service to our students,”
McLean County Unit District 5’s two high schools — Normal Commu-
Hutchison said, “and they should ask
nity and Normal West — are members of the Big 12 Conference, playing
for annual reports on transportation.”
each other as well as nearby Bloomington, two high schools in Decatur, two
Olympia’s transportation report
in Champaign, one in Urbana and Danville High School. Danville is the far-
for 2011-12 includes the number of full-size and specialty buses (26 and seven, respectively), special educa-
thest drive at more than 90 minutes. Superintendent Gary Niehaus’ concern, however, is more about what happens after the athletic seasons rather than the regular game travel.
tion buses (six), spare buses (eight,
“Because we’re growing,” he said, “we’re getting into larger districts
down one from the year before), reg-
when we qualify for state playoffs.” That often means playing teams north
ular pupil transportation miles trav-
of I-80, which makes the trips all more than two hours, even with good
eled (380,069), extra-curricular and
traffic.
Pre-K miles traveled (66,115) the cost per student regular pupil routes ($580) and the cost per special education student ($2,648).
Niehaus’ assistant, Dayna Brown, said the district has changed the way it handles some local games and events. “We may take them to the event, but they need to find a way home,” she said.
“Olympia’s transportation bud-
Superintendent Brad Hutchison in Olympia CUSD 16 cited both dis-
get is a significant portion (8.5 per-
tance and playoff travel as significant considerations for his rural district.
cent) of its total budget,” said board
As members of the Corn Belt Conference, their farthest trips would be to
member Laura Cremeens. “We are
Rantoul and Mahomet-Seymour. But when it comes to some other athlet-
spending more than most districts as
ic competitions, he said the school has traveled to Joliet for soccer, Orion
a relative percent of our budget due
for wrestling and Greenville for track.
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
21
2 percent biodiesel added since 2002.
all get shirts as a thank you for good
the driver and the district trans-
And since 2000, the district has
service, said the superintendent, who
portation office.
used transportation software that
has been with the district for 11 years.
The handout also lists bus rules
allows them to add locations for stu-
Olympia also treats its employ-
for student safety and behavior, what
dents that automatically plugs a stu-
ees well in terms of salary, benefits
to do in case of inclement weather,
dent into a route.
and training. “With 65 percent of our
the qualifications to be a bus driver
But even before tackling the ques-
employees living in the district, we’re
and how parents can help.
tion of routes, Hutchison said, the
reinvesting in our communities,”
“Personal attention and com-
district had to talk about bell sched-
Hutchison said. “We will try running
munication among the transporta-
ules. Those determine what time each
with one less route rather than not
tion director, bus drivers and parents
route has to begin in order to get stu-
giving raises.”
set Olympia apart,” Frazier said.
dents to the proper location at the
The longest-serving bus driver
proper time. High school students
has been with the district 34 years;
begin classes at 8:25 a.m., and ele-
the newest has been there two years,
mentary at 8 a.m., with breakfast
with average years of service at 12.
served at 7:45 a.m.
McLean County Unit District 5 Just east of Olympia CUSD 16 sits another large district with trans-
Cremeens said the district gets
portation challenges of its own …
“Our system runs like clockwork
positive feedback about the way it
partly because it is a high growth dis-
because it needs to,” Keller said. “And
transports students, its standards and
trict and partly because of its unique
we put people in place to transport
the way it maintains its bus fleet.
configuration.
every child as if he or she is their
That’s reflective of the personal “stu-
In the past three years, McLean
own.”
dent transportation” handout that
County Unit District 5 has added three
In fact, Olympia’s bus drivers are
each family receives, listing not only
and a half schools and has seen its
considered so important, their pic-
the name of the student’s bus dri-
enrollment rise from 6,010 in 1970
tures are in the yearbook and they
ver but phone numbers as well for
to 13,000 currently. The district trans-
Why have costs risen? While the number of student riders may be declining nationwide, the cost of student transportation is ris-
Another big expense is salaries for personnel. The
ing. During the 2004-05 school year, the average cost to
national salary average for a school bus driver is $31,434,
get each child transported was $692 a year. In the mid-
with a range from $23,066 to $41,823 listed at school-
1980s, the cost was less than $300 per student.
busdrivers.org. Illinois is less, with an average of $27,434
A big expense for operating a school bus is its fuel consumption. According to www.schoolbusdrivers.org, “Fuel costs are the largest variable in a school board’s budget and are now also their greatest concern.” Before the gas crisis in the 1970s, most school bus-
and a range from $20,131 to $36,501 with Chicago averages slightly higher. Driver salaries at both McLean County Unit District 5 and Olympia CUSD 16 are very close to the state average. Jasper County CUSD 1 is about $200 lower.
es ran on gasoline. However, as a response to that cri-
But drivers’ salaries aren’t the only expense. All
sis, many buses were converted to diesel fuel. But between
three districts in the accompanying article employ trans-
1980 and 2011, the cost of diesel fuel rose from 82 cents
portations directors. And there are also salaries to con-
a gallon to $3.84.
sider for dispatch secretaries and mechanics, if the
Now districts are looking at or are changing to alter-
22
diesel-electric and gas-electric hybrids.
district owns its own buses.
native fuels in order to cut costs,among them: propane,
In an effort to cut costs, more districts, including
compressed natural gas, methanol, bio-diesels, and
Unit 5, are outsourcing their transportation opera-
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
Superintendent Gary Niehaus
times and the board went back to
describes the district as “literally a
more of a neighborhood school con-
In 1948, when the newly orga-
doughnut with a hole.” The “hole” is
cept when it redrew district atten-
nized district’s board of education
filled with Bloomington School Dis-
dance boundaries. Even with that,
first met, it authorized the purchase
trict 87. While the bus facility was
some of the neighborhoods can be
of three buses and an additional eight
built on the north side of the district,
rather expansive, according to Day-
buses at the next meeting. The dis-
just off I-55, almost all of the growth
na Brown, assistant to the superin-
trict was transporting just under a
has been on the east side.
tendent, who fields calls regarding
ports 11,000 of those students, or nearly 85 percent, by bus daily.
third of its 1,900 students.
“We have route run times of
what some citizens perceive as “bus irregularities.”
In 2001, the district opened a
maybe 40 minutes,” Niehaus said,
new transportation facility to accom-
“but the bus may run empty for 20
“Someone may call and say, ‘I
modate a fleet of 100 buses. Enroll-
minutes.” In trucker lingo, that’s “dead
saw a bus sitting in a Casey’s parking
ment for that school year was just
weight time.”
lot,’ ” she said, “but there’s no point
In order to make the most use of
in going back to the bus barn (which
its buses and its route times, the dis-
may be all the way across town), when
“Unit 5 has grown between 80
trict instituted a two-tier system so
it may be most cost effective to wait
and 600 students each year since
that the same bus runs two routes
for the next route in the same area
1986,” added Gail Ann Briggs, who
morning and afternoon. Currently,
for another school.”
has been a board member since 1976.
Niehaus said, they’re beginning to
“We’re trying to keep all the rides
more than 10,000 students. The district is now up to 142 buses.
Unlike the sprawling rural dis-
implement a three-tiered system in
to less than an hour,” Niehaus said,
tricts described above, Unit 5 packs
order to decrease the number of bus-
but unfortunately because of sheer
its students into about 220 square
es they have from 142 to 130.
distance, some of the routes … like
miles. But that doesn’t make routes easier because of the geography.
To accomplish those route changes, the district staggered start
continued on page 30
tion. In such cases, the district can retain their own bus-
be older, including retirees. “Because they are retired,”
es and just contract for drivers, or outsource the entire
Niehaus said, “they often have prior commitments and
operation.
like to take trips.” Finding replacement drivers when
Unit 5 superintendent Gary Niehaus said other than a projected cost savings of $1.5 million over the next three years, three issues were uppermost in the school
they are absent can be a problem. And he added, if they are younger, they are looking for an eight-hour job and insurance benefits.
board’s decision to retain ownership of their buses but
For some, the idea of being a school bus driver may
outsource employment of bus drivers: driver retention,
be appealing, Niehaus said, until they get behind the
absenteeism and new drivers realizing that the job just
wheel and have 60 or 70 kids behind them in the bus.
isn’t for them.
“They spend six weeks in training,” he said, “and
By the time the district trains drivers and coaches
in the first two weeks they may start to question their
them through the licensing procedures, he said, other
decision because of discipline and other issues on the
opportunities for someone with a CDL license can open
bus.”
up that are more lucrative than driving a school bus. Because of the nature of the job … early morning and late afternoon hours with a long break in between,
For a district to spend time and money on employees who decide that soon that the job is not for them can be very expensive in the long run.
many bus drivers are part-time employees and tend to NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
23
FEATURE ARTICLE
Yellow buses may become Illinois endangered species by Brent Clark
Brent Clark is the
R
emember when we walked
for the classroom, but the ability to
school. Setting aside the fact that
three miles to school every
safely transport children to school
many families depend on both par-
day, uphill both ways through snow,
remains a basic fundamental of edu-
ents working full time, there are logis-
tor of the Illinois
sleet, hail and torrential rain? School
cating students.
tical factors that make parents dropping
Association of
children in Illinois may soon return
From a purely political stand-
their children at the school door vir-
School Adminis-
to those good old days. The bad news
point, cuts to school transportation
tually impossible in many school dis-
trators. His article
is we no longer live in “Leave It to
clearly have far less impact in Chica-
tricts.
was distributed
Beaver” times and safety is the over-
go than they do downstate where
Most schools were not designed
to superinten-
arching reason for public schools to
many school districts cover more
for hundreds of vehicles dropping off
dents and is
continue providing bus transporta-
than a hundred square miles. Even
children; most were designed with
reprinted here
tion for students.
executive direc-
with permission.
in the state’s largest cities, the path
lanes for relatively few buses. Factor
The yellow school bus may
to school often includes railroad cross-
just 30 seconds for a parent to pull
become an endangered species in Illi-
ings or busy highways, not to men-
up, say goodbye and drop off their
nois considering the 42 percent cut
tion child predators.
children. How long would that process
to state funding for public schools
There are those who believe it’s
take for just 100 cars? 200? 300?
transportation in the past three years
the responsibility of parents to get
Also consider the safety concerns
and the ominous clouds forming over
their kids to and from
with that much traffic while children
the state’s education budget for next year. There was talk about eliminating transportation funding altogether last spring, but the grassroots response by school administrators and citizens helped prevent that from happening. However,
that
battle may have to be fought again next spring. No one can argue with the emphasis on maintaining funding 24
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
are arriving or departing school.
ages about $500. Realistically, what
result in fewer buses, fewer miles and
From an overall economic per-
school board would want to assess
fewer drivers.
spective, the cost of bus drivers, fuel
such a fee on parents who already
A story about a Missouri district,
and insurance is less than the fuel
pay school taxes? Districts could not
Bayless School District near St. Louis,
cost for hundreds of vehicles making
even assess the fee on families whose
related how the district eliminated
that daily trip.
students are enrolled in the free-and-
its bus transportation two years ago
reduced lunch program, a growing
only to see 150 students move to
population in many districts.
neighboring districts that provide bus
The notion that local districts should shoulder more of the transportation costs ignores the fact that
Certainly districts should look
transportation. The district actually
local taxpayers already pay a portion
at all feasible options to lower costs
ended up losing more money in state
of the transportation bill. The state
— and most districts have been
aid than the bus transportation cost.
already has cut General State Aid to
involved for years in cost-cutting ini-
The story underscores how impor-
schools by 11 percent, and leaders
tiatives like bid purchasing, contract
tant school transportation is to par-
in the House and Senate are talking
bargaining and shopping for the low-
ents.
about shifting the state’s portion of
est insurance costs. Districts that
The yellow school bus long has
pension costs for teachers to local
have not already done so may need
been a fundamental, vital part of our
districts. Illinois already ranks among
look at more of a mass transit busi-
public education system. It is not a
the nation’s highest in local school
ness model. For example, door-to-
luxurious benefit for children or par-
funding and dead last in state fund-
door service may need to be replaced
ents. It remains the safest, most effi-
ing for public education.
by establishing bus stops at strategic
cient way to transport our children
locations. In some districts, that could
to school.
The Illinois State Board of Education (ISBE) last spring proposed changing the formula for transportation from the current reimbursement formula to an “efficiency” formula based on either per-student or per-mile funding, but that proposal failed to make it out of a Senate committee. The proposal is expected to resurface in the 2013 spring session. Recognizing that this is an attempt by ISBE to retain at least some funding for transportation in the current political and economic atmosphere, this would be a paradigm shift in funding that would result in “winners” and “losers” among school districts. Still, it is something that should be carefully considered if it rewards efficiency. The ISBE proposal also would allow school districts to charge parents a fee to transport their children and ISBE data indicates the cost for transporting one child for a year aver-
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
25
FEATURE ARTICLE
Finding ‘north’ from a seat in a school bus by Mark A. Clark
or millennia, travelers have
a morning route. I’ve visited class-
of those terms that originate in Wash-
relied on celestial bodies for
rooms and attended programs and
ington, D.C. Intentionally or unin-
board chair for
navigation. Sighting certain stars
events on campuses; however, a ride
tentionally, terms like this tend to
Fayetteville City
allows a traveler to assess his cur-
on a school bus would be an oppor-
mask their very meaning. It’s one
Schools in Fayet-
rent location, orient a coordinate
tunity to see students on their “turf”
thing to read a word on paper; it’s
teville, Tennes-
system, and chart a path to his desired
and experience an important part of
quite another thing to witness “socio-
see. His article
destination. Similarly, our life jour-
our school system firsthand.
economic” in the real world.
Mark A. Clark is
first appeared in the Winter 2012 issue of the Tennessee School Boards Associa-
F
neys benefit by witnessing goodness
The school bus rolled out at 6:50
On a school bus, “socio-eco-
around us, “stars” if you will, and
a.m. I had assumed the route would
nomic diversity” means some stu-
reflecting on what is truly impor-
begin earlier as in larger systems and
dents board wearing dirty clothes
tant. Today, I saw a star.
cities, but I suppose a more relaxed
and others with the latest clothes
It was a cool, crisp fall morning.
schedule is one of the many bless-
from Abercrombie. Some of the young
A day off work provided the oppor-
ings of a small city and a small school
ladies looked like they were headed
tion Journal and
tunity to do something I had not pre-
system. I selected a front-row seat
to a model agency photo shoot; oth-
is used with
viously done during my 13 years on
and waited for the action to begin.
ers obviously had not seen a hair
permission.
the Fayetteville Board of Education:
As sleepy-eyed students board-
brush that day. I can only imagine
ed the bus, my first impression was
what type of breakfast some must
how polite they were, most mak-
have had, if they had breakfast at all.
buses
ing eye contact with me and say-
I asked a couple of middle school stu-
during
ing, “good morning.” (Kudos to
dents if they had tests today and if
parents in our community
they were prepared; they said they
ride one of our city school
who are teaching prop-
Through the bus window, I wit-
children!) I knew a
nessed the loving goodbyes of par-
few of the students;
ents waving from front porch
most I didn’t. The young
steps. Undoubtedly, that morning I
people who boarded the bus
witnessed students who, for the sev-
represented a true cross-sec-
en hours of the school day, escape an
tion of our community, cutting
undesirable home life, find refuge and
across every category you might
support at school, and no doubt dread
see on a federal census
what awaits at home in the afternoon.
form: gender, race and socio-
Mind you, I saw no obvious signs of
economic.
such “at risk” students; however, I
“Socio-economic” is one 26
did, and they were.
er manners to their
know the statistics, and I know stu-
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
A few minutes before we arrived
can name a handful of teachers who
at her school for drop off, my new
made a lifelong impact on our lives. In
Each time the bus stopped, stu-
second-grade friend looked up with
the true circle of life, today our stu-
dents boarded, shuffled past me and
bright, blue eyes and confidently
dents are depending on us to give
found a seat. The mix of students
declared, “I need a hug.” For a
them the tools they need for life; that
included elementary, middle and high
moment, I reflected on how many
school ages. I was witnessing first-
children in our community must also
hand the future residents and lead-
need hugs. I leaned over, and as she
ers in our community, and I was
reached up to hug me, I renewed my
encouraged by what I saw.
appreciation for teachers and other
dents learn early how to mask problems at home.
About halfway through the route,
school personnel who every day make
a second-grade girl came up front and
sure this little girl and many others
sat down beside me. She had been
receive love, encouragement and sup-
I’ve reflected on my experience. I have
on the bus for several minutes, but
port.
a renewed appreciation for the amaz-
In the hours following my bus ride,
presumably only then mustered the
This morning’s passengers also
courage to move up front and intro-
included special ed students. We were
duce herself to this stranger who had
joined en route by one of our special
ria workers and custodians whose
joined her morning bus ride.
ed teachers, and I especially enjoyed
work undergirds everything we do as
My new friend was quite the chat-
our conversation about the challenges
terbox! She talked virtually non-stop,
and rewards of working with these
and I listened intently to her every
truly special students. We spoke in
word. I learned her favorite color, her
general terms about families from
favorite animals and about a recent
which these students come and sys-
dream she had about a Tyrannosaurus
tem plans for new facilities. I thanked
Rex! You could tell by her demeanor
her for all she does for the students;
and attitude that she loved school
she said it is a “calling.” Indeed.
ing work done by bus drivers, cafete-
a school system and yet, sadly, often goes unnoticed and unappreciated.
is a grave responsibility.
and her teacher. She asked if I want-
In the hours following my bus
ed to hear the song she wrote about
ride, I’ve reflected on my experi-
My little second-grade friend’s
burning her tongue on “hot, hot choco-
ence. I have a renewed appreciation
future is in our hands; we cannot let
late.” (How could I resist?)
for the amazing work done by bus
her down. To succeed, she must
During our conversation, I was
drivers, cafeteria workers and cus-
be challenged academically. As she
bopped in the head by a paper wad,
todians whose work undergirds every-
grows physically, we must ensure
which ricocheted and landed near
thing we do as a school system and
she grows intellectually and emo-
her feet. Without missing a beat or
yet, sadly, often goes unnoticed and
tionally. We must encourage her to
interrupting her story, she picked up
unappreciated. For some students,
dream — beyond whatever limita-
the paper and tossed it in the trash
the first smiles and kind, encour-
tions or bounds she may perceive —
can, noting that sometimes the bus
aging words of the day come from
and plan for her future. Only then
gets dirty.
these dedicated, caring folks. My
will she have hope of becoming all
After the bus dropped off the mid-
sincere thanks to school system staff
she was created to be.
dle and high school students, the ele-
members who take advantage of
Finally, during my bus ride this
mentary school students congregated
these opportunities to encourage
morning, I was reminded of the
closer to the front of the bus. A boy
children.
tremendous responsibilities we bear
asked if I was training to be their next
I also gained a renewed appre-
as school board members. Under Ten-
bus driver. A third-grade girl protest-
ciation for teachers and other sys-
nessee law, we are responsible for
ed, “It’s my turn to sit beside him!” My
tem professionals who dedicate their
approving budgets, approving poli-
second-grade friend refused to relin-
lives to helping students achieve and
cies and hiring a director of schools
quish her coveted seat.
become productive citizens. All of us
[superintendent]. However, may we
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
27
never forget the true purpose of our work: ensuring the best education possible in our districts and making sure our students are prepared for life. Shame on us if we ever let outside pressures, extracurricular activities or politics distract us from our true priorities: the children. The future of our students and our communities is in our hands; may we not fail in this noble pursuit. I’m grateful for the opportunity to serve on Fayetteville’s school board. I’m honored to serve with board members, administrators, teachers and staff who focus on children. Since returning to Fayetteville
IASB Policy Services Provides custom, in-district services and workshops to assist your board with all aspects of its policymaking role:
in 1988, I’ve been honored to serve on the Industrial Development Board, as Fayetteville’s mayor, as an alderman and as a school board member. When my current term is over, I will have completed 20 years in elected
Development – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends.
office.
Updating – Policies that are current with legal requirements and provide for effective board governance.
I’ve been a part of is more important
Review – A process that assures board policy continues to accurately support the board’s mission, vision and goals.
I’m proud of many things we’ve accomplished over these two decades; however, I can honestly say nothing than ensuring our children have the education necessary to succeed in college, vocation and life. I completely concur with the adage that 100 years from now, none of my accomplishments will compare to the value of
Monitoring – A process that assures board policy is being followed and is having the intended effect.
having made a difference in the life
Communicating – A process that allows easy access to current board policy by the board, staff, students, parents and the community.
ond half of my personal life journey.
of a child. I’m 50 years old and in the secToday I was blessed with the opportunity to stop and recalibrate after sighting a star. I spotted this star not
If your board needs assistance in any of these areas, contact IASB Policy Services today! 630/629-3776 or 217/528-9688 Ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com
by looking up toward the night sky, but by riding a school bus and looking into the bright, blue eyes of a second grade girl. Now, on with the journey!
28
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
FEATURE ARTICLE
Maximizing safety on non-district buses by Patrick Labriola
s fall moves into winter, and
age limits, victims brought suit against
that the best possible motor carrier
weather conditions deterio-
the university and its liability insur-
is being selected, they are now able
ance carrier.
to more proactively identify these
A
rate, it is critical that schools feel con-
Patrick Labriola is president of
carriers by considering some of the
Transportation
following suggestions:
Safety Exchange
fident in the safety of motor coach
Bluffton was unable to prove the
carriers that sometimes provide stu-
university exercised appropriate duty
dent transportation for extracurric-
of care, and because of an ominous
ular trips. School administrators must
clause in Bluffton’s insurance cover-
take steps to ensure that children will
age, the Ohio State Supreme Court
Typically multiple carriers are
be transported to and from school-
ultimately ruled in 2011 against the
available in any given region, and
forms detailed
related activities on trusted carriers,
university and its insurance carrier.
administrators should perform due
investigations of
so parents can be assured that chil-
The result was a $25 million settle-
diligence in selecting one. Trip orga-
motor carriers to
dren will travel safely.
ment paid by Bluffton and its liabil-
nizers should review many different
ensure they are
ity insurance provider.
factors when comparing motor car-
Safe student transportation is no longer the sole responsibility of the
Additional high-profile cases
(TSX), a safety
Look beyond cost
riers — not just price.
carrier. It is important for both school
include:
administrators and parents to play a
• a tragic bus accident that injured
referrals from other schools that take
more active role. If a contracted bus
five third-graders while on a field
similar student trips, and review the
transporting students were to be
trip to Poughkeepsie, New York;
carriers’ safety records, reputation
involved in an injury-causing or fatal
• a charter bus filled with Georgia
accident, would the school adminis-
chorus students that overturned
trator be able to demonstrate he or
during a return trip from Florida;
she exercised the highest duty of care
and
Trip organizers should ask for
and performance.
meeting the highest possible safety standard available. He can be reached at plabriolatsx@
Ask the right questions School administrators and trip
• a charter bus accident that injured
organizers have the right to and should
carrier? Would parents feel secure
26 students on their way from Texas
investigate carriers’ safety policies,
knowing they had demanded pre-
to Orlando
procedures and records. Motor coach
These, among many others, have
companies need to have clearly writ-
The accountability for safety
catapulted the issue of transporta-
ten, easy-to-understand policies and
beyond the carrier was highlighted
tion safety to the top of school admin-
procedures for the operation and
in 2007 when the Bluffton Univer-
istrators’ list of priorities.
maintenance of their fleets that are
sity (Ohio) baseball team was involved
Since these incidents, a growing
regularly tracked and recorded by
in a horrific fatal accident near Atlanta,
number of academic institutions are
the company. Trip organizers should
Georgia. After the Georgia Depart-
looking to a third party expert for val-
request vehicle maintenance and
ment of Transportation and the motor
idation that the carriers they con-
inspection records, and qualifications
carrier insurer reached their cover-
tract with are safer. To be confident
of maintenance personnel.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
tion that per-
tsxcr.com.
in selecting a safer, higher-quality
cautions be taken?
rating organiza-
29
It also is crucial to inquire about
Reviewing all of this information
vice should include a risk assessment
driver safety records, the company’s
can be extremely useful when iden-
and evaluation of the level of safety
drug and alcohol policy, procedures
tifying a safer carrier. However, select-
compliance and effectiveness of safe-
regarding drivers’ hours of service,
ing a safer motor coach can be a much
ty management controls. If the motor
driver qualification files, accident
simpler process with the assistance
carrier has been rated, the rating
registers, etc.
of an independent rating service.
should be up-to-date.
Since most students are minors,
Third party validation from a
Several school systems across
trip organizers should also ask whether
safety rating service is helpful in deter-
the nation have already taken advan-
or not the driver has a criminal record.
mining a carrier’s record and can
tage of third party safety rating ser-
Individual driver performance should
practically eliminate the burden on
vices when selecting their motor
be a part of a motor carrier’s overall
trip organizers to gather the safety
carriers. Nearly 70 school districts
safety records and should be reviewed
information on their own from the
throughout Maryland and North Car-
by trip organizers prior to transporting
companies.
olina have begun to select carriers in
Inspections by a safety rating ser-
students.
this way. Safety in motion Once a safer carrier has been selected, trip organizers need to continue safe practices on the road. Min-
Clockwork continued from page 23
imize driver distractions by requiring
the one for special education students
portation needs for the growing dis-
from Carlock … can be 40 minutes
trict. But field trips just faced a cut
even by car.
back, Niehaus said, because of a deficit
Brown also fields questions about
in the education fund … a fund used
why a child is on a bus for 45 min-
to reimburse the transportation fund
utes when it only takes 30 minutes
for such trips.
to get there by car. “Someone has to
And then there looms the mile
be the first on the bus,” she said, “and
and a half issue. In Illinois, students
I tell them, ‘Unfortunately, that’s you.’”
qualify for district transportation if
“We have had varying degrees
they live more than a mile and a half
of success in communicating effec-
from their school … or closer, if their
tively with our publics,” board mem-
way is considered too hazardous.
ber Briggs said. “The most confusing
“Ninety percent of Prairieland
issue is about which school district
(Elementary School) students live
educates students living in their neigh-
within a half mile of the school,”
borhoods. Bloomington Public School
Niehaus said, “but their parents don’t
District 87 does not educate all stu-
want the kids to walk because they
dents with Bloomington addresses.
do not feel it is safe.”
“We meet with real estate bro-
And that, of course, is the mantra
kers, developers and employers so
from all three districts. It was echoed
they can better understand our dis-
again by Unit 5 board member Brig-
trict configuration,” she said, “and
gs: “The goal is to provide on-time
our website is another resource.”
and safe delivery to the intended loca-
So far, Unit 5’s growth in equalized assessed valuation (EAV) has
tions of all students transported by the district.”
that students stay seated while the motorcoach is moving, avoid disruptive behavior and keep noise to a minimum. If seatbelts are available, encourage students to wear them. If road conditions worsen, trip organizers are also responsible for using good judgment for the driver and students when determining whether to postpone or cancel a trip due to inclement weather. As the school year progresses and weather becomes unpredictable, the main goal is to maximize the transportation safety provided to students, while minimizing liability. Motor carriers that receive high safety ratings are considerably more likely to be the best option for safely delivering students to and from extracurricular activities. Combined with good safety practices on the road, they can provide your district with a significantly lower liability risk.
helped to support growing trans30
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
FEATURE ARTICLE
Preserving the public in public schools by Phil Boyle and Del Burns
standing room-only crowd gath-
the new majority would use this first
ered for the nine-member Crest-
meeting to plant its flag in the board-
Phil Boyle is pres-
wich Board of Education’s first meeting
room. But few of those in attendance
ident of Leading
since the fall election. Supporters of
— not the chair, not the four minor-
and Governing
our newly elected members crowd-
ity board members, not the super-
Associates, a
ed the room and spilled into the hall-
intendent, not the staff and certainly
public purpose
way. The campaign had pitted
not the public at large — had any
consulting prac-
supporters of a district-wide policy
inkling that the swearing-in cer-
promoting socioeconomic diversity
emony and reception were only a
in all schools against supporters of a
prelude to a seismic shift about
return to neighborhood schools. The
to unfold when the board meet-
swearing-in ceremony marked the
ing resumed.
A
beginning of a new era in the Crest-
tice dedicated to preserving democracy and representative government. Del
Some tension around the board table, to be expected with
Burns is a consul-
The four board members-elect
so many new members, was pal-
tant and director
were seated in the audience, await-
pable as the meeting resumed.
of education ser-
ing their turn to come to the dais to
The meeting progressed first with
approval
vices for GHK
take the oath of office required as the
routine comments by the chair and
of the meeting agenda. The first wave
Associates and is
last official step before beginning their
the superintendent, followed by what
of change would culminate with being
a former North
service as a member of the board of
appeared to observers as routine board
ousted as chair.
Carolina school
education. Seated at the board table
business. The board’s code of ethics
The formerly lone minority mem-
for the last time were four outgoing
was distributed and signed by all mem-
ber of the board, now the de facto
This is an excerpt
board members who were about to
bers, in accord with a recently adopt-
leader of the majority, made a motion
from their book,
be replaced. The board chair wel-
ed board policy. Because one of the
to amend the agenda. The motion
comed the new board members, chal-
departing board members had served
proposed adding a number of items
lenging them to serve in the best
as vice-chair, the printed board agen-
to the agenda, listed in priority order,
interest of all of the children in Crest-
da included the election of a new vice-
and to precede all other agenda items.
wich Public Schools.
chair. A newly elected member was
All public comment would be delayed
nominated and quickly elected, fore-
until after board action was taken on
shadowing events to come.
all new items. None of the items was
the American
wich Public School system.
Everyone in attendance realized that the four new members joined
superintendent.
Preserving the Public in Public Schools, and is reprinted with the permission of
the now-longest serving member of
Never suspecting the tsunami of
listed on the public agenda distrib-
School Board
the nine-member board to form a new
change about to sweep over the board,
uted prior to the meeting, and no
Journal.
five-member majority. Most every-
following the completion of routine
materials were provided in advance
one in attendance anticipated that
business the board chair called for
to the board, staff or public.
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
31
The newly introduced agenda
proceedings might ask, do these actions
items were not surprising in them-
by the board have to do with public
selves, as adamant criticism of the
schools?
separation of public from schools, no
Public contest of public schools
from the political. This lack of sep-
less, the speed with which they were
Public schools in America serve
aration can be troubling, particular-
announced and the manner in which
a variety of purposes. They conserve
ly to dedicated public school leaders
the new majority took control shocked
contemporary values, attitudes and
and professionals who very much
many in the audience. The amend-
social mores. They preserve social
want public schools to be about chil-
ed agenda included the following five
and class distinctions and thereby
dren rather than politics. Such a sep-
action items:
maintain social stability. They pro-
aration is neither possible nor desirable.
1. election of a new chair of the board
vide economic opportunity and social
Public schools carry out a pub-
mobility to children of less advan-
lic role in socializing children into
taged families and thereby promote
society, preparing the next genera-
a dynamic society. They ensure a sup-
tion to take their place as Americans
3. a resolution to ensure parental
ply of educated workers. They help
in what is today the oldest republic
choice for students attending year-
take care of and raise children whose
in the world. All other socialization
round schools;
parents carry out economic lives away
is a private responsibility — car-
4. a resolution to end all efforts and
from home. And they make a grow-
ried out by and through parents, fam-
expenditures on a site selected for
ing body of knowledge that is increas-
ilies, and sacred and community
a new high school by the previous
ingly difficult to collect, organize and
institutions. Public schools serve as
board and to seek an alternate site;
learn individually accessible to all
the public institution by which we
and
children.
transmit our collective knowledge
of education; 2. a motion to rescind the district’s student assignment policy;
But what’s public about public
and shared values of the good life to
system-wide spending and costs.
schools? What is public about pub-
each succeeding generation. If we are
Following the rules of order, the
lic education other than its funding?
serious about tasking public schools
gavel was passed to the superinten-
Why should we ask citizens rather
with such a purpose, then we must
dent to preside over this special meet-
than education professionals to gov-
be willing to engage in an equally seri-
ing. In a swift, second 5-4 vote, the
ern public schools? For what pur-
ous conversation about the meaning
current board chair was replaced by
pose, and toward what ends, do we
of “public” and the public purposes
the senior member of the new major-
invest in educating the next genera-
of public schools.
ity. When the gavel was handed to
tion of Americans? Let us be quite
the new chair, the remaining new
blunt. We procreate for a variety of
Discovering the public
items were added to the agenda and
reasons, but ultimately to preserve
in public schools
presented one by one by a new board
the human race. Similarly, we edu-
Alexis de Tocqueville predicted
member. Each of the motions and
cate for a number of reasons, but ulti-
that private interest would more
resolutions was adopted by a 5-4 vote.
mately to preserve our democratic
than ever become the chief if not
republic.
the only driving force behind all
5. a resolution to immediately reduce
The audience soon realized that
32
Similarly, there can be no absolute absolute separation of the educational
previous board and its policies dominated the election campaign. Nonethe-
government from society.
this was more than the planting of a
Public education and our demo-
behavior in modern society. Our
new majority flag. In a matter of mere
cratic republic have evolved over time
contemporary debate and discus-
moments, the new board had ousted
together. In spite of the efforts of some
sion about public education focus-
the chair, swept away a policy of
reformers, they cannot be separat-
es more on education as a private,
socioeconomic balance that had been
ed. In the Founders’ view of a classi-
economic good than as a public,
nurtured by board members and dis-
cal republic, government is inextricably
democratic good. This focus encour-
trict staff for more than three decades
linked with society. There is no only
ages us to see public education as
and made good on several campaign
public or only private. There can
an economic investment; to empha-
promises. What, an observer at these
be no absolute separation of state or
size individual student achievement,
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
albeit in aggregated form; to think
sonal freedom and individual dif-
lic education, the goals that make
of ways to privatize public schools;
ferences yet still maintain a United
education public, are the goals of
to operate public schools and class-
States of America. Second, it’s about
human potential, of the human spir-
rooms in accord with market prin-
how we forge a sense of “we” and of
it and of the possibilities of human
ciples; and to seek to give education
connection and belonging in a nation
character. Public education serves to
a competitive edge.
of individuals predicated on the prin-
shape human character and develop
Public education certainly has
ciple of self-interest. Third, it’s about
human potential by satisfying the
important economic considerations
how we grapple with issues of justice,
core public values of liberty, equali-
and benefits, but this by no means
fairness and equality in a nation less
ty, community and prosperity.
makes it only or even primarily an
homogenous than any other. And
In terms of liberty, public schools
economic enterprise. Our capacity
fourth, it’s about the role we expect
help create and perpetuate a nation
to discover and exploit the econom-
a market economy to play in our lives,
of free individuals dedicated to self-
ic benefits of all sorts of human endeav-
an economy central to the nation’s
government and capable of exercis-
ors does not limit the potential of
founding as a commercial republic.
ing rights, freedoms and choice
those endeavors to economic out-
To uncover the full sense of the
responsibly. They preserve and pass
public in public schools, we must ask,
on knowledge about what it means
comes. The public in public schools is
as did Aristotle, what kind of human
to be an American. Public schools
many things, but to help us get start-
character our society aims at and
seek to provide a voice and become
ed, it’s about four big things. First, it’s
intends to form. In asking this ques-
the schools of first choice for every-
about how we preserve liberty, per-
tion we discover that the goals of pub-
one. Through public participation
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
33
and engagement, public schools pro-
In terms of prosperity, public
moral order. We can say that in pub-
vide opportunities for citizens to learn
schools prepare each individual to
lic schools, all of these goals matter,
and practice the arts and skills of
be economically self-sufficient in a
all of the time, although not every
democracy.
competitive national and global mar-
goal matters equally all of the time.
ket economy in whatever form that
While these are all goals of pub-
In terms of community, public
lic schooling, they are also means to a much larger goal and to a much broader purpose of public education.
In terms of equality, public schools serve as the great equalizer in
That broader goal and purpose is to
American society. They include everyone, equalize educational
preserve our pursuit of the good life that is only possible in a democratic
opportunity, teach children tolerance and fair play, model fairness
republic. In this context, the most
and treating people justly, and cultivate an acceptance of differ-
important purpose of public educa-
ences in preparing students for life in an increasingly diverse
tion is to preserve and perpetuate our
society.
democratic republic, without which all of these other goals are not possible. Five reasons why public schools are ‘public’
schools extend the boundaries of
self-sufficiency might take. Schools
First, schools are not so much
home and help socialize children and
teach future producers, employers
about children as they are about
teens to assume roles and responsi-
and consumers to balance individ-
what kind of society we wish to devel-
bilities as adults, citizens, neighbors,
ual self-interest with concern for and
op and maintain. Because public
spouses, parents and members. They
contribution to the general welfare.
schools are populated with children,
transmit the values and mores of
We agree with Abraham Lincoln
we tend to think of public schools
American society to ensure adequate
when he said that, “Upon the subject
as institutions that serve children.
social and moral order to preserve
of education, not presuming to dic-
They are not. At their core, public
the republic. Public schools help
tate any plan or system respecting it,
schools are political and ideological
weave and maintain the social fabric
I can only say that I view it as the
institutions in which each adult gen-
of the nation by providing a common
most important subject which we as
eration battles among itself for
democratic experience for all chil-
a people may be engaged in.” Along
supremacy in determining the pur-
dren.
with Lincoln, we also cannot say
poses, goals and direction of public
In terms of equality, public schools
which is the most important goal of
education.
serve as the great equalizer in Amer-
American public education. There
Second, there are no new argu-
ican society. They include everyone,
are multiple goals, and at any given
ments or solutions in the battles over
equalize educational opportunity,
time, some people perceive some
the direction and future of public
teach children tolerance and fair play,
goals as more important than others.
schools. Generations, technology and
model fairness and treating people
For some it may be student
politicians change, but the arguments
justly, and cultivate an acceptance
achievement. For some, it may be
about public education do not. From
of differences in preparing students
ensuring equal educational oppor-
battles over school lunch to school
for life in an increasingly diverse soci-
tunity. And for some, it may be devel-
dress to school prayer, each gener-
ety. Public schools serve as the pri-
oping responsible citizens and adults.
ation reinterprets what it means to
mary public means by which we
For others, it may be developing a
be an American and recapitulates the
mitigate the effects of socioeconom-
competitive work force. And for still
political and ideological arguments
ic inequality.
others, it may be ensuring social and
of the founders and framers. Third, there are no permanent
34
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
solutions to the seemingly endless
poration — do not suffice for the ful-
student test scores as a factor in
set of issues and challenges facing
fillment of human nature. According
deciding which teachers earn tenure.
public schools. More than two cen-
to Diamond, Aristotle explicitly char-
• A nationwide study by the Ford-
turies after the American Revolution,
acterized as sub-political those mere
ham University Center of Law and
public schools continue to serve as
alliances or contractual arrangements
Information Policy found that states
political battlefields for debates about
made solely for the sake of commerce.
often collect far more information
religious freedom and whether stu-
Societies based on such arrange-
about students than necessary and
dents should be allowed to wear U.S.
ments may have a thriving commerce,
fail to take adequate steps to pro-
flag t-shirts. What does freedom mean?
but they would lack a concern for the
How much freedom should we have?
development among citizens of cer-
• One state’s legislature passed a bill
Can we have too much freedom?
tain common ethical excellences and
permitting local school districts to
These are timeless questions with no
hence a common character. Focus-
promote “critical thinking” and
permanent answers.
ing public schools on the advance-
“objective discussion” about evo-
tect their privacy.
Fourth, the governing process-
ment of economic interests may help
lution, the origins of life and glob-
es and policy tools we use to decide
promote a thriving commerce, but it
al warming by allowing teachers
how to educate the next generation,
will not develop excellent human
to use supplementary materials to
what to teach them, how to distrib-
beings who can achieve the poten-
critique the standard text book.
ute educational opportunity, who
tial of their character. Public schools
• Because of the attention garnered
should go to school where and with
are public, then, because any lesser
by the list of books involved in book
whom and how to pay for public
form of education cannot come to
banning efforts announced each
schools reflect the social, political
terms with the challenges of the human
year by the American Library Asso-
and economic character of America.
condition.
ciation, a school district’s superintendent banned the list of banned
We have not been able to design a form of public schools governance
Public education is a moral,
separate from the fundamental polit-
ethical and political enterprise
books. • Football cheerleaders at a public
ical principles of our democratic
Despite its technical and pro-
high school, wanting to make the
republic. As the numerous alterna-
fessional clothing, public education
Bible a bigger part of Friday night
tive governance proposals that fill the
is at its core a normative enterprise
games, painted messages like “Com-
skies of the polis like hot air balloons
— consisting of moral, ethical and
mit to the Lord” on giant paper
attest, this is not for lack of trying.
political beliefs about the meaning
banners that the players charged
Changing these principles requires
of the good life and a vision of soci-
through onto the field. After the
changing the essence and character
ety and of the future. Consider these
school was cautioned about the
of America, a process which the
examples drawn from public schools:
risk of a constitutional challenge
Founders made very difficult on pur-
• A first-grader was so excited about
due to an insufficient separation
joining the Cub Scouts that he
of church and state in school-spon-
pose. Fifth, unless public schools oper-
brought a camping utensil that can
sored activities, the school board
ate at the level of a public or politi-
serve as a knife, fork and spoon to
struck down the eight-year-old
cal community they cannot satisfy
school to use at lunch. School offi-
the purposes we have invested them
cials decided he violated the dis-
• Selling candy didn’t raise much
with or achieve the goals we ask of
trict’s zero-tolerance policy on
money, so a middle school parent
them. As Martin Diamond wrote in
weapons and sentenced him to 45
advisory council recommended
an essay titled “Ethics and Politics:
days in the district’s reform school.
that a $20 donation should get a
The American Way,” Aristotle argued
After its 80-page code of conduct
student 20 test points — 10 extra
that human society must rise to the
received national attention, the
points on two tests of the student’s
level of a political community because
district rescinded the sentence.
choosing. The principal endorsed
the lesser forms of human associa-
• A mayor announced that the city-
tion — the family, tribe, village, cor-
run school system will begin using
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
tradition.
continued on page 41 35
FEATURE ARTICLE
Viability of rural, small schools can be defended by Greg Reynolds and Vicki Van Tuyle
Greg Reynolds is a visiting assistant
espite the efforts of 70 years,
is no longer a viable option for chil-
dents in small schools do well in a
school consolidation remains
dren’s education. But is that really
number of different areas, including
true?
having higher attendance rates and
D
an issue of discussion and concern
professor in edu-
for rural and small districts in Illi-
cational leader-
nois.
ship at Southern
Since the Compulsory School
being much more likely to graduate
Attendance Law passed in 1883, Illi-
from high school.
In 1942, Illinois had 12,000 dis-
nois’ public education system has
• In 2001, Patricia Wasley and Richard
Illinois University-
tricts (more public school districts
been dominated by small schools.
Lear reported in “Small Schools,
Edwardsville.
than any other state) with more than
The Condition of Education 2011
Real Gains,” that schools-within-
Vicki Van Tuyle
“10,000 one-room schools having an
study found the largest percentage
schools in Chicago showed a sig-
is an assistant
average enrollment of 12 students,”
of public schools were in rural areas
nificantly lower dropout rate (4.8
professor of
according to Illinois School History.
(32 percent), followed by suburbs (28
percent) versus their host schools
educational
Three years later, Illinois citizens vot-
percent), cities (26 percent) and towns
(12.9 percent) or the district (10.8
ed to accept consolidation to reduce
(14 percent).
percent), even after only one or
leadership at SIU-E.
district numbers.
Before television, interstate highways, calculators and microcom-
• Building a Grad Nation (2012)
districts; by 1955, 2,242 districts; by
puters, hundreds of thousands of
reported the national graduation
1966, 1,340 districts. Currently we
children learned arithmetic, civics,
rate increased by 3.5 percentage
have 861 districts, with the dissolu-
geography and other lessons in a small
points, from 72 percent in 2001 to
tion and annexation of three districts
(often one-room) school. In most cas-
75.5 percent in 2009. State statis-
effective July 1, 2012. Of these, the
es, students learned independently
tics show Illinois’ graduation rate
majority are rural.
and progressed at their own rate.
increased from 77.1 percent in
In 2011, Governor Pat Quinn
While older pupils helped younger
2002 to 77.7 percent in 2009, but
recommended consolidation of Illi-
ones, the teacher was able to take
more importantly, the rural high
nois’ school districts to no more than
time to individualize lessons and pro-
school graduation rate in Illinois
300. His reasoning: consolidating
vide personal contact with each stu-
was at 88 percent for 2008-09.
smaller districts could make schools
dent daily. Younger pupils were aware
• Kathleen Cotton, while reviewing
more equitable and efficient, as well
of what was expected of them in the
31 studies in 1996, found that stu-
as enhance education.
next grade because they could see
dents in small schools performed
and hear older children working on
equal to or better than their larg-
Those supporting Quinn’s plan believed substantial savings would
advanced lessons.
be experienced throughout the state. Even though the push for forced con-
36
two years.
By1950 there were 4,480 school
er schools counterparts. • Newer research, Consolidation of
What the research shows
Schools and Districts: What the
solidation stalled, the belief lingers
Existing research and literature
Research Says and What It Means,
that the small, rural school district
on small schools indicates that stu-
found that “increasing the size of
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
elementary schools (partly by school
in 1984’s A Nation at Risk was the
ents had fewer opportunities to par-
consolidations) lowered student
dilution of the curriculum by elec-
ticipate in their children’s education
achievement significantly, with a
tive courses. In 1994, Herbert J. Wal-
either formally as board members or
predictable future economic cost
berg and Herbert J. Walberg III found
informally as class room volunteers.
that, according to the researcher,
that course offerings available in small
far outweighed the marginal fiscal
schools served the students well
savings of sustaining smaller
because almost all students took a
In addition to the issues above,
schools.”
strong core curriculum. They also
small schools also offer students a
‘Climate’ advantages
The authors of that information
found that small schools were less
personalized learning environment,
also summarized: “Research also sug-
likely to continue ineffective pro-
where they are well known by local
gests that impoverished regions in
grams than were large schools.
teachers. Students in large schools
particular often benefit from smaller schools and districts, and they can suffer irreversible damage if consolidation occurs.” Curriculum
sometimes fall through the cracks Activities
because it is easier for them to go
Advantages also spilled over into
unnoticed. In a small school, a stu-
extracurricular activities as well, with
dent is usually only one in 300 to 400
students in small schools more involved
students, rather than maybe one in
in clubs and teams. With fewer stu-
2,000.
While a popular notion, curric-
dents, it is easier to participate in a
Teachers talk about how students
ular offerings also may not be better
small school environment. Students
are doing, and compare information
in larger schools. Almost 50 years
report that they have a greater sense
across classes and over the years. All
ago, R.G. Barker and Paul Gump pro-
of belonging; they feel like they are
of the students know each other. If a
posed that even though larger schools
a part of something.
student is having trouble, all the stu-
were more impressive on the outside,
The Rural America report also
dent’s teachers can meet with the stu-
on closer look a small school provided
stated that “in 2003, greater per-
dent and/or parents to talk about the
a better quality of education.
centages of students in rural areas
problem and create a plan to help.
Robert Pittman and Perri Haugh-
than in cities had parents who attend-
Two researchers, Faith Dunne in 1977
wout studied the influence of school
ed a school event (74 versus 65 per-
and Weldon Beckner in 1983, each
size on curricular diversity and in
cent) or served as a volunteer or on
found that a small school can offer
1987 reported that a 100 percent
a committee (42 versus 38 percent).
benefits in several areas: personal
increase in enrollment correspond-
In addition, a larger percentage of
relationships, students, teachers,
ed to only a 17 percent increase in
students in rural areas had parents
administration, and curriculum and
curricular offerings. Furthermore,
who reported taking their children
instruction.
size alone has not been found to guar-
to an athletic event outside of school
A sense of pride exists in a small
antee an adequate curriculum, let
than students in cities and suburbs
school, as well as an attitude and sense
alone a superior one.
(42 versus 34 and 38 percent, respec-
of personal possession and involve-
tively).
ment for all involved, from students
For example, researcher Craig Howley argued in 1994 that the val-
A 2011 National Education Pol-
to the greater community. To a great
ue of offering a wide range of spe-
icy Center report asserted that a study
degree, the school is the communi-
cialized courses might be overstated,
of the aftermath of a consolidation
ty center in many small towns and
and that a small school with a strong
effort in West Virginia found students
rural areas.
required core curriculum could pro-
“had fewer opportunities to partici-
The size of the school does not
duce student achievement at high
pate in co-curricular and extracur-
inhibit personal interaction; it encour-
levels. In fact, an excessive number
ricular activities (a result of both
ages it. Small schools typically serve
of elective courses can detract from
increased competition for limited
a community ownership. This invites
the basic curriculum.
spots and transportation issues).”
strong support from parents and com-
This same report indicated that par-
munity members as well as closer
One of the weaknesses described
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
37
working relationships among the
Center for Education Statistics (NCES),
tistics: “During the 2007-08 school
school staff.
only 7.9 percent of urban small schools
year, a greater percentage of teach-
In a small school, it is not unusu-
reported an incident of serious vio-
ers in city schools (10 percent) report-
al for teachers, administrators and
lent crime (physical attack or fight
ed being threatened with injury than
school board members to know each
with a weapon) while 26.5 percent
teachers in town schools (7 percent)
other well. This can lead to easy accep-
of urban schools with an enrollment
and suburban or rural schools (6 per-
tance of new ideas among friends
of 1,000 students or more reported
cent each) … . A greater percent-
as well as a strong sense of identifi-
such a crime to police.
age of teachers in city schools (5
The Rural America report states,
percent) and suburban schools (4
The 2007 Status of Education
“in general, smaller percentages of
percent) reported being physically
in Rural America report indicated
public school teachers in rural areas
attacked, compared to teachers in
“a larger percentage of public school
than across the nation as a whole
rural schools (3 percent).”
teachers in rural areas than in other
reported problems as ‘serious’ and
locales reported being satisfied with
behavioral problems as frequent
the teaching conditions in their school
(occurring at least once a week) in
in 2003-04.”
their schools in 2003-04.”
cation and belonging.
38
Small schools also are signifi-
Rural schools are generally con-
cantly safer than large schools. For
sidered less threatening, according
example, according to the National
to U.S. Department of Education sta-
Still viable The small country school of the past was the impetus from which many of today’s better known educontinued on page 41
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
OPINION
Illinois Basic Skills Test narrows teacher pipeline by Matt Hlinak
ecent efforts by the state of Illi-
mandates “highly qualified” teach-
the pass rates by race/ethnicity for
nois to improve the quality of
ers as measured in part by perfor-
the 2008-09 test, which was admin-
mance on a “rigorous state test.”
istered under the old standard. Even
R
teachers have failed to do so, with
Matt Hlinak is assistant provost for continuing
the additional unintended conse-
Illinois has been administering
under this more lenient standard, a
quence of reducing the pipeline of
a basic skills test since 1998. The
significant racial disparity can be
studies and spe-
minority teacher candidates.
IBST was uncontroversial until 2010
seen. A white test-taker was 50 per-
cial initiatives at
The Illinois Basic Skills Test
due to a generally high pass rate. For
cent more likely to pass than an
Dominican Uni-
(IBST) is a pre-professional exami-
2008-09, 86 percent of test-takers
African-American test-taker.
versity in River
nation administered to college and
passed; for 2009-10, 84 percent passed.
The new requirements exacer-
Forest, where he
university students seeking teacher
Urged on by the Chicago Tribune
bated the racial disparity, which can
teaches courses
certification. Students must pass the
editorial board and an influential
be seen in Table 2 in the pass rates by
in legal studies
test in order to be admitted to a teacher
report by the Illinois Education
race/ethnicity for the 2010-11 test.
and English. He
education program in Illinois. By state
Research Council, the state raised
Under the new standards, a white test-
writes and
statute, the exam must assess “the
the standards for a passing score on
taker is 100 percent more likely to
basic skills of reading, writing, gram-
the IBST from 50 percent correct
pass than a Latina/o test-taker and
mar and mathematics.”
answers to 75 percent. Under these
300 percent more likely to pass than
new standards, the 2010-11 pass rate
an African-American test-taker.
The Chicago Tribune described the test’s difficulty as “roughly eighth-
plummeted to 41 percent.
in the wake of the heightened stan-
grade to 11th-grade level.” According to its designers, the IBST “assures
The increasing racial disparity
Racial disparities It surely came as no surprise that
nationwide survey of teacher certi-
lic school educators exceed a uni-
making the IBST harder to pass would
fication standards found that all state
form minimum skill standard.”
result in a lower pass rate, although
licensure tests examined had lower
Illinois is not alone in its use of
cutting the potential teacher pipeline
pass rates for minority candidates
a prescreening exam to weed out
in half was likely not the objective of
and that raising passing test score
prospective teachers with an insuf-
advocates for tougher standards. Rais-
requirements impacted minority can-
ficient mastery of “basic skills.” Since
ing the bar for entry into the teach-
didates more than white candidates.
at least the 1980s, states have increas-
ing profession certainly falls within
No evidence exists that Illinois
ingly demanded higher admissions
the purview of the state and would
or other states are using basic skills
standards for teacher preparation
not normally be a legal issue. The
tests to intentionally discriminate
programs, with more than 40 states
problem, however, is that raising the
against minority candidates. Indeed,
now requiring a passing score on a
bar impacted different racial and eth-
the developer of the IBST seems to
basic skills test. At the federal level,
nic groups differently.
have gone to great lengths to elimi-
Table 1 on the next page reflects
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
on employment law and professional education issues.
dard raises legal red flags. A 2001
Illinois citizens that all of their pub-
the No Child Left Behind Act of 2001
speaks frequently
nate bias from the test and to “include 39
content, language and perspectives
In disparate impact cases, the
The research strongly suggests
that reflect the diversity of the Illi-
burden initially falls on the plaintiff
that pre-licensure tests like the IBST
nois population.”
to show that a testing procedure has
either lack “a manifest relationship”
This lack of what Supreme Court
a discriminatory impact. The burden
to teaching or that less discrimina-
Justice Warren Burger called “invid-
then shifts to the defendant, who can
tory means of evaluating potential
ious intent,” however, does not immu-
offer evidence that the testing pro-
teachers exist. However, applying fed-
nize Illinois from a charge of racial
cedure demonstrates what Justice
eral employment discrimination law
discrimination.
Burger called “a manifest relation-
to teacher pre-licensing exams is not
ship to the employment in question.”
that simple because the responsibil-
The plaintiff can still prevail where
ity for this possible discriminatory
The U.S. Supreme Court first
a test is shown to be job-related if
impact is divided.
dealt with the issue of pre-employ-
other less discriminatory means of
The federal NCLB Act requires a
ment testing in the landmark 1971
evaluating applicants are available.
“rigorous state test,” but the federal
Testing and Title VII
case of Griggs v. Duke Power Co. Pri-
In teacher pre-licensing cases,
government does not specify what
or to the passage of Title VII of the
proponents of rigorous testing point
test should be used nor does it employ
Civil Rights Act of 1964, the employ-
to the time and effort states put into
teachers. The states, in part to sat-
er in Griggs followed a blatantly dis-
validating their exams. Despite these
isfy these federal requirements, select
criminatory policy of restricting
efforts, however, multiple studies
the tests, but do not employ the teach-
African-American employees to the
have found weak or nonexistent pre-
ers. Local school boards employ the
low-paying labor department.
dictive correlation between pre-licens-
teachers, but play no role at all in set-
The day Title VII took effect, the
ing exam scores and student teaching
ting licensure requirements.
employer instituted new testing and
evaluations. Going beyond student
But whatever the area of respon-
education requirements for employ-
teaching to real classroom experi-
sibility, the data clearly show that so
ment in all departments, except labor,
ence, Jerome D’Agostino of The Ohio
far, the result of changes to the ITBS
with an exception for individuals cur-
State University and Sonya Powers
cut score has affected minority teacher
rently working in those departments.
of the University of Iowa, who spe-
candidates in a much more dramat-
The practical effect of this policy was
cialize in evaluation and assessment
ic way than it has their white coun-
to exclude African-Americans from
issues, recently reviewed 123 stud-
terparts.
higher-paying positions and to pro-
ies and found “that test scores were
Editor’s note: References avail-
tect the jobs of white incumbents
at best modestly related to teaching
able online at www.iasb.com/jour-
who would be unable to satisfy the
competence.”
nal/j111212_01.cfm.
new requirements. The District Court, rather curiously, found no discriminatory intent in the new testing and education requirements instituted the very day Title VII took effect and that perpetuated the employer’s segregated workforce by other means. The Supreme
Table 1 Race/Ethnicity
Test Takers
Passers
Percentage
14,235
12,896
91%
African-American
1,615
959
59%
Latina/o
1,351
951
70%
603
481
80%
White
Asian-American/Pacific Islander
Court accepted this finding, but nev-
Table 2
ertheless held that Title VII “proscribes not only overt discrimination
Race/Ethnicity
but also practices that are fair in form,
White
but discriminatory in operation.” This has come to be known as the “disparate impact theory” of dis-
Asian-American/Pacific Islander
Test Takers
Passers
Percentage
10,284
4,866
47%
African-American
1,566
229
15%
Latina/o
1,275
290
23%
436
173
40%
crimination. 40
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
Preserving continued from page 35 in schools only to have students and
of political extinction. If public schools
These examples raise several big
parents observe board members bul-
serve no other purpose, they should
questions for public schools. First,
lying each other? What good is edu-
serve this one.
what purposes do public schools serve,
cation, ask Henry Giroux and Kenneth
Authors’ Note: While the Crest-
why do we educate children, toward
Saltman, if it does not inculcate any
wich school district is fictional, the
what ends, and what do we want and
sense of political, ethical and moral
issues and choices are real. If any
expect from public schools? Second,
responsibility in its citizens?
of these bear resemblance to your
this idea.
school district, the resemblance is
what should we teach children and
We cannot preserve our repub-
what is the best way to educate the
lic without preserving the democ-
next generation of Americans? Third,
ratic virtues that make our republic
who should educate children, and
possible in the first place. And we
how? Fourth, what role should pub-
cannot preserve the public in public
Preserving the Public in Public
lic schools play in our children’s lives,
schools without taking responsibil-
Schools by Phil Boyle and Del Burns
how do our communities benefit from
ity as citizens for governing public
is published by Rowman & Littlefield
public schools, and how might our
schools. For as Tocqueville noted, in
Education, a division of Rowman &
communities be different without
the habit and practice of self-gov-
Littlefield Publishers Inc., and is avail-
public schools? And fifth, why do
ernment American character reach-
able through the IASB Online Book-
public schools give rise to so many
es up toward the republican virtues.
store at http://iasb.com/shop/ details.
controversial issues, and what should
Should we fail in this task our repub-
cfm? Item_Num=PPPS.
citizens and public school leaders do
lic will edge ever closer to the precipice
completely intentional. Editor’s note
about these issues? Notice that these questions are about the “public” in public schools. They involve our visions of the good life and our understanding of the public good. They are not technical or
Viability continued from page 38
expert questions about how we teach
cational “innovations” originated.
Children fall through the cracks and
arithmetic or about whether state
Notions such as non-graded class-
their needs, both academic and per-
history should precede U.S. history
rooms, individualized instruction,
sonal, fail to be addressed. They feel
in the curriculum or vice versa. They
low student/teacher ratios, cross-age
even more isolated, frustrated and
are value-based questions about the
grouping, peer tutoring, using the
hopeless. Discipline problems esca-
social and political context of public
community as a resource, “main-
late. Security becomes a serious issue.
schools and about our vision for the
streaming” mildly handicapped pupils,
Teachers end up becoming nothing
future. Public values are the values
and emphasizing the basics all have
more than traffic cops. Quality of
of public education, because public
their roots in small schools of the
instruction deteriorates. The vast
schools comprise the public institu-
past.
majority of these students simply do not have a chance to achieve their
tion by which we prepare each gen-
Public schools with populations
eration of Americans to become
of 2,000 to 3,000 students were built
Americans.
on the premise that their large size
So even with the push for con-
If our democratic experiment is
allowed economies of all kinds. They
solidation, small size in education is
to survive, we must teach our chil-
were theoretically more efficient at
still a viable option for today’s stu-
dren the moral, ethical and political
delivering the educational product.
dents.
fullest potential.
obligations of living in a free society.
The problem is that these large
Editor’s note: References avail-
What good does it do, for example,
schools are too big. Their students
able online at www.iasb.com/jour-
to promote anti-bullying campaigns
become numbers, not individuals.
nal/j111212_01.cfm.
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
41
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: jodonnell@dlrgroup.com
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
CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com
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
IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128
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 42
Building Construction
ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804
HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com
ARCON ASSOCIATES, INC. — Architectural, construction management and roof consulting. Lombard - 630/495-1900; website: www.arconassoc.com; e-mail: smchassee@arconassoc.com
WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924
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
INDUSTRIAL APPRAISAL COMPANY — Insurance appraisals, property control reports. Oakwood Terrace - 630/827-0280
ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355
WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080
JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 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 - 309/6733100; Rockford - 815/484/0739; St. Charles, MO 630/444-2112; website: www.larsondarby.com; email: 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 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 PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231
HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845 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 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 SOFTWARE TECHNOLOGY, INC. — Administrative Software. Tremont - 888/776-3897; website: http:// www.sti-k12.com; e-mail: sales@sti-k12.com
Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Con-trols, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford - 815-227-4000; Peoria - 309-688-7411; Springfield - 217-529-3111; Toll-Free - 866-ALPHA-01
RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.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
SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: sartiarch@sartiarch.com
ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203
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
GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
Milestones continued from page 44 the V.I.T. CUSD 2 school board, Table Grove. Wayne L. Medlin, 85, died July 30, 2012. He had been a member of the Pontiac CCSD 429 school board, and served as board president. Daniel B. Molloy, 87, died September 8, 2012. He had served as a member and past president of the Rantoul THSD 193 school board. Martha G. Patterson, 96, died July 23, 2012. She taught for nearly six decades, starting in a one-room schoolhouse and later had been a member of the Jacksonville SD 117 school board, serving for 12 years. Glenwood H. Peters, 90, died September 13, 2012. He had served on the Pleasant View school board for many years. Donald R. Raber, 77, died September 6, 2012. He had been a member of the former Chenoa CUSD 9 school
board. Alan N. Ragel, 67, died September 11, 2012. He was a former member of the St. Elmo CUSD 202 school board. Gerald E. “Jerry” Reed, 89, died August 3, 2012. He was a former member of the Elmwood CUSD 322 school board. Paul Leo Ernest Riebe, 87, died July 29, 2012. He was a member of Waltham CCSD 185 school board during the 1970s. Thomas M. Robertson, 73, died August 25, 2012. He was a former school board member in Brownstown CUSD 201, and also served as district superintendent for 16 years. Jeanne H. Schwaba, 81, died August 25, 2012. She served on the Deerfield SD 109 school board from 197379 and on the former Highland Park-Deerfield board from 1979-83.
Richard C. Warfield, 97, died September 2, 2012. He served as superintendent for the Wauconda High School district from 1955 to 1962, and superintendent of Wauconda CUSD 118 from 1962 to 1975. He later was a consultant to IASB. Robert G. Westrom, 87, died August 9, 2012. He served on the West Chicago High School District 94 school board for 13 years, nine as board president. Max Lewis Whited, 83, died Aug. 22, 2012. He served on the Mulberry Grove CUSD 1 school board and was a trustee of the Regional School Board of Bond, Fayette and Effingham counties. Michael H. Wolf, 60, died August 2, 2012. He served on the Erie CUSD 1 school board and was a past president.
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
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
IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259
FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington - 309/829-3311; e-mail: paul@first midstate.com
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 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 800/3678757 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
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 WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: ehennessy@williamblair.com
NOVEMBER-DECEMBER 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL
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 43
MILESTONES
Milestones Achievements Curt Bradshaw, Naperville, has been appointed to the Illinois State Board of Education (ISBE) by Governor Pat Quinn. Bradshaw has spent the last seven years serving on the Indian Prairie District 204 school board, including a threeyear stint as president. “As a senior vice president for an investment firm, his business acumen will be an asset as we continue to grapple with challenging budget issues,” said Illinois State Superintendent Chris Koch. Bradshaw replaces Chris Ward, who stepped down last fall.
Dawn McNamara, an Evergreen Park ESD 124 school board member, has been recognized by the General Motors’ “Our Town, Our Heroes” national program. McNamara won the award because of her work with St. Baldrick’s Foundation, a childhood cancer research group, receiving more than half of the votes cast on DrivingtheMidwest.com. GM launched the monthly program in 2011 to celebrate unsung heroes who inspire and empower others in their communities. GM narrows the nominations and winners are selected by online public voting.
George Terry, a former Alton CUSD 11 school board member, recently had a junior college arena named in his honor. Lewis and Clark Community College (LCCC) honored Terry, a retired administrator at the college, by naming the River Bend Arena for him as a symbol of the college’s appreciation for his four decades of service. Terry served as vice president of student life until his retirement this past spring. He served on the Alton school board for more than 20 years and is a past president.
Keith H. Clapper, 97, died August 24, 2012. He was a former MahometSeymour CUSD 3 school board member. Walter M. “Max” Fabert, 87, died September 7, 2012. He previously served on the Arthur CUSD 305 school board. James T. Fagan, 81, died September 21, 2012. He had served on the Lincoln-Way CHSD 210, New Lenox, school board for 35 years. Walter G. Fink, 79, died July 25, 2012. He was a past president of the Harlem SD 122 school board. C. Arlie Gough, 74, died August 27, 2012. He had served on the Kansas CUSD 3 school board. Gerald Harper, 84, died September 2, 2012. He had served on the
Lawrenceville Unit 20 school board, and was Lawrenceville’s mayor for 20 years. Elaine M. Hegy, 89, died September 20, 2012. She was a former president of the Aurora West USD 129 school board. Robert William Hilarides, 89, died August 20, 2012. He had been a member of the Winnetka SD 36 school board. Helen Patterson Hinde, 88, died July 24, 2012. She served two terms on the Jacksonville SD 17 school board. Martin H. “Rusty” Knief, 101, died September 9, 2012. He served on the school board of Central CUSD 301, Burlington, for 14 years. Carroll L. Kost, 88, died August 29, 2012. He was a former member of
In memoriam Harold Banser, 84, died September 18, 2012. He was the first superintendent of Lincolnshire’s Stevenson High School (1965) and was superintendent of LaSalle ESD 122 from 1976-1992. Dwayne Barr, 87, died August 18, 2012. He was a former school board member in Rankin ESD 98, Pekin. Andrew E. Bauer, 90, died Sept. 22, 2012. He previously served on the Cissna Park CUSD 6 school board. Deborah L. Beshoar, 55, died August 28, 2012. She had served on the Morris CHSD 101 school board, including as board secretary, vice president and president. Donald C. “Don” Boyer, 95, died September 9, 2012. He was a former Casey school board member. 44
continued on page 43
THE ILLINOIS SCHOOL BOARD JOURNAL / NOVEMBER-DECEMBER 2012
ASK THE STAFF
As boards’ primary work, policy should matter by Brian Zumpf
uestion: Our district is inter-
apprising the members about cur-
ested in a Policy Manual Cus-
rent district practices and how new
Q
Brian Zumpf is
tomization to develop a new, up-to-date
The policy manual is a
policy directives will impact those
local school board policy manual.
powerful tool for the
practices. But ultimately, board pol-
consultant and
Why should board members be
board to convey to the
icy is the voice of the board, which
works out of the
involved in developing this manual?
district’s staff and
should reflect the intent of the board,
Association’s
because it was worked on by the board.
Lombard office.
Isn’t that what we hire IASB for? Why
community its
can’t IASB just work with our staff?
expectations for the
Answer: The Illinois School Code
IASB policy consultants work with a board during and after the pol-
gives school boards the power “[t]o
district, and its
icy manual development process to
adopt and enforce all necessary rules
promises with regard
aid boards in understanding policy
for the management and government
to those expectations.
requirements, intent and operation.
of the public schools of their district.”
Members of IASB’s Office of Gener-
[Section 10-20.5] It also provides that
al Counsel (responsible for drafting
“[t]he school board shall direct,
the sample policy content) are avail-
through policy, the superintendent
ties for board members to learn about
able to provide legal information and
in his or her charge of the adminis-
the district, but they also offer a board
legal resources.
tration of the school district … .”
the chance to include ends (mission,
The board attorney should be
[Section 10-16.7]
vision, and goals) in the district’s foun-
consulted when the board seeks legal
dational document.
advice concerning policy content and
The policy manual is where the
application.
board sets out its governance direc-
The policy manual is a powerful
tives for the district. Those directives
tool for the board to convey to the
Once the customization is com-
are then reviewed by administrators
district’s staff and community its
plete, IASB has tools such as PRESS
who create written administrative
expectations for the district, and its
and PRESS-Plus to help boards in
procedures in order for the district
promises with regard to those expec-
their policy maintenance work.
to “live” the board’s policy. At all times
tations. A board that limits its involve-
No matter what stage a board is
the board adopts policies, while
ment in the policy development or
at in its policy work, it is never alone.
the administration develops proce-
updating process to the final review
All of these people — from IASB pol-
dures to implement those policies.
and adoption of policies has given up
icy consultants and members of the
A board’s involvement in the pol-
a large part of its authority and respon-
office of general counsel to district
icy development process specifical-
sibility to people who were not elect-
administrative personnel and the
ly, and with board policy generally,
ed.
school district attorney — support
is beneficial to both the board and
Superintendents and other admin-
the board in what is unquestionably
the district. Not only are a board’s
istrators are instrumental in provid-
the work of the board: the board pol-
interactions with policy opportuni-
ing guidance to the board, including
icy manual.
an IASB policy
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
“Our challenge is to confront the reality of growing up in America today and to design in- and out-of-school supports that will allow children a fair shot at the American Dream.” Linda Darling-Hammond, director, Stanford University Center for Opportunity Policy in Education, blog at forumforeducation.org
“The person whose problems are all behind them is probably a school bus driver.” Anonymous
a school bus driver.” “Dear Lord, guide me and help me to transport my precious angels to and from school safely. Amen.” “Three good reasons to drive a school bus: June, July and August.” “Think of it as a big yellow station wagon with the back chock full of screaming kids. I call that my job. My daddy called that vacation.” Assorted quotes from www.schoolbusfleet.com.
“Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organization objectives. It is the fuel that allows common
people to attain uncommon results.” Andrew Carnegie, Scottish/American industrialist and philanthropist, 1835-1919
“Learning is a treasure that will follow its owner everywhere.” Chinese proverb
“Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” Albert Einstein, German-born theoretical physicist, 1879-1955
“Effective teamwork is all about making a good, well-balanced salad, not whipping individuals into a single batch of V8.” Sandra Richardson, from www.heartquotes.net
“In everyone’s life, at some time, our inner fire goes out. It is then burst into flame by an encounter with another human being. We should all be thankful for those people who rekindle the inner spirit.” Albert Schweitzer, German/French theologian, philosopher, physician and medial missionary, 1875-1965
“Teamwork: Simply stated, it is less me and more we.” Anonymous
“Only a school bus driver would turn their back on a bus load of kids.” “The person who gets into a cage full of lions impresses everyone except
“Why were all the flatscreens on pause?”