The Illinois School Board Journal by IASB Publications

J A N U A RY / F E B R U A RY

2 0 1 2

Vol. 80, No. 1

Reading: Pumping up the basics

READING • WRITING • ARITHMETIC • BEANS • BALLS • BUSES

ricular activities) and buses (trans-

issues involves weeds. The board’s

portation). Our focus, however, is to

expectation for the district might be

highlight ways that those discussions

to have a garden at every school. But

are occurring as board-level work,

board members should not be out

and not straying into territory that

pulling weeds to make sure the gar-

should be reserved for administra-

den is successful.

tors and staff.

An initial reaction might be that

hen choosing the subject mat-

At the Association, we often talk

talking about reading programs and

ter for the cover stories that

about school board members oper-

bus routes will get board members

appear in The Illinois School Board

ating from a balcony perspective.

too involved … that it puts them down

Journal, decisions often are based

That term comes from an essay writ-

on the dance floor or too much in the

on what might be the hot topic of the

ten in 1993 by Richard Broholm and

weeds. But there are specific ques-

day. Considering that many of the

Douglas Johnson: “A Balcony Per-

tions that board members must ask

articles are planned and contracted

spective: Clarifying the Trustee Role.”

in order make certain that their vision

months in advance, that puts com-

In the essay, the authors write

for the district is being interpreted

munications staff in the roles of futur-

the following about Ronald Heifetz,

correctly by administration and staff.

ists who try to answer this question:

who at that time taught at the JFK

Katheryn Gemberling, a nation-

What will board members want to

School of Government at Harvard

ally known consultant on data-dri-

read about and need to know six or

University:

ven leadership, worked with

eight months from now?

“In his leadership classes he uses

Association staff to develop IASB’s

Often our guess is right on tar-

the image of the balcony and the

Data First workshop. Providing data

get … sometimes we’re a few months

dance floor to illustrate the impor-

to board members is important to

behind what everyone has been talk-

tance of different vantage points for

help them in their decision mak-

ing about … other times we find our-

leaders. Because trustees [school

ing. But it does not give board mem-

selves stimulating conversation when

board members] are more emotion-

bers the right to get entangled in

it barely existed before.

ally distant from the day-to-day action

day-to-day operations that produced the data.

But in each case, even though

of the organization, they often are in

we announce in advance on the Table

a better position to see things from

Gemberling puts it this way:

of Contents page what our next two

a balcony perspective. They can

“Board members shouldn’t be down

issues will be, we always reserve the

observe the whole of the dance floor

in the weeds, but they need to know

right to change our minds to insert a

without getting caught up in the

how to recognize a weed.”

“hot topic” that needs to be aired.

dance.”

As we look at reading, writing,

But this year will be slightly dif-

The “dance” is a metaphor for

arithmetic, finances, extra-curricu-

ferent. This year, we have selected

the daily activities that occur in your

lar activities and transportation this

six topics in advance to look at what

school district: which lesson is taught

year, each issue will offer board-

we’re calling “the three R’s and the

on what day, which design should be

level, balcony-appropriate questions

three B’s of board work.” A similar

chosen for the new rugs in the

to ask in order to identify the posi-

approach was used in 2006 when The

teacher’s lounge, which bus should

tives in your district or to identify

Journal took a year-long look at IASB’s

be sent out on which route and at

areas that need improvement.

Foundational Principles of Effective

what time.

Governance.

So pull up your chair on the bal-

Those decisions are not ones

cony, resist the temptation to put on

Most board members should be

in which school board members should

your gardening gloves and prepare

familiar with these three R’s and three

be involved. The overarching goals

to learn more in January/February

B’s. They’re the six items that they

for the district around those areas,

about the “weeds” of increasing read-

spend much of their time discussing:

however, are board work.

ing proficiency from those who are

reading, writing, arithmetic, beans

Another metaphor that’s appro-

(finance), balls (sports and extracur-

priate for the differentiation of these

tending the garden in Peoria School District 150.

TABLE OF CONTENTS

COVER STORY 7 | Reading: Pumping up the basics Peoria SD 150 shares its multi-pronged approach to boost reading scores. Linda Dawson

8 | Sidebar: Every child reading, every district’s goal 10 | Sidebar: Questions board members should raise about reading 11 | Sidebar: What is a literacy coach?

FEATURE STORIES J A N U A R Y / F E B R U A R Y

4 | A parting view … Affordability, accessibility key to Association services

2 0 1 2

Vol. 80, No. 1

IASB’s executive director emeritus shares the third of five articles regarding the time he has spent with the Association. Michael D. Johnson

15 | Remembering JAC 2011; Looking to our 80th in 2012 Special conference pull-out section

22 | EAV declines, tax rates rise, so how do we explain it? Raising community awareness and communicating about tax issues are vital for school districts. Michael A. Jacoby and Rebecca Weidner

26 | Collaboration can remove fear, blame from board table School boards need to model what is expected regarding working together in the district. Stuart O. Yager

28 | The problem school boards have with the public The public needs to understand public education in order to support it. Michael Rochholz

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 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 March/April May/June

Second R: Writing Third R: Arithmetic

Cover by Corbin Design, Petersburg

BOILER ROOM

‘Made in America’ trumps shiny ‘bargain’ by “Gus”

Gus, the custodian at Eastside Grammar, is the creation of Richard W. Smelter, a retired school principal,

o start off, let me say that I’ve

event. You know how this works …

shiny, mass-produced ornaments sup-

never liked Mr. Fergus all that

the PTO arranges to have a novelty

plied by the novelty company. These

much. It’s not because he’s the rich-

company bring in all sorts of holiday

were generally in the two- to five-dol-

est man in town, it’s more the way he

gifts and decorations, so the children

lar range. If you bought five of them,

presents himself. He never says much,

can buy inexpensive presents for their

the sixth was thrown in for free. Quite

and always appears cold and detached

parents and siblings. After normal

a bargain. Capitalism at its best.

when greeting other folks.

school hours, it’s open to the public,

About 10 minutes after we arrived,

When he does speak, it’s always

and many parents stop by to spend

Mr. Fergus entered the room, accom-

now a Chicago-

in short, clipped sentences, and he

their money on a worthy cause. This

panied by his equally stern-looking

based college

appears to hold himself above the

time, the PTO was raising funds to

wife. (Of course, she was immacu-

instructor and

concerns of the rest of us. He always

help purchase new gym equipment.

lately attired in a mink coat.) They

author.

wears expensive, tailored silk suits

Our art teacher thought she’d

seemed to cast a pall over the place

wherever he goes, and seems to be

help out by having the older students

unwilling to drive any car under

make Christmas and Hanukah orna-

Fergus meandered around the

$100,000.

ments. All-in-all, the kids produced

room, carefully studying each table’s

Fergus made his fortune in real

more than 600 of them, ranging from

wares, and then stopped when he got

estate, and owns the building he oper-

the extremely beautiful down to …

to the art teacher’s table. I was close

ates out of … a massive, 10-floor struc-

well, let’s just say not quite so beau-

enough to hear what he said.

ture located in the heart of town,

tiful. These would be sold at Santa’s

which towers over the other build-

Workshop for one dollar apiece.

“You know, I place a rather large tree in the lobby of my building, and

ing on the block. He functions as land-

The wife and I stopped by the

many of my ornaments were broken

lord to the many lawyers, construction

school on a Wednesday evening, just

last year. I need to replace them. I

firms, doctors and dentists who rent

to support the PTO’s worthy effort.

see most of the factory-produced

his office space.

The “workshop” had been set up in

ornaments top out at about five dol-

Around the holiday season, he

Eastside’s multi-purpose room, and

lars each, while the ornaments the

places a huge Christmas tree in his

the whole place was filled with table

children made cost only one dollar.

main lobby. Last year, the tree fell

after table of inexpensive decorations

Why is that?”

over when it was being taken down,

and gift items. The art teacher and

breaking many of the expensive orna-

two of her students manned the table

ments. Many of us secretly chuckled

with the kids’ homemade stuff.

The art teacher didn’t know what to reply. “I tell you what,” Fergus con-

Sales were going steadily at the

tinued. “I’ll buy all of the students’

Just last month, our school host-

art teacher’s table, but not as steady

ornaments at six dollars apiece, pro-

ed its annual “Santa’s Workshop”

as she’d hoped. In competition were

viding you throw in the last one for

to ourselves.

… like Scrooge had paid us a visit.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

shrouded in a mist of uncertainty. I

free. I like a good deal.” The art teacher’s jaw dropped so low, I thought it would hit the floor.

worry, not only for my business, but for my country.

She had only sold 40 ornaments and

“But this? This is the clearest

had more than 550 left. She was about

choice I’ve made in my many years.

to make a small fortune for the PTO.

Should I purchase factory-produced

The sale concluded. Mr. Fergus

ornaments mindlessly cranked out

instructed the art teacher to box up

by some company in some country

his purchase and he’d have one of his

far distant from our shores, or orna-

many minions pick them up the next

ments made right here, in our home

day.

town, hand-crafted with hope and As he headed toward the door,

Immediate Past President Joseph Alesandrini

Vice President Karen Fisher

love by our own precious children?

the wife and I introduced ourselves.

“It’s a no brainer as they say. I

I felt a need to compliment him on

wish the rest of my life were as sim-

his generosity. I’ll never forget his

ple.” Mr. Fergus and his wife then pro-

reply.

President Carolyne Brooks

“You know, Gus, I’ve made a good

ceeded to their expensive car. I

deal of money over the years by buy-

watched them leave the building. In

ing and selling other people’s prop-

that moment, my feelings toward him

erty. Lately, with this economy, my

had changed. The two of them seemed

dealings have been rather risky. I now

to walk with a stately dignity.

have trouble seeing a clear choice.

I’m no longer envious of his lux-

Should I buy this property? Will it go

ury car and expensive clothes. If any-

up in value eventually, or tank? The

one deserves them, he does.

real estate business has become

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 Services 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. “Tutti! Hold the fruiti!” J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

FEATURE ARTICLE

A parting view … Affordability, accessibility key to Association services by Michael D. Johnson

Michael D. Johnson is

trict’s purpose.

ditor’s note: In September 2000,

Michael D. Johnson became

Just as boards continually define,

just the fifth full-time executive direc-

articulate and re-define their district

executive direc-

tor in the 98-year history of the Illi-

From the moment

ends, the Association staff is contin-

tor emeritus of

nois Association of School Boards. He retired from that role in May 2007

school board

ually reviewing all products and ser-

the Illinois Association of School

but returned in July 2007 as execu-

members are elected,

delivery and rolling out new initia-

Boards. This is

tive director emeritus to focus on the

they have to be

tives. By anticipating member needs,

part three of a

transition to a new executive and to

prepared to do

IASB can reach the greatest number

five-part series.

help with fundraising for the Association. He will relinquish that role

the job they were

and end 11-plus years of service with

elected to do.

of school boards and school board members, sometimes well before our members even realize the need for the service.

IASB in June 2012. This is the third of five articles

This process takes a lot of time

Johnson will write for The Jour-

and resources. We must stay on top

nal, outlining what he and the Asso-

of the issues, research best practices, train staff on the subject matter, pro-

ciation have done and where he believes both are heading. In this

quickly — on the job.

duce supporting materials, market

Fortunately for the 1,200 or more

the service, plan and stage events,

new board members who join the

and then help boards to document

From the moment school board

ranks of nearly 6,000 elected board

their participation and apply those

members are elected, they have to

members every other year, help is

practices in their home districts.

be prepared to do the job they were

available through a wide variety of

Many of IASB’s products, services

elected to do. There is virtually no

resources and services through the

and resources are well known. But

lag time between the election and the

Illinois Association of School Boards.

there are just as many that are not,

first vote they take as duly sworn

As the primary provider of pro-

or that may be used less often or by

issue, Johnson reviews the growth of Association services.

fessional development and materials

fewer members. And that’s OK. Illi-

Unless a new board member had

in Illinois, the Association is con-

nois is a diverse state, with 851 mem-

previous experience in boardroom

stantly reviewing its existing services

ber districts, ranging in size from 47

governance, protocol and procedure,

and deciding who gets what benefits

to 380,000 students, with budgets

not to mention a thorough ground-

for how much. Sound familiar? It’s

ranging from $622,000 to $5.8 bil-

ing in school law, finance, policy, etc.,

the same question board members

lion. We must be prepared to serve

they will have to learn — a lot and

face as they attempt to clarify the dis-

each of them.

trustees of their school district.

vices, looking to refine content and

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

Although I began this article by

meetings and other events.

building, goal setting, roles and respon-

addressing new board members, IASB

However, many of our services

sibilities, and superintendent evalu-

has an equal stake in serving veter-

are literally delivered to the district’s

ations. Executive searches worked

an board members, board presidents,

doorstep.

with 38 districts last year facilitating

board secretaries and superinten-

Field service directors, for exam-

their search for new superintendents.

dents. The Association also works

ple, facilitated 204 in-district work-

And our Targeting Achievement

with and supports services provided

shops last year, on topics such as team

Through Governance (TAG) staff

to school attorneys, school business officials, school administrators, educational administration professors, ROEs, the state board of education, special ed districts, school vendors and others working outside of the

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

central business office. As you can see, the scope of our services is virtually unlimited. But we are also keenly aware of our limitations. There is just so much time, money and staff to do these things. We also have to deliver services on a cost-recovery basis, i.e., much of the cost is incurred up front, well in advance of delivery or payment.

Executive

SearchES The Gold Standard of Executive Searches

Services are priced to be affordable for the district and individual board member because we know that many don’t or can’t budget significant dollars for professional development and supplemental services. That’s why it’s important that the Association’s revenues don’t rely entirely on member dues or fees charged for services (see the November-December article for IASB budget information). So just how much do our members use IASB services and resources? The Annual Report of Services for Fiscal Year 2011 showed that 3,058 board members attended at least one IASB event. The number who attend-

The IASB Executive Search Team… • Provides professional service in all aspects of the search process and beyond • Considers the “big picture” in the search process and school district governance • Acts with integrity and in the spirit of trust • Represents the interests of the client school boards • Assists in building an effective relationship with the new executive

ed three or more was 711. The same report showed that 693 superinten-

For information contact:

dents attended at least one event and

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

217 attended three or more. Attendance includes participation at work-

www.iasb.com/ executive

shops, the annual conference, division J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

spent multiple days with 15 districts

to help boards refresh their policies

that the IASB website averages 82,037

struggling with AYP targets.

against new legal citations and com-

page views per month? Last year,

pliance requirements. While policy

IASB also mailed out 2,431 election

subscriptions require additional fees,

packets before the election and 1,249

For example, last year 840 dis-

there are other publications made

new school board member packets

tricts subscribed to PRESS and/or

available as part of the district’s dues.

to candidates who were seated in

PRESS Plus. These services to update

Every board member and super-

and maintain board policies do not

intendent gets a copy of this maga-

IASB services and resources also

require staff visits, but are intended

zine, for example, but did you know

come in the form of representation,

Other Association services are delivered by mail or electronically.

April.

in the state capitol and at dozens of commissions, task forces and other agencies that regulate and legislate everything — or nearly everything — a district does or is prevented from doing. Last year, IASB lobbyists dis-

STAFF OFFICE OF THE EXECUTIVE DIRECTOR Michael L. Bartlett, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director 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 ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Associate Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Advocacy Cynthia Woods, Director IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940 www.iasb.com

BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Angie Peifer, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Targeting Achievement through Governance Debra Walden, Consultant 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

patched 42 timely reports to keep local districts on top of legislative and regulatory proposals. Our governmental relations staff not only attends every day the General Assembly is in session, but it also provides testimony and facts to key House and Senate committees and leadership. Our general counsel and her staff maintain a vigil on court decisions and regulations that have significant implications for school administrators and policy makers. These reports come in the form of recent court decisions, special guides and publications, columns and response to hundreds of member queries. This is an impressive array of

FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director

services for any non-profit organi-

Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director

them all, and if you stay in touch with

Policy Services Anna Lovern, Director Nancy Bohl, Consultant Andrea Dolgin, Consultant Jackie Griffith, Consultant Wayne Savageau, Consultant Brian Zumpf, Consultant

zation. I didn’t come close to listing the Association, there will be many more introduced in the coming months and years. No district or board member can use all of the services IASB offers. We understand that. Our goal is to make members aware of them so that when and if we are needed, you will know where to look or call. Next: The Board of Directors and Association governance

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

COVER STORY

Reading: Pumping up the basics by Linda Dawson

These time blocks, if implemented

“In typical classrooms, it is not

Spot, run. Spot is gorgeous.”

with diligence, should give the dis-

unusual to find that kids read and

The beginning of that sequence

trict a better than average “reading

write for as little as 10 percent of the

is what most people would recognize

vs. stuff” ratio, which is important,

day (30 minutes of reading and writ-

editorial services

as an early reading lesson. But wait

according to Richard Allington, a pro-

ing activity in a 300-minute, or five-

and editor of The

a minute. “Spot is gorgeous?” How

fessor of education at the University

hour, school day),” Allington wrote

Illinois School

does “gorgeous” fit into a kindergarten

of Tennessee. He defines “stuff” as

in 2002.

Board Journal.

or first-grade vocabulary?

all the other things that teachers have

Observations at two different

Very well, according to teachers

students do besides

schools in a number of classrooms

and reading experts at Peoria School

reading and writ-

proved to this author that District

“

ee Spot. See Spot run. Run,

District 150.

ing.

With the beginning of the 2011-

Linda Dawson is IASB director/

150 teachers are keeping students

12 school year, District 150 embarked on an orchestrated quest to pump up its reading scores on the Illinois Standard Achievement Test (ISAT). The multi-pronged approach is supported by teachers and tutors in the classroom all the way up through the superintendent and the school board. The basics of the change involve a daily dedicated 90 minutes of reading instruction throughout the elementary grades and an additional 45 minutes of grouped reading work every day. While the 90-minute reading block was in place before, it has now become sacrosanct. No student can be pulled out of that 90-minute reading block — not for speech, not for band, not for anything, according to Shameika Sykes-Patterson, the district’s literacy coach. J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

on their reading tasks … reading

change, except the math curriculum

10 years.

aloud, reading to each other and read-

Superintendent Grenita Lathan

(adopted in 2009) where the students

ing to find specific words, as well as

was hired in 2010 with a directive

were making progress, according to

sounding out words and writing new

from the school board to look at the

Sykes-Patterson and Rebecca Lind-

words in workbooks.

entire curriculum for improvements.

holm, director of Title I and Title III (English Language Learners).

Focusing on reading and not

“We looked at candidates with a

on “stuff” will be important to pump-

strong background in curriculum and

Reading was the first target.

ing up the district’s reading/literacy

instruction,” said Linda Butler, cur-

According to district AYP infor-

program, and it’s hoped that the extra

rent board president. “We wanted

mation, 64.9 percent of students met

reading efforts will pay off dividends

someone with operational skills as

or exceeded standards in reading in

in other subjects as well.

well as someone who would be com-

2010. However, when looking at sub-

mitted and dedicated.”

groups, those numbers fell to 56 per-

Current status

Lathan, who came to the district

cent of African-American students,

Peoria as a district is in “cor-

from San Diego and had worked pre-

50.6 percent for Limited English Pro-

rective action” under federal and state

viously in North Carolina and Oak

ficiency, 38.2 percent for students

No Child Left Behind laws. Of its 27

Forest, Illinois, fit the description.

with disabilities and 58 percent for

schools, 10 are in federal School

One of her first orders of business

economically disadvantaged. The Illi-

Improvement Status; only four do

was to use district personnel and vol-

nois AYP target for 2010 was 77.5 per-

not qualify for Title I funds. Three

unteers to evaluate every program,

cent.

middle schools and one primary school

including all extra-curriculars.

have been in improvement status for

Everything was fair game for

“Children of poverty coming into the district with a limited vocabu-

Every child reading, every district’s goal School boards craft mission statements that speak

books before they attend preschool or kindergarten.

to equal opportunities for all students and making cer-

• Provide strong early education. Set up high-quality

tain that each student develops to his or her full poten-

preschool and kindergarten programs that not only

tial.

introduce language skills and concepts of print, but That mission takes everyone, working together,

toward a common goal that often begins with the basics

• Give teachers the most help possible. Provide teach-

of reading. While the work contains some administra-

ers with new materials, tools, and strategies and exten-

tive directives, a number of the tips need the board’s

sive, ongoing and meaningful professional development

input in order to come to fruition.

to use them.

Policies regarding class size, professional develop-

• Keep the size of class for reading instruction in the

ment for teachers and parental involvement are three

primary grades low. Studies show that elementary-

areas that the board can directly influence.

age children do better when classes are 15 children to

To help improve student learning and achievement

one teacher. Some schools reduce class size by pro-

in reading, the Learning First Alliance offers these tips:

viding additional certified teachers, tutors, librarians,

• Work in your communities. Form family literacy pro-

special education teachers — during reading periods

grams for new parents and care-givers so that all children will develop a strong language base and love for 8

also include diagnostic tests for early intervention.

only. • Make first grade count. First grade is a very impor-

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

• Comprehension (understanding

lary, if tested, would qualify as ELL

If the student changes schools, the

students,” Lindholm said. And with

folder goes with the child and the

the district averaging one new fami-

lessons will be similar no matter which

ly a week, many of whom are ELL

building becomes the receiving school.

students, the need for better vocab-

Literacy is everyone’s responsi-

ulary and a focus on reading became

bility, not just reading teachers and

The district team looked at the

uppermost in everyone’s mind for

tutors, according to Sykes-Patterson.

“basal readers” or reading textbooks

improvement.

So over the summer, a district team

they had been using and concluded

what was read) • Vocabulary (word recognition and definitions) • Fluency (reading easily aloud)

“Response to Intervention” strate-

developed a new “balanced literacy

a more “robust” vocabulary program

gies, which identify individual stu-

framework” to be implemented at all

was needed. While the district will

dent weaknesses and help teachers

schools. It presents research-based,

still use its SRA/McGraw-Hill text-

implement immediate assistance,

common terminology for what the

books as supplements in the overall

already were being used across the

reading program should look like and

program, their vocabulary program

district. But Sykes-Patterson knew

sound like.

is being patterned after the work of

reading strategies needed to be con-

While it will remain a work in

Isabel Beck, a professor of education

sistent in order to make a difference.

progress, she said, it does address the

and senior scientist at the Universi-

Using a district-wide reading pro-

five basics of any good literacy program:

ty of Pittsburgh.

gram also addresses student mobil-

• Phonics (associating letters or groups of letters with sound)

ity issues, according to Lindholm. Teachers create an intervention fold-

• Phonemic awareness (hearing/iden-

er that tracks each student’s progress.

tifying small units of sound)

Beck stresses the need to develop students’ “sophisticated” or “tier two” words — words that are more common to written language and rar-

tant year in a student’s schooling because it’s when

ing with certified teachers or well-trained parapro-

children usually define themselves as good or poor

fessionals is best.

readers.

• Expect families to help. Children should spend addi-

• Base reading instruction and text selection on solid

tional time reading aloud and silently beyond what

research, using evidence, not ideology. Then provide

time permits during the school day. Ask parents to

explicit and systematic instruction in phonics and

have children read aloud to them for 20 to 30 minutes

exposure to rich literature, both fiction and non-fiction.

daily in first grade. Help families choose materials that

• Write and read together. Creative and interpretive

interest their child and that match his or her reading

writing instruction that begins in kindergarten will help build reading competence and practice.

level. • Pull out all the stops in second grade and beyond. Give

• Test often on what the child is taught in class. Con-

special attention to children who are not reading well

tinuous assessment is the only way teachers will know

at the end of first grade so that you can strengthen

how fast children learn and what individual needs

their language skills and reading ability.

must be met. Informal assessments can be daily, with regular testing every six to 10 weeks. • Step in immediately if there’s a problem. For those

From the Learning First Alliance website at http://www.learningfirst.org/publications/reading/tipsforschools

children who experience problems, one-to-one tutorJ A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

er for young children’s oral language. Beck’s work references a study by M.K. Smith in 1941, “Measurement of the Size of General English Vocabulary,” which found that high achieving third graders had vocabularies about equal to the lowest-performing 12th graders. Beck also cites a 2001 study by literacy expert Louisa C. Moats that says linguistically “poor” first graders know about 5,000 words,

Pamela Tow, a literacy coach at Hines Elementary School in Peoria SD 150, helps second graders get started with their group reading assignment for the morning.

compared to the linguistically “rich” who know about 20,000 words when they’re learning the basics. Beck also cites two other studies, one by Betty Hart and Todd Rise-

about being assigned to the “blue-

ever, are vastly different. Principals

ly in 1995 and another by Andrew

birds” or “cardinals” or similar groups

and teachers hope that the fluidity

Biemiller in 1999, which both found

of readers. Such groupings tended to

of the groups keeps students from

that once gaps become established

put students in tracks that were often

thinking they are ahead of or behind

in vocabulary, it becomes more dif-

difficult to break out of, and like

their peers in reading.

ficult to make the situation better.

Biemiller’s vocabulary gaps, they per-

Principal Jamie Brown at Peo-

petuated reading gaps among stu-

ria’s Hines Elementary School said

dents.

her teachers hold grade-level meet-

Fluid groupings When many adults think of ele-

The new daily 45-minute group

ings once a week to move students

mentary reading programs, they think

reading blocks at District 150, how-

in and out of reading groups. “About

Questions board members should raise about reading School board members should maintain their “balcony perspective” when it comes to district programs, like the new literacy program in Peoria SD 150. However, board members also need to ask the proper questions of administration to make certain that what is being implemented follows the direction that the board has set

Are teachers using relevant examples for students? What sources of research are teachers using to base their reading strategies? Do our reading programs address various learning styles? Have our reading teachers gone through Ruby Payne

for the district. Sharon Full-Love worked with SD 150 a few years ago to increase involvement with Title I parents. A former Illinois State Board of Education employee and Title I consultant, she offers the following questions that boards should be asking their superintendent

or another form of poverty training? Are our programs based on whole word reading, phonics or a mix? What percent of their day do teachers actually spend on reading instruction? “If board members don’t ask the right questions,”

regarding reading programs: Are the teachers from different grade levels talking to other grade levels about how and what they teach 10

students?

Full-Love said, “the district can wind up with a two million dollar reading program that it doesn’t need.”

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

every 10 lessons we need to change

August 22, Sykes-Patterson said that

Shameika (Sykes-Patterson) can go

groups,” she said.

she was proud of District 150 teach-

through programs with them and not

In any one classroom, students

ers for getting a new program up and

be concerned about the amount of

may have five options for small group

running that quickly. Staff, teachers

time allotted.”

work: reading to themselves, read-

and tutors worked together to admin-

These in-depth explanations also

ing to someone, listening to someone

ister a placement test to each and

give the community the transparen-

else read, word work or computer

every student in kindergarten through

cy and information that they have

work.

third grade to ensure a correct begin-

been asking for, she added.

“We can see a change in the building,” Brown said. “We’re seeing few-

ning placement within the core literacy program.

made and what is yet to come. But

er discipline problems because students feel successful when they are doing things at their own level.”

Superintendent Lathan is excited about the changes that are being

At the board level

she also knows that in order to make

In order to keep track of the cur-

a difference, the district — from the

At Peoria’s Thomas Jefferson

riculum changes that are being imple-

board down to the teachers — must

School, Principal Patsy Santen uses

mented, the District 150 board has

follow the plan that has been creat-

an organizational chart to show by

modified its own meeting schedule.

ed.

color what time each grade level has

While the board still meets twice a

“This has to be done with fideli-

group reading. It takes great accura-

month, one meeting is devoted to

ty,” Lathan said. To achieve that fideli-

cy to make certain that the three Title

business with a 10-minute slot allot-

ty in the classroom, the district is

I tutors who are in the building from

ted for teacher or student presenta-

providing professional development

8 a.m. until noon are being used exact-

tions. The other meeting allots from

for teachers and principals on the

ly where they are needed. The tutors

30 minutes to two hours for individ-

new balanced literacy program, doing

have repurposed janitorial carts to

ual program presentations and dis-

walk-throughs in classrooms to observe

organize the supplies that are tak-

cussion topics.

progress and implementing coach-

en from classroom to classroom.

“We really want the board to see

ing where help is needed.

Inside the classroom, and in just

how this is working,” board president

She knows that everyone in the

about every nook and cranny avail-

Butler said. “Becky (Lindholm) and

district must have buy-in if they

able, tutors and teachers work with small student groups. The tutors, Santen said, are all certified teachers who have retired from the district. On a recent visit, one group was writing and learning letters and sounds;

What is a literacy coach?

another was writing words. None of

According to the International Reading Association (IRA), a literacy

them seemed aware of whether their

coach — or reading coach — is a reading specialist who focuses on pro-

work was associated with interven-

viding professional development for teachers by giving them the addition-

tion strategies or enrichment. Test-

al support needed to implement instructional programs and practices.

ing and grade-level meetings will

Literacy coaching implies that the person supports all aspects of lan-

determine which groups students will

guage arts — reading, writing and language development — and is a more

be assigned to next.

all-encompassing term.

All this testing and grouping does

The IRA has set the following qualifications for literacy coaches:

take time. Santen said the second

• Previous teaching experience

week in October was the first week

• Master’s degree with concentration in reading education

for group work at Thomas Jefferson.

• Minimum of 24 graduate semester hours in reading and language arts and

While that might seem late for a district that welcomed students back on

related courses • An additional six semester hours of supervised practicum experience

J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

are to be successful … and that means

pull down the morale of the entire

following the new reading program.

class.”

is checked off as complete. With multiple schools in cor-

“You can’t tweak and water down

With the new balanced literacy

rective action, the improvements

a program if you don’t like the parts,”

program, students who need help will

can’t come any too soon, according to Lindholm, Lathan and Butler. “Our children deserve it,” Lindhom said. “We can’t wait any longer.” “We want it to happen overnight,”

Superintendent Lathan is excited about the changes that are being made and what is yet to come. But she also knows that in order to

Lathan said. “It should have been yesterday,” Butler added.

make a difference, the district — from the board down to the teachers — must follow the plan that has been created.

Lathan said. “In order to make a dif-

get it, while those who are already on

ference, we must follow the plan cre-

grade level or above won’t be held

ated.”

back.

“We want our students to be ready

The district’s ambitious three-

to move into the world on a global

year strategic plan is available at

perspective,” Butler said. But that

http://www.psd150.org, and shows

won’t happen if they can’t read.

much work remains to be complet-

“In a class of 24 [children],” Lath-

ed by 2014. But the important strat-

an said, “if 10 to 12 are behind, it can

egy of creating a new literacy program

References Richard Allington, The Six Ts of Effective Elementary Literacy Instruction, 2002, http://www.ldonline.org/article/96/ Isabel Beck, “Bringing Words to Life in Kindergarten and First Grade Classrooms,” http://www.prel.org/programs/rel/vocabularyforum/beck.pdf Andrew Biemiller, Language and Reading Success, 1999 Betty Hart and Todd Risely, Meaningful Differences in the Everyday Experience of Young American Children, 1995 Literacy Coaching Clearinghouse, http://www.literacycoaching online. org/aboutus/literacy_coach.html

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

PRACTICAL PR

Social media can offer a different conversation by Faith Behr

Faith Behr owns Behr Communi-

ow many residents attend dis-

boards that announce events and

trict board meetings? Forums?

accomplishments.

When a single tweet retweeted puts the district’s and/or the board’s

It may be difficult to persuade

thoughts in front of thousands of

You may have seen attendance

some to jump into social media —

people, you’re able to help set the

ing in school

dwindling at these face-to-face events,

the fear of negative feedback or

agenda in the community conver-

public relations

but there’s another perhaps more

unleashed criticism can be daunting.

sation. With a school district’s will-

and public affairs.

powerful way to have a conversation

Yet, the positives are many.

ingness to be open with its

She is a former

with your constituents: social media.

Many conversations about your

cations, specializ-

Informal meet-and-greets?

constituents, the level of trust will undoubtedly go up.

Social media is an effective way

board and school district already are

with the Illinois

to interact with time-strapped par-

on Facebook and out in the “twit-

Chapter of the

ents, residents and voters. You can

terverse.” If your district moderates

National School

share news, get a sense of what your

those discussions with a trained

A district can converse with the

constituents want and engage in a

administrator or PR professional,

community in different ways, depend-

conversation. You can also share the

and provides rationale for its deci-

ing on the social media used. Because

complexities and nuances of board

sions, a much better understanding

board members and staff have dif-

duties, champion a new program,

of board and staff work should result,

ferent roles, their use of social media

help your audience make sense of

creating more advocates for your

is bound to be different as well.

complex material and get input for

schools.

vice-president

Public Relations Associations, and blogs and tweets on school public relations at www.behrcommunications.com and @faithbehr.

Columns are submitted by members of

Distinct uses

Using personal social media

In the public’s eye, isn’t it better

accounts to comment about job

In the last year, many more school

to address criticism rather than to

responsibilities and professional

districts have boarded the social media

dodge it? Credibility can increase

duties should be approached with

bus, using Facebook, Twitter, YouTube,

when district supporters — possibly

some degree of caution. A Novem-

blogs and more.

your key communicators — jump

ber opinion by the Illinois Attorney

With the ability to spread news

into the conversation to defend or

General’s office ruled that “electronic

faster than ever, it’s a medium many

enlighten the critics. Beware how-

communications pertaining to pub-

people have embraced. Yet, schools

ever: credibility can also decrease

lic business which are sent from or

and boards can go beyond using the

if the criticism is not addressed with

received by an electronic device

tools simply as marquees or bulletin

a well thought out response that fol-

owned by a member of a public body,

lows the district’s mission, vision and

rather than the public body itself,

goals. Reponses should always be well

are public records which are subject

crafted with answers that come from

to disclosure” under Illinois’ Free-

the appropriate person, area or depart-

dom of Information Act. The con-

ment.

clusion was that what makes a record

planning.

J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

“public” is not determined by the devise used but “whether it was prepared in conducting the affairs of government.” Within the confines of the Open Meetings Act, board members could tweet or post on Facebook how they

Editor’s note: Consult the board attorney before engaging in district-wide social media use. This area of law is unprecedented and unsettled because social media platforms change continually and their use will trigger individual constitutional rights and many other state and federal statutes. For board members, social media use could also trigger the Illinois Open Meetings Act.

prepare for a meeting, what they’re currently reading about education or relate their experiences at the school board conference. They should

reading to a first-grade class. For

changed and the rigor of the cur-

not, however, interpret this as a license

parents, these would be their eyes

riculum?

to create or respond as an individual

into the school. Or, an IT director

to board actions.

could blog about the benefits of new

District staff, however, may have

parent connection software. An art

A communications professional

more latitude, whether they are using

teacher could upload photos of stu-

can help the district determine which

personal or district accounts. A band

dent creations to her art blog. The

function will be most effective. And

director could tweet about the chal-

superintendent could ask staff mem-

each school district needs to deter-

lenges and gratefulness of preparing

bers for thoughts via an internal

mine which function works best for

200 students for a spring concert. A

social media platform.

them and how it fits within district

principal can tweet about attendance

Social media can advance and

at a concert or athletic event, or

create awareness of specific brands

Social media in school districts

or departments within the organiza-

are not without challenges. Clear poli-

tion: think curriculum, human

cies and practices must be in place

resources or individual schools. The

on how the platforms are adminis-

district’s communications director

tered and the difference between per-

could live tweet about actions or dis-

sonal and professional personas.

cussion during a board meeting. With

Check your district policy manual to

proper notice and assistance from

see if the board has adopted a social

legal counsel, board members could

media policy for staff, or contact IASB

hold a virtual forum on twitter to

if the district needs help with sam-

respond to questions. Photos of pub-

ple policy language.

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.

Is this for us?

goals.

lic, school-sponsored events could

Plans and procedures need to

be posted on Facebook, asking oth-

outline what content is posted and

ers to do the same.

by whom. Staff and users need to be

To communicate broad interests,

trained, managed and monitored.

or specific program and policy inter-

Efforts should be measured and

ests, think about an official school

reworked and measured again.

district account. Staff could upload

In this way, school boards and

video snippets of board members’

school districts can connect with

comments from a meeting on a key

constituents in a unique and strong

topic onto YouTube. An adminis-

way.

trator might tweet or blog while adher-

And when you board the social

ing to a student schedule for the day.

media bus, also be prepared to lis-

How better to see the challenges a

ten.

student faces, how education has

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

Remembering JAC 2011

Looking to our 80th in 2012

Each year, downtown Chicago’s hustle and bustle provide an appropriate backdrop for the energy and excitement of the IASB/IASA/IASBO Joint Annual Conference. This year’s 79th conference was no different and yet there were, and will always be, slight changes from year to year. More than 11,000 people attended this year’s conference, up 14 percent from last year. Eighty-five percent of IASB’s 851 member school districts sent at least one representative to learn and be motivated. With 110 panel sessions, 220 exhibitors, seven preconference workshops, five tours of Chicago charter schools, specific strands for board secretaries, school attorneys, administrators and business officials, and opportunities to network with peers for a full weekend, the conference has become one of the nation’s premier educational offerings … larger even than the national school boards’ annual conference. The 2011 conference in Chicago featured three of the most exciting general session presentations in recent years. On Friday, Wes Moore

Wes Moore greets a long line waiting for books and autographs.

City lights provide a beautiful backdrop for the Joint Annual Conference.

brought the national challenges facing education to the school leaders in Illinois. “The greatest national security threat right now is that education is not part of the country’s priorities,” Moore said. He spoke of the very thin line that exists between success and failure for many of the nation’s young people, and illustrated it by referencing his book, The Other Wes Moore. The book chronicles another young man who shares his name but who ended up in prison after a jewelry store robbery that resulted in the death of an off-duty police officer. Had it not been for expectations — both his own and those of his family — he feels he might have been that man in prison. “For many kids, it’s just one decision or intervention away from failure,” he said, and school leaders can help students set higher expectations for themselves. After the presentation, Moore autographed books for a long line of those who had been motivated by his remarks. The experience of Saturday’s general session was one that may keep attendees talking for a long time. The musical drama troupe StandUP! Change Teen Statistics brought the everyday problems that teens face to life for those who profess to want to

ABOVE: Brooks Coleman Jr. keeps his Sunday morning crowd in stitches. RIGHT: Shari Mulvany, foreground, and Cindi Allender assist with conference registration.

Stand Up! Change Teen Statistics portray problems of today’s youth.

make a difference in their lives. School board members and administrators were asked to stand up to support teens in confronting the problems of teen pregnancy, sexually transmitted diseases, illegal drugs, teen suicide and hate crimes. The group tours to schools and education-related gatherings, offering the 50-minute show. The performance had been advertised as not being suitable for a young audience or to anyone easily offended, but few left the program and many were heard talking about the power of the message and asking how they could get the group to perform in their area. And Sunday … what can you say about an uptempo Southern drawl that kept the audience laughing and engaged for a rollicking look at how to be a hero for education? Brooks Coleman Jr., a Georgia state legislator whose background is in education, drew in his audience with stories from his childhood, his days in the classroom and his escapades in the Georgia House. He offered the audience five “sure-fire” steps to help schools and school leaders improve, but his real message was one of time: “If mommas and daddies would all give their children twice as much time and love, we could change education tomorrow.” In 2012, attendees can expect the same quality programming but with added excitement as the JAC reaches a new milestone: 80 years of joint educational

Donna McCaw, Western Illinois University, works her “magic” at the secretaries’ opening session.

opportunities for members of the three sponsoring Associations. Be certain to watch all year long in the Illinois School Board Newsbulletin and at www.iasb.com/jac12 for information regarding panel proposals and award application deadlines, online registration and housing information, and preview publications. And while you can find handouts from the 2011 conference on IASB’s Members-Only website, there’s so much more than just words on the page to be learned by attending in person. Please consider attending in the fall and modeling professional development for your staff and students. A hearty thank you to all who attended in 2011. We hope to see you back in 2012!

TOP: Board members confer between sessions. BELOW: Sunday morning sessions are a time to network over coffee.

LEFT: Dottie Crews, left, New Berlin CUSD 16, accepts the 2011 Holly Jack Award from Carolyne D. Brooks, IASB president, East Richland CUSD 1.

IASB•IASA•IASBO 80th Joint Annual Conference

November 16-18, 2012

Milestones

continued from page 32

ly ill, he came to his last board meeting to cast his vote in favor of the budget. Charles F. “Chuck” DeBruler, 92, Palm Beach Gardens, Florida, a former resident of Libertyville, died July 22, 2011. He had served on the Libertyville SD 70 school board and the Condell Hospital Board. He had been a farmer, real estate broker selling farms and then a contractor and developer. Janice M. “Jan” DeTaeye, 73, Moline, died October 19, 2011. She was a former Moline USD 40 board member and past president and also a founding member of the Moline Schools Foundation. She had been inducted into the Sherrard School Academic Hall of Fame and had taught at United Township High School, Rock Island, and in the Moline school district. Wilburn E. “Web” Donnan, 88, Ashland, formerly of Lawndale, died September 23, 2011. A retired grain and livestock farmer, he had served on the Lawndale Grade School and Beason High School boards. Thomas J. Drew, 68, Walton, died October 24, 2011. He had served on the Amboy School Board for 10 years and had been Marion Township Clerk for four years. A life-long farmer, he owned and operated the Walton Elevator Company from 1968 until his retirement in 2009. Larry M. Evers, 64, Dwight, died November 9, 2011. Evers was a former

school board member in Dwight. He was vice president, trust officer and farm manager of the First National Bank of Dwight for almost 40 years. Lois Lea (Tendick) Ford, 87, Greenfield, died September 25, 2011. She taught in Greenfield for 23 years, teaching home economics from 1947 to 1952, and then from 1967 to 1985, and served on the Greenfield School Board for 12 years. She was salutatorian of Greenfield’s class of 1942 and attended college at Illinois State and later the University of Illinois. Lita Grabeklis, 89, Rock Falls, died October 7, 2011. She served on the Rock Falls SD13 school board for six years in the 1980s. She began her teaching career as an assistant kindergarten teacher in the 1950s. In 1963, she received a master’s degree in special education and guidance from Northern Illinois University. She taught in Rock Falls elementary schools for 29 years and had been honored as the Whiteside County Teacher of the Year. Grabeklis was a candidate for Congress in the mid-’80s and served as the Northwest Division legislative chair for IASB. Vincent J. Grober, 80, Seneca, died November 2, 2011. He worked as a teacher, assistant principal, principal and then superintendent at Seneca High School from 1958 to 1986. He was the mayor of Seneca from 1988 to 1994. William Wesley Grover, 85, Creston, died November 9, 2011. Grover was on the DeKalb County school board for several years.

J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

He was a lifetime farmer and a substitute rural letter carrier in the DeKalb area. Howard A. Johnson, 82, Yorkville, died September 25, 2011. He began his teaching career for five years at the Yorkville High School, then went on to teach for 30 years at Joliet Central High School, where for 17 years he served as Dean of Students, until his retirement. During this time he was a member of the Yorkville CUSD 15 school board. Helen M. Lateer, 88, Savoy, died October 12, 2011. She served as a member of the Champaign CUSD 4 board during the late 1960s. She was a social worker for the Illinois Department of Children and Family Services for 25 years, licensing foster homes and daycare facilities. Allen Marquiss, 96, Bement, died October 9, 2011. He had served on the Cerro Gordo CUSD 100 board. Marquiss retired as owner-operator of Marquiss Construction Company and was also a retired farmer. James Phillip McKee, 65, Mt. Zion, died September 1, 2011. He served on the Mt. Zion CUSD 3 board from 1983 until 1991, and from 1993 to 2009, and had been president, vice president and secretary of the board. An electrician, he was a member of IBEW Local 146 for 40 years. Joseph T. Mendoza, 79, Aurora, died October 8, 2011. He had served on the East Aurora school board. He was a member of the Knights of Columbus and was involved in various organizations, including past president and 19

charter member of the Montgomery Lions Club. William Neal “Bill” Mitchel, 74, Ingraham, died September 19, 2011. A former member of the Ingraham and Clay City school boards, he worked many years for Union Oil Company and enjoyed farming. Kathleen P. Moran, 61, Trenton, died October 31, 2011. She served on the school board for Wesclin School District, and on her local Church Council. She was a retired circuit judge of the Fourth Judicial Circuit and had spent 16 years on the bench. Thomas J. “Tom” Mussatt, 83, Riverton, died October 24, 2011. He served on the Riverton CUSD 14 school board for many years. He had been employed as an engineer for Sangamo Electric and Dickey John Corp. Robert M. Orwig, 88, Pekin, formerly of Delavan, died October 15, 2011. He had been a member of the Delavan CUSD 703 school board, serving as president for two years. He was owner/operator of the Robert Orwig Insurance Agency for 30 years. Robert F. Reusché, 83, Lake Forest, died November 15, 2011. Reusché was a former president of the Lake Forest District 115 school board. He retired 20

as vice chairman of the Northern Trust Company in 1990 after a 39-year career in the trust department, including 18 years at its helm. He and his wife created the Robert and Mary Reusché Humanities Scholar Endowed Scholarship Fund at his alma mater, The Ohio State University. Eugene D. “Gene” Roinas, 76, Creston, died September 24, 2011. He was a former school board member for Creston CCSD 161. An electrician employed by IBEW Local 364, Roinas also was a member of the Creston Village Board and the Creston Booster Club. John “Jack” Schwemm, 77, Downers Grove, died October 28, 2011. He was elected to the Downers Grove GSD 58 board in the 1960s, serving as board president in later years. A 1959 graduate of the University of Michigan Law School, he joined the law offices of Sidley and Austin in Chicago and worked on the merger of the Great Northern and Union Pacific railroads. He joined the law department of R.R. Donnelley and Sons in 1965, later became president and chairman. During his chairmanship, he also served on the boards of Walgreens and USG Corporation. He was also a trustee of Northwestern University. James H. “Jim” Scott, 81, Moline, died November 5, 2011. He had served as a member and president of the Moline School Board. He worked for John Deere for 32 years, retiring as manager/financial services, East Moline. During retirement he remained very closely associated with John Deere by serving

as a director of the Corporation of Retired Employees and as a company tour guide. Julian J. Smith, 83, Pekin, died September 26, 2011. He was a member of the Pekin CHSD 303 board for eight years, serving two terms as president. He also was elected to the Regional Board of School Trustees and was president of that board for a number of years. He retired from Caterpillar in 1987 after 35 years of service in product support management. Larry Snow, 61, Lynn, Massachusetts, formerly of Lake in the Hills, died October 12, 2011. He was a Consolidated School District 158 board member from 2005 to 2009. He was a software salesman for Green Hills Software. Previously he had earned a degree as a chemical engineer from Worcester Polytechnic Institute, and had worked for Schering Plough. Lester Harold Sterchi, 88, Dundas, died October 8, 2011. He had been a member of the East Richland CUSD 1 board and was past president of German Mutual Insurance Company. He was also a retired farmer and had worked as a rural postal carrier. Virgil Arthur Suhre, 82, Alhambra, died October 4, 2011. He served 15 years on the Highland CUSD 5 board and was board secretary for 13 years. He was a rural mail carrier for the U.S. Postal Service for 37 years, retiring in 1991. He was also a volunteer fireman,

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

and was a dispatcher for the Alhambra Fire Department 911 service. Alan G. “Bud” Tucker, 65, East Peoria, died October 23, 2011. He was a past president of the East Peoria CHSD 209 board. Tucker was previously the owner of Tucker’s Express in East Peoria and had worked for 35 years at Burklund Distributors in East Peoria. He also served on the Tazewell County Special Education Board. Gilbert P. “Gib” Weidler, 94, Mount Olive, died October 19, 2011. He served nine years as a member of the Mt. Olive CUSD 5 board. He retired from Amoco Oil Refinery in 1977 after 37 years, and also worked for Mt. Olive Brick & Tile, Meyer Beverage and Kroger. The Illinois School Board Journal welcomes news about or from Illinois school leaders. News may include but need not be limited to accomplishments, changes in position or duties, retirement, death and other milestones related to board/district duties. For more information about submitting news items, phone the Communications Department at 217/528-9688, ext. 1138, or e-mail gadkins@iasb. com.

IASB Policy Services Using technology to enhance your board effectiveness through online services, such as ... PRESS, the IASB policy and procedure information and updating service — A calendar year subscription to PRESS provides easy Internet access 24/7 to sample board policies and administrative procedures, links to legal references and cross references, and an excellent search engine.

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Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688 Ext. 1245 or 1125 ldiprima@iasb.com or alovern@iasb.com

J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

FEATURE ARTICLE

EAV declines, tax rates rise, so how do we explain it? by Michael A. Jacoby & Rebecca Weidner

Michael A. Jacoby is the

ow that property values in most

impact of this for a local property

(up or down) of all other parcels with-

communities are in decline

owner can be the sad reality of the

in the jurisdiction of the local taxing body.

since the real estate bubble burst sev-

loss of value in his or her property

executive direc-

eral years ago, a new reality is emerg-

corresponding with a higher tax rate

Transparency is difficult to come

tor of the Illinois

ing in districts subject to the Property

to produce an aggregate tax exten-

by as these equations are extremely

Association of

Tax Extension Limitation Law

sion that matches the increase in CPI.

detailed. In addition, many separate

School Business

(PTELL). With declining values and

An additional complication is

and distinct entities such as town-

Officials, based

a continuing increase in the consumer

that local property taxes are the aggre-

ship assessors, county assessors, coun-

in DeKalb.

price index (CPI), district tax rates

gate mix of residential, commercial

ty clerks, the Department of Revenue,

Rebecca

are increasing proportionately. The

and industrial values. So, even if a

the Property Tax Appeal Board and

Weidner is a

parcel changes in value, the rate

other local governmental entities are

copywriter on

associated with that parcel is con-

responsible for determining the vari-

Illinois ASBO’s marketing team. This article was sent to Illinois ASBO members

nected to the value

ables that make up the tax bill. In light of this emerging issue,

changes

legislators introduced legislation that would establish additional caps on local extensions where aggregate property values were decreasing. While

in November

those efforts (HB 3793/SB 2073)

and is used with

sounded good to taxpayers, the rhetoric

permission.

around them — though loudly spoken — was full of half-truths. Nothing in these bills would have guaranteed lower tax bills for residents, and the decline in services (police, fire, municipal, schools, parks, etc.) could have been devastating to communities. HB 3793 was defeated resoundingly (34-75) in early November. But just because the bill is dead, school districts should not relax efforts to address value and tax relationships with their communities.

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

Several years ago, the CPI was at 0.1 percent, which was nearly the

averaging 9 percent.

was able to go into the community

• Three districts came in anticipa-

and explain the issue.

zero percent proposed, and the inci-

tion of this issue in the future.

dence of declining values and increas-

• On average, in the second and third

the community was starting to become

year of decline, districts experi-

more aware, with a few districts begin-

enced an increased tax rate of

ning to get some calls from press and

around 4 percent.

community members.

ing tax rates was still present. Illinois already has a significant equity gap between districts and set-

In most represented districts,

As districts were not yet feel-

ting an additional cap only on some for reasons that may not even be asso-

ing heavy pressure from outside forces,

Community awareness

ciated with residential property val-

The first logical question was:

participants decided that planning

ues, would simply exacerbate the

“What kind of dialogue has there been

and preparing now for how to com-

issue. With more than 60 percent

on the issue?”

municate about this issue was necessary. Thus, the following list of Top

of all school funding in Illinois depen-

The majority in attendance had

dent on local property taxes and with

already begun preliminary discus-

ever decreasing financial support

sions with their boards, although

Communicate early. Making

from state and federal resources, such

depending on the background and

board and communities aware of the

an additional cap would severely

experience of board members, the

emerging issue is seen as the first

impact the quality of instruction for

level of understanding varied. The

and most important action a lead-

our children and erode the one thing

best scenario was an active board that

ership team can take. This should

10 Best Practices emerged:

that contributes to higher property values — excellent schools. In response to this growing problem, Illinois ASBO gathered various district leaders who were already experiencing or anticipating declin-

IMPORTANT COMPLIANCE UPDATE!

ing EAV and increasing tax rates for

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a discussion group. Out of this time-

Research has shown that districts are being charged excessive fees on the programs offered to participants along with little to no monitoring/due diligence causing major compliance concerns.

ly and relevant discussion, emerged a list of 10 best practices for districts that may be experiencing or looking toward this issue.

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the discussion group:

• Addresses TPA Compliance & Fiduciary Concerns

• Six were experiencing their first

• Full Transparency and Accountability

year of declining EAV and increas-

• All Low Cost, No Load Mutual Funds

ing tax rates. They saw an average

• On-Going Monitoring of Investments, “BEST IN CLASS” Options

decline in EAV of around 7 percent with the resulting average tax rate increases of 14 percent. • Five were in their second year, with an average EAV decline of 3 percent in the first year and around 6 percent in the second year. • Two represented districts that were

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in their third year of declining EAV, J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

not be a surprise when tax bills are

AVAILABLE MID-JANUARY 2012

distributed! Limit “defensive” or “protective” levies. When values were increasing and new property was emerging at

MANDATORY BOARD TRAINING

record rates, districts often responded by levying in excess of what they expected to receive. This protected against an under-levy and permanent losses in extension. Now that values are decreasing, the CPI may be a better measure for anticipating the increase in levy requests. Staying below the 5 percent level also eliminates the need for public hearings on the tax levy. In the end, the CPI is going to determine the actual extension, so why ponder something greater if not necessary? Some districts are

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abiding by the “Truth in Taxation” procedure even if the levy is less than 5 percent, which is something to consider. Place tax rates in a long-range context. This means showing the current rate in light of the long-term rate trends. Since most property taxpayers only understand the current rate against their current value, it is good for them to see the rate changes over the last 10 to 20 years when the typical impact of PTELL was to lower rates or keep them steady. Communicate about PTAB. When

Who must receive the training?

an adverse decision is rendered by

• Every school board member elected for a term beginning AFTER June 13, 2011 • Every school board member appointed after June 13, 2011 to fill a vacancy of at least one year’s duration The training must be completed by June 13, 2012 OR within the first year of the board member’s first term.

the Property Tax Appeal Board, it is best to publicly communicate the impact as soon as practicable. This mitigates a misunderstanding of the shift of tax burden between corporate and industrial and residential taxes.

To register: visit http://www.iasb.com/ training/onlinelearning.cfm in mid-January 2012.

Interact with assessors. A practical step is to interact with assessors so that districts can know what their targets are for assessment and

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

the impact triennial or quadrennial

lose extension for the education or

raising of statutory rate limits and

assessments will have when imple-

other operating funds.

PTAB recovery.

‘De-geeking’ the issue

more carefully at the Cook County

A future issue may be to look

mented. Compare current rates to voter approved rates. Again, the impact

The idea of creating simpler expla-

multiplier and the necessity of pro-

of PTELL over time has been to reduce tax rates well below those rates already approved by voters. Comparing current rates to the voter-approved rates will often show that the rate is still lower than the community agreed it would embrace through referendum. Adopt levies early. Several districts in Cook County have adopted

Make no promises. In prior economic time, it was quite common to make tax rate promises when presenting a referendum to the community. Now that the volatility of local values is quite real, it is prudent to refrain from those types of commitments.

levies earlier in the fiscal year in order to have that discussion take place in the community outside of the time when tax bills from the prior year levy are being received. Since property taxes are almost always perceived cessing a levy under the tax cap.

as onerous, discussing a future levy

nations so that the board and com-

at the same time as residents are pay-

munity members could more easily

Illinois ASBO will continue to

ing the current tax can be problem-

understand the complexity of this

watch for issues such as this that may

atic.

issue is a challenge for every school

lend to future discussion groups and

leader. Suggestions include:

look for ways to aid districts with their

• Clarify that the district levies dol-

many challenges.

Have proactive dialogue. Discussing options in advance with a board of education can mitigate a

lars as opposed to a rate.

reactive decision regarding levies,

• Create easy to understand graphics.

rates and budgets.

• Produce a series of short, simple

Make no promises. In prior eco-

communications so stakeholders

nomic time, it was quite common to

can understand all the moving

make tax rate promises when pre-

parts.

senting a referendum to the com-

• Use simple “cause and effect” illus-

munity. Now that the volatility of local

trations, i.e., “If we levy X dollars,

values is quite real, it is prudent to

our budget will look like X in the

refrain from those types of commit-

long term and the typical tax bill

ments.

will change by X.”

Abate and restructure debt. While this is an option to lower the over-

What’s next?

all tax rate, it can be used only spar-

Many policy-related issues were

ingly and restructuring can happen

suggested in the discussion. Illi-

only once. However, if the options

nois ASBO has already begun to

are to restructure or abate versus low-

address some, and will continue to

ering the levy for operating funds,

explore them more specifically through

it is a better option to lower the bond

the Delegate Advisory Assembly.

and interest rate than permanently

These include: TIF transparency, the

J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

“Can I change my schedule from shop to ANYTHING else?” 25

FEATURE ARTICLE

Collaboration can remove fear, blame from board table by Stuart O. Yager

Stuart O. Yager is an associate professor of educational leadership at Western Illinois University in Macomb.

ooking back at my years as a

school superintendent, sever-

have to say until they know you care.” “Who you are speaks so loudly

al old sayings come to

that people may not hear what you

mind:

have to say.”

“They won’t care what you

they observe before they hear what is spoken. • And, while deliberating at the board table, citizens observe the true

“The true character of a man is

character of board members as

seen when he is given power.”

they exercise the power that has

These quotes truly relate to education for the following reasons:

been given to them by the voters. School board members model

• Caring first

what is expected in the district regard-

about others

ing collaboration by the way they

is at the heart

treat each other at the board table.

of collaboration

When board members don’t care about

in school districts,

each other, dysfunction sets in, time

and collaboration is

is wasted at the board table, and morale

the most important

is impacted negatively throughout

part of an effective school.

the district. In times of financial unrest, it is

• Citizens

easy for boards to be consumed by

school districts

fear: fear of failure, fear of declining

look at individ-

enrollments, fear of state funding

ual board mem-

shortages, fear of not making AYP,

bers and assign

fear of contract negotiations, fear

values based on

of negative media coverage and fear

the

of community outrage.

actions

Two flawed reactions in coping with fear are (1) to blame employee groups within the district or (2) to blame each other while at or away from the board table. By blaming teachers, boards quickly establish an adversarial relationship and realistic solutions to calm fears are fre-

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

quently squelched.

Striving for quality

members or the superintendent. The

Remember the 1970s when

The most successful boards under-

superintendent should participate

domestic manufacturers blamed U.S.

stand that the best way to improve

alongside the board during the ses-

workers when Japanese competitors

all aspects of the district is to mod-

sions, which should be led by a neu-

began to take market share? It took

el cooperation and collaboration.

tral, independent facilitator.

decades before most U.S. manufac-

They believe deep down that it is a

Second, look carefully at con-

turing companies understood the

people-help-people world, not a dog-

tract negotiations strategy and move

importance of the teachings of W.

eat-dog world.

away from a positional approach and

Edwards Deming and Total Quality

If your board is not a “quality

toward interest-based bargaining. An

Management. We learned that indus-

board,” fear not, because you can

interest-based approach models open-

try’s failure was not in its workers but

improve.

ness, trust and inclusion. The best

Several things can help move

interest-based strategy is sponsored

your board toward quality function-

by the National Education Associa-

ing.

tion and has shown success nation-

in the system under which they labored. When boards point blame fingers at each other it’s like circling the

First, look at board training

wagons and firing inward. Often this

through low threat/high challenge

coping mechanism becomes a tactic

board retreats and workshops. These

led by bully board members preying

workshops should not be led by board

wide. Finally, model the love of learncontinued on page 31

on weaker, softer spoken board members. The bully board member hurls insults during public meetings at the other board members who aren’t aligned with the same thinking or opinion. Even worse, bully board members hold meetings before the meeting to strategize and plot against other

Division Meetings

board members. Bully board members are really no different than a bully on a playground at an elementary school. School boards must realize that they have to bully-proof their

Did you benefit from the Joint Annual Conference? Or were you unable to attend?

board before they can expect to see bully-proofed schools. Quality boards, on the other hand, view themselves as a trusting team. They can agree to disagree without becoming disagreeable. These boards understand that they model the vision. They understand that how they treat each oth-

Learning is not just a once-a-year opportunity. Attend IASB Division Dinner Meetings and Division Governing Board Meetings. Continue learning closer to home. Division meetings allow you to network, develop professionally, recognize peers, participate in association governance and learn about IASB resources.

er at the board table models how administrators should treat employees, how teachers should treat students, and ultimately how students

For locations near you, visit www.iasb.com and click on Events Calendar.

should treat each other. J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

FEATURE ARTICLE

The problem school boards have with the public by Michael Rochholz

This article, written by Michael

s a school board member for

of poor performance for it. But school

education reform policies that cen-

10 years, I have frequently asked

boards don’t get such understanding.

ter on high-stakes standardized tests.

myself: Does the public really under-

So how do we get the public to

Schoolcraft Community Schools,

Rochholz, board

stand the public education system?

understand what’s truly taking place

where I serve, is a small school serv-

president for

How it works? How many daily suc-

in public schools?

ing a diverse student body of more

Schoolcraft

cesses take place? How different

Highlighting the thousands of

(Michigan) Com-

school is today from when they were

student success stories is a start, but

munity Schools,

once students?

it’s not enough. The public must ful-

My board constantly encourages

ly realize and appreciate the value of

citizens to visit our schools, attend

a public education.

events and experience what’s hap-

Based on my board work and the

appeared in the

than 1,100 students in Kalamazoo County.

August 25, 2011,

public education initiatives I’ve been

online edition of

involved in at the local, state and fed-

Perhaps if more people were aware

pening first-hand. We pay particular

The Washington

eral levels, I see that the public does-

of all the student successes, the bash-

attention to highlighting our vision

n’t know enough about public

ing would end, the unfair and unre-

of a child, family and community cen-

education and, therefore, is not insist-

alistic reforms would stop, and the

tered public education. We annual-

ing on adequate representation in

sheer volume of unproven education

ly conduct a board self-assessment

the political and policy arenas. It’s

choices would disappear.

to ensure that we are adhering to high

Post as part of an ongoing column sharing project with education writer Valerie Strauss. The arti-

easy for others to bash public edu-

Most parents can’t tell you what

cation when there’s no one to defend

score their child received on their

it.

standards, and we tell success stories at every opportunity.

last standardized test, the name of

The Schoolcraft board led the

cle is used with

The truth is that while some

their school’s curriculum program,

district by providing our teachers the

her permission.

school boards breed public cynicism

the pay scale of teachers or how boards

tools they need to help students

through their actions or inaction, the

determine policy. And most com-

achieve higher knowledge; by pro-

vast majority work extremely hard

munity members can’t tell you how

viding opportunities and choices for

to provide excellent tools and out-

schools are funded, structured or

our students, which has increased

comes for their administrators, teach-

evaluated.

student involvement and expecta-

ers and students through vision- and

tions; and, by interacting with our

teacher who inspires, how their con-

community to discover ways to engage

Many boards acknowledge the

cerns are addressed, what a school

them.

need for improvement, but that very

does for their neighborhood, the prin-

The education landscape is turn-

act is often misconstrued as a lack of

cipal who knows every kid’s name,

ing into a free-for-all for politicians,

performance or quality. Private busi-

and the dream for kids to become

billionaires and movie producers who

nesses, of course, are always seeking

successful and happy adults. But all

seem insistent on creating new,

improvements and are not accused

of this is given short shrift by today’s

unproven systems of education choic-

data-driven policies.

What they do care about is the

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

es and assessment. The only way this will be reversed is if regular citizens stand up for public education and learn what they must know to participate and insist on policies that reflect community realities and the needs of all children. It is time for people to stop believing that standardized test scores mean much, or that media spin is accurate. Please encourage your community members to visit a local school, attend a board meeting, get to know the staff and ask questions. Tell them to see what schools offer, seek out the facts, talk to a student and form their own opinions.

DID YOUR

BOARD FULFILL ITS POLICY ROLE IN 2011

Ask the staff continued from inside back cover

with an August 1 deadline to enter. This was the first year to recognize recipients in IASB’s School Board Governance Recognition program, which acknowledges school boards that learn and practice effective governance behaviors as identified

the

Association’s

Foundational Principles of Effective Governance. The primary focus of the program is on full board development and participation rather than individual board member efforts, which are recognized by IASB’s Master Board Member program and the LeaderShop Academy. These governance awards are good for two years, but will be awarded annually. For more information, log in to IASB’s Members-Only site and learn about the program at http://members. iasb.com/involvement/bdrecog-

DID YOU ADDRESS ✔Identity Protection ✔ Concussions ✔Home and Hospital Instruction ✔ Personal Technology and Social Media ✔ Care of Students with Diabetes ✔ Freedom of Information Act (FOIA) ✔ Performance Evaluation Reform Act & Education Reform “Senate Bill 7”

A PRESS subscription allows subscribers to download sample policies, exhibits and administrative procedures regarding these and many other new and revised laws and regulations. Go to www.iasb.com today!

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nition. pdf. J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Architectural, construction management and roof consulting. Lombard - 630/495-1900; website: http://www.arconassoc. com; e-mail: marketing@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 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/ BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: rdewar@cannondesign.com CM ENGINEERING — 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 DAHLQUIST AND LUTZOW ARCHITECTS, LTD. — Architects and engineers. Elgin - 847/742-4063; Hinsdale - 630/230-0420; website: http://www.dlaltd.com; e-mail: elgin@dahlquistandlutzow.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075

DLR GROUP, INC. — Educational facility design. Chicago - 312/382-9980 ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design, with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com GRAHAM & HYDE ARCHITECTS, INC. — Architectural services. Springfield - 217/787-9380 GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com HUFF ARCHITECTURAL GROUP, INC. — Architects, engineers, construction managers and school consultants. Springfield - 217/698-8250; Champaign 217/352-5887 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KJWW ENGINEERING CONSULTANTS — Facility assessments, infrastructure master planning, acoustical engineering, architectural lighting, construction administration, systems commissioning. Naperville - 630/753-8500 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; webite: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. — HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515 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 PSA-DEWBERRY — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com

RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield 217/585-9111; e-mail: sartiarch@sartiarch.com WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: http://www.wightco.com; e-mail: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899;. Fairview Heights - 618/624-2080; website: http:// www.ittnerarchitects.com; e-mail: debbiek@ittner architects.com WRIGHT & ASSOCIATES, INC. — Architecture, construction management. Metamora - 309/367-2924

Building Construction BOVIS LEND LEASE — Construction Management/ Program Management. Chicago - 312/245-1000 CORE CONSTRUCTION SERVICES OF ILLINOIS, INC. — Professional construction management, design-build and general contracting services. Morton - 309/266-9768 FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison - 630/ 628-8500 HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 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 PROFESSIONAL CONSTRUCTION MANAGEMENT, INC. — Construction management. Mundelein - 847/ 382-3680 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full service Construction Management General Contractor with a primary focus on educational facilitiesd. Wood Dale - 630/860-7333 S.M. WILSON & CO. — Construction management and general construction services. 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; website: http://www. turnerconstruction.com; e-mail: 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

RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

Collaboration continued from page 27 ing at the board table. Schools are all

else in the district should treat each

by fear or scared to make decisions.

about learning, and a board that learns

other.

They don’t sit paralyzed and afraid

together demonstrates a school dis-

Remember the old saying, “You’re

to move or speak up. They are win-

trict’s core purpose. Read and study

perfectly set up for the results you’re

ners and risk takers and know that

a book or article together. Share cur-

getting”? Well, if you don’t like the

their winning attitude and the way

rent events at the start of the board

results you’re getting, you need to

they treat those around them per-

meeting and ask thoughtful questions

change the way you’re set up.

meates down throughout the team.

of each other.

Look at the way you deliberate

They surround themselves with trust-

As schools in America move for-

at the board table and decide if that’s

ing others who collaborate and strate-

ward with all of the fear and tension

that kind of role model you want to

gize together.

in America, board members need to

be.

Board members have an oppor-

step up and realize that they model

Board members are like coach-

tunity to move their districts into an

what the district stands for and

es. Some coaches coach not to lose.

exciting future and they must do it

believes in. How board members

Some coaches coach to win. Those

first with what they model at the board

treat each other at the board table

who coach to win are not consumed

table.

gives the example of how everyone

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility management systems, automatic temperature controls, access control systems, energy saving solutions; sales, engineering, installation, commissioning and service. Rockford - 815/227-4000; Springfield 217/529-3111; Toll-Free - 866/ALPHA-01 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 ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo – 314/548-4136,Arlington Heights 847/797-4954; e-mail: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259 MECHANICAL INCORPORATED — New construction, renovation, comprehensive and basic preventative maintenance service contracts. Freeport - 815/ 235-1955; Hillside - 708/449-8080; Rockford - 815/ 398-1973; Fox Lake - 847/973-1123; website: www. mechinc.com; e-mail: pattie@mechinc.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

ROBERT W. BAIRD & CO. INC. — Financial consulting; debt issuance; referendum assistance. St. Charles - 630/584-4994; website: http://www.rwbaird. com; e-mail: whepworth@rwbaird.com

RCM LABORATORIES, INC. — Environmental, health and safety services. Countryside - 708/485-8600

SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: dphillips@speerfinancial.com

SECURITY ALARM CORPORATION — Security Systems & Fire Alarm Systems. 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

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

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

WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: ehennessy@williamblair.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

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

FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington - 309/829-3311; e-mail: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: http://www.gorenzcpa.com; e-mail: tcustis@gorenz cpa.com HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: rbergland@hsemuni.com; rcoyne @hsemuni.com

J A N U A R Y- F E B R U A R Y 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

Human Resource Consulting

Insurance HINZ CLAIM MANAGEMENT, INC. — Third party administrator for workers comp and insurance claims. Chicago - 800/654-9504

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

Milestones

William Fowler, a former member of the Eldorado CUSD 4 board, was honored in October for his 33 years of service. State Rep. Brandon Phelps introduced House Resolution 472 to honor Fowler, who retired from the board last spring. It had been a tradition in the district that the board meeting did not end until Fowler decided it was time and made the motion. He also has served 45 years as a precinct committeeman and eight years on the Saline County Board, as well as serving on oth32

Pi er og

Corinne Pierog, a St. Charles CUSD 303 board member, will run in the March primary for State Senate in the newly reconfigured 25th district. She owns Sustainable Leadership Solutions, a consulting company specializing in leadership development. She holds an MBA from Chicago’s Roosevelt University and a master’s degree from San Francisco State University. Pierog chairs District 303’s policy committee and is the board liaison to the Norris Recreation Center and the St. Charles Housing Commission.

Richard Slocum, former West Aurora School Board president, will run for the State Senate in the 25th district in the March primary. A resident of Sugar Grove, Slocum was on the West Aurora board from 1991 through 2007 and served as president his last four years. He received his undergraduate degree from Western Illinois University and law degree from Drake University in Des Moines. He practices family, estate, business and real estate law in Aurora.

Sheri Doniger, vice-president of the Niles THSD 219 school board, has been named one of the Top 25 Women in Dentistry by Dental Products Report. She operates a solo dental practice in Lincolnwood, and is editor of the Chronicle, an online newsletter offered by the American Association of Women Dentists. The award also recognizes Doniger for her volunteer work. In addition to serving on the school board since 2003, she is also a member of the Village of Lincolnwood Police and Fire Commission.

er local boards and associations.

Norman Bobins, the longest-serving member of the Chicago Board of Education, was honored in October when a portion of 54th Place on the city’s southwest side just outside Eric Solorio Academy High School was renamed “Norman R. Bobins Place.” Bobins, who stepped down from the board earlier in 2011, had been appointed in 1995. He is past president and CEO of LaSalle Bank.

In memoriam James L. Althoff Sr., 83, McHenry, died November 8, 2011. He served on the McHenry CHSD 156 board from 1967 to 1979. He founded Althoff Industries, a heating and air conditioning

firm, in 1962 and also served on the Illinois Board of Governors of Higher Education board from 1980-91. Larry Lee Barnett, 64, Springfield, died November 11, 2011. Barnett served two terms on the Greenview school board. He was a sales representative and account manager for Maxwell House Coffee and Kraft Foods for 30 years and later sold real estate. Martha Baumberger, 98, formerly of Evanston, died October 2, 2011. She had served three terms on the Evanston District 65 board, including serving as president. She retired to Hilton Head Island, South Carolina, in 1978. Nye Fulton Bouslog, 91, Macomb, died September 29, 2011. He had served 12 years on the Macomb CUSD 185 board. Bouslog was the farm advisor for the University of Illinois Extension Service, later working at Union National Bank of Macomb, the U of I and selling real estate. John L. Copley, 62, a Jersey CUSD 100 board member for 11 years, died October 2, 2011. He was a meat and poultry inspector for the Illinois Department of Agriculture. Even though gravecontinued on page 19

T H E I L L I N O I S S C H O O L B O A R D J O U R N A L / J A N U A R Y- F E B R U A R Y 2 0 1 2

ASK THE STAFF

Nomination procedures vary in award programs by Linda Dawson

uestion: We saw a number of

tion projects. Awards at three lev-

dation Governance Committee, board

awards being presented at the

els are given for new construction as

of directors, immediate family of those

2011 IASB/IASA/IASBO Joint Annu-

well as additions and school renova-

two bodies and previous award win-

al Conference in Chicago. What are

tions: awards of distinction, awards

ners are not eligible.

these awards and how can we nom-

of merit and honorable mention. Entry

The Thomas Lay Burroughs

inate someone for next year?

forms are mailed and posted at

Award has been presented by the Illi-

Illinois School

Answer: The awards presented

www.iasb.com each June, with a

nois State Board of Education since

Board Journal.

at conference represent the efforts

deadline for entries in late July. Entries

1991 to an outstanding school board

of a number of different organiza-

then are evaluated on a blind basis

president and is named for the late

tions. They recognize the efforts of

by a team of district superintendents

ISBE chairman who also was presi-

local school board members, admin-

and architects who do not have pro-

dent of the Collinsville CUSD 10 board

istrators, staff and school architects.

jects entered for the year.

of education. It recognizes extraor-

Here is a rundown of the awards, who

The Superintendent of the Year

dinary educational leadership at the

presents them and the deadlines for

award is presented by the Illinois

local level, including the following

next year:

Association of School Administra-

leadership criteria: on behalf of

The David Binotti Risk Manage-

tors, and the recipient also becomes

improved student learning and edu-

ment Award is presented each year

eligible for the American Association

cational excellence; in resolving a

to an Illinois school district by Work-

of School Administrators award, which

crisis or major difficulty; and on behalf

ers’ Compensation Self Insurance

is given out each February. Nomina-

of equal education opportunities.

(WCSIT). It honors a district that

tion forms are available on IASA’s

Applications are available at http://

shows a commitment to risk man-

website (www.iasaedu.org) on June

www.isbe.net/pdf/burroughs_award.p

agement and loss control through

1 and are due at IASA offices in Spring-

df, and are due by mid- to late Octo-

participation with the program. Win-

field by the close of business on Sep-

ber.

ning districts are selected by the man-

tember 30.

The Holly Jack Outstanding Ser-

agers and claims company that

The Ronald E. Everett Illinois

vice Award named its third recipient

provide services to WCSIT and ISDA.

ASBO Distinguished Service Award

at the 2011 Joint Annual Conference.

They receive a plaque and a tree that

is named for the organization’s for-

The award recognizes the accom-

is planted on their property to remind

mer executive director to recog-

plishments of a school district sec-

them of the importance of reducing

nize diligence, superior performance

retary and is named for a long-time

the incidence of accidents.

and achievements in service to the

IASB administrative assistant in the

Each year, IASB Service Associ-

school business profession. Nomi-

Lombard office, Holly Jack, who died

ates sponsors the Exhibition of Edu-

nation forms are available on the orga-

in 2008. Nomination forms are mailed

cational Environments to recognize

nization’s website at www.iasbo.org

to districts in mid-March as well as

architects and school districts for

and are due by December 15 each

being available at www.iasb.com,

their outstanding school construc-

year. Members of Illinois ASBO’s Foun-

continued on page 29

Linda Dawson is IASB director/ editorial services and editor of The

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

“What a school thinks about its library is a measure of what it thinks about education.” Harold Howe II, former U.S. Commissioner of Education under President Lyndon Johnson, 1918-2002

“Reading is to the mind what exercise is to the body.” Sir Richard Steele, Irish writer and politician, 1672-1729

“I cannot live without books.”

“Who dares to teach must never cease to learn.” John Cotton Dana, American librarian and museum director, 1856-1929

“Nothing is so contagious as enthusiasm.”

“Those who get lost on the way to school will never find their way through life.” German proverb

Thomas Jefferson, third U.S. president, 1743-1826

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Theodor Seuss Geisel (Dr. Seuss), American author, 1904-1991

“We shouldn’t teach great books; we should teach a love of reading.” B.F. Skinner, American behaviorist and author, 1904-1990

“Learning is like rowing upstream: not to advance is to drop back.” Chinese Proverb

“People learn something every day, and a lot of times it’s that what they learned the day before was wrong.” William E. “Bill” Vaughan, syndicated columnist, 1915-1977

“Gratitude is the best attitude.” Author unknown

“Oh boy!”

Samuel Taylor Coleridge, English poet, literary critic and philosopher, 1772-1834