Illinois School Board Journal July-August 2013 by IASB Publications

J U L Y / A U G U S T

2 0 1 3

Vol. 81, No. 3

Technology in the classroom It’s not a matter of ‘if’ but ‘when’ and ‘how’

PLUS: CONFERENCE TIME • IASB HISTORY PART IV • FLYING CLASSROOM

like this comes with a price tag. One

address more specific aspects of class-

of the questions is: who provides the

room technology. Earlier this year,

devices; students or schools? Not all

the National School Boards Associa-

students or districts can afford to pro-

tion chose THSD 214 in Arlington

vide and maintain laptops, tablets,

Heights as one of just four districts

echnology use in the class-

“smart phones,” and white boards.

for its annual Technology Site Visits.

room is rapidly changing how

This dilemma can lead to a “digital

The visit was designed for teachers,

we are teaching, how children are

divide” between students and between

principals, technology specialists,

learning, and how school districts

schools.

and school board members to learn

are spending their resources. But

And if students are allowed or

from the local school board and admin-

how effective is it? What are the

expected to provide the device, dis-

istration how technology and mobile

costs? What are the benefits? And

tricts must be prepared to manage

computing are being supported in

what are the consequences if we

content access, limit social networking

District 214 (Page 16).

don’t prioritize or invest in educa-

abuses and eliminate opportunities

Another local district explores

tion technology?

for cheating. Discussion about stu-

the impact of classroom technology

Those are the questions our cov-

dent-owned technology starts at the

in the “Practical PR” column (Page

er story poses for this issue of The

board level. According to IASB’s Gen-

28). Northbrook School District 27

Illinois School Board Journal. A lack

eral Counsel, “the reality that tech-

discusses the value of student col-

of funding, bandwidth, technical sup-

nology is almost an appendage to most

laboration and how the variety of

port, mobile devices, software, teacher

students and educators underscores

technology resources allows teach-

acceptance, and district policies are

the major reason fueling demand for

ers to differentiate to meet the needs

among the reasons that more stu-

a bring-your-own-device, or BYOD

of the students.

dents are not using technology more

policy.” The Association’s legal coun-

Of course, technology is not just

often at school. Each and all of these

sel suggests, however, that before

reforming the classroom. In the “Ask

reasons are legitimate, but at what

adopting a BYOD policy and imple-

the Staff” column (inside back cov-

point do reasons become excuses?

menting a BYOD program, school offi-

er), we learn that technology is also

The fact is that students are chang-

cials should consider how the policy

helping to make time and resource

ing the game and many already own

and program fits into the district’s

intensive work-products of the school

and know how to use these new tools.

mission statement for instruction,

board, namely, the board meeting

According to research conducted by

because “this type of policy purpose

packet, and a distributable version

the U.S. Department of Education,

will be different for each board and

of the board policy manual, easier

teachers nearly universally agree that

its community, mainly because each

and more cost effective to create and

tablets and other personal devices

community has different philoso-

update. Regardless of which vendor

actually have been shown to improve

phies and needs.”

or service is used, an important ques-

class participation, which is signifi-

The cover story also reviews

tion for board members to ask is not

cant, given that student motivation

“smart board” technology and band-

just the cost of the service, but the

is one of the biggest challenges for

width access issues. This article is by

cost savings that the use of technol-

educators.

no means a comprehensive review

ogy may generate beyond the service

Classroom technology is empow-

of the subject. It may, however, help

itself.

ering students to take control of their

to start the conversation in districts

And in case you didn’t know it,

own learning, and as the author of

where little is being done, or where

you can now read this magazine cov-

this article suggests, transforming

technology investment has been post-

er to cover with our new page-turn-

students into explorers and teachers

poned or may be feared.

ing software: http://issuu.com/iasb

into guides. Of course, technology

Additional articles in this issue

editor.

TABLE OF CONTENTS

COVER STORY 14 | Technology in the classroom: It’s not a matter of ‘if’ but ‘when’ and ‘how’ Technology is rapidly changing how we are teaching, how children are learning and how school districts are spending their resources. But how effective is it? What are the costs? What are the benefits? And what are the consequences if we don’t prioritize or invest in education technology? Alice Armstrong

16 | Sidebar: NSBA technology site visit opens eyes 25 | Sidebar: Television instruction in 1961

FEATURE STORIES J

Vol. 81, No. 4

2 | Centennial celebration … Expansion of services, offices and staff in a time of economic limitations When Harold Seamon succeeded in B.B. Burgess as executive director in 1972, he led an Association staff of seven. Within the next two decades, the IASB staff would expend to more than 60 full- and part-time employees. Gary Adkins

8 | The Joint Annual Conference: Why attend? Now is the time to consider attending the 2013 Joint Annual Conference. This article reviews the purpose, benefits and costs, and how to plan for and share the conference experience. James Russell

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.

REGULAR FEATURES Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

James Russell, Associate Executive Director Linda Dawson, Editor

Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Gary Adkins, Contributing Editor Dana Heckrodt, Advertising Manager

Ask the Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

TOPICS FOR UPCOMING ISSUES September/October November/December

PERA in depth Member survey results

Cover by Corbin Design, Petersburg

FEATURE ARTICLE

Centennial celebration ...

Expansion of services, offices and staff in a time of new economic limitations by Gary Adkins

Expansion was the watchword Gary Adkins is

at IASB during the 20-year period

IASB director of

from 1973 to 1992.

editorial services

In this era, IASB’s Chicago-area

Part IV — 1973-1992 This is the fourth in a year-long series that will detail the history of the Illinois Association of School Boards from its inception

and editor of

and Springfield offices were relocat-

The Illinois

ed several times in pursuit of more

School Board

space to house more people. When

Newsbulletin

Harold P. Seamon succeeded B.B.

that “No person in the United States

04a024ecf7a4/uploads/SOTW_A_

Burgess as executive director on July

shall, on the basis of sex, be exclud-

Nation_at_Risk_1983.pdf) engen-

1, 1973, he led an Association staff

ed from participation in, be denied

dered numerous local, state and fed-

of seven. Within the next two decades,

the benefits of, or be subjected to dis-

eral reform efforts. It listed 38

however, the IASB staff would expand

crimination under any education pro-

recommendations for change, includ-

to more than 60 full- and part-time

gram or activity receiving federal

ing setting higher standards and expec-

employees. This phenomenal growth

financial assistance...” and the 1974

tations, and raising graduation

was in response to numerous new

Women’s Educational Equity Act,

requirements in various content areas.

programs and new services devel-

which outlined protections from dis-

Its recommendations on Content and

oped to meet increasing membership

crimination against women in edu-

Standards were basically as follows:

needs.

cation, and was intended to combat

• Content: “4 years of English; (b) 3

sex-role stereotyping in elementary

years of mathematics; (c) 3 years

and secondary schools primarily.

of science; (d) 3 years of social stud-

Nationally, the period saw growing social turmoil, major economic

in 1913 through its 100th anniversary on December 13, 2013.

crises, the impeachment and resig-

The field of K-12 education was

ies; and (e) one-half year of com-

nation of a president, as well as the

significantly altered with the release

puter science” for high school

climax of and end to the war in Viet-

in 1983 of a landmark report by the

students.” The report also recom-

nam. The early 1970s also marked a

National Commission on Excellence

mended that students work toward

significant shift in social and politi-

in Education, called A Nation at Risk.

proficiency in a foreign language

cal attitudes toward women. These

The report contributed to a growing

starting in the elementary grades.

changes culminated in several land-

(and still prevalent) public belief that

• Standards and Expectations: warn-

mark educational equality laws passed

America’s schools were failing, par-

ing against grade inflation, the

by Congress. Education equality laws

ticularly when it comes to meeting

report recommended that colleges

included, among others, Title IX in

the nation’s need for a world-class

increase their standards for admis-

1972, which required more equal

competitive workforce. The report

sions and that society toughen stan-

treatment of women in school and

(online at http://datacenter.spps.org/

dardized achievement exams at

collegiate sports and stated, in part,

sites/2259653e-ffb3-45ba-8fd6-

“major transition points from one

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 U LY- A U G U S T 2 0 1 3

level of schooling to another and

teachers (which was finally approved

particularly from high school to

by the Illinois legislature in 2012, in

college or work.”

the Performance Evaluation Reform

A Nation at Risk was assessed

Act, or PERA).

for its effectiveness 25 years later by

A Nation at Risk may also have

a nonpartisan organization called

helped to set the stage for the Chica-

Strong American Schools, looking

go reform law enacted in 1988, which

for progress toward the goals listed

called for electing local school coun-

in the report. The organization’s analy-

cils to help govern neighborhood

sis stated: “While the national con-

schools in the city, and other major

versation about education would

changes such as giving school prin-

never be the same, stunningly few of

cipals more authority. Recognizing

the Commission’s recommendations

these councils as school governance

actually have been enacted.”

bodies, IASB helped train their mem-

But A Nation at Risk likely did play a key role in setting the stage in

bers through visits to many city schools.

Illinois for a package of education

The Association’s relationship

reform legislation signed into law just

with the state continued to change

three years later, covering a wide

in this era. A major demarcation point

range of issues. Among the key con-

in that relationship was crossed in

cerns of the 1985 reforms was teacher

1974 with Illinois implementing a

tenure, which was amended to pro-

constitutional changeover that had

vide an expanded teacher remedia-

been adopted in 1970 to move to a

tion process designed to allow

17-member appointed state board of

increased flexibility in the dismissal

education. The new board featured

of ineffective teachers.

a large professional staff, replacing

Under this provision of the new

the former elected chief state school

tenure law, teachers who had been

officer, who had a much smaller staff

rated as unsatisfactory and failed

of assistants. This change was made

to satisfy a specific remediation plan

under requirements of Article X of

were subject to dismissal. Although

the Illinois Constitution of 1970.

this appeared to increase the ability

IASB made a presentation about

of boards to terminate poor-performing

the Association in 1974 to the first

teachers, in reality it did little. Since

members appointed to the new Illi-

boards of education still had to pro-

nois State Board of Education, who

vide detailed documentation of inef-

included IASB past-president Robert

fective teaching performance, the

Jamieson. Then Governor Dan Walk-

change proved more cosmetic than

er even hosted a breakfast for mem-

substantive. Research data subse-

bers of the IASB Board of Directors

quent to implementation of the 1985

at the executive mansion and engaged

legislation showed that annually an

the directors in a lively discussion

average of just one out of every 930

about the new state board and about

Illinois tenured teachers was placed

issues in school finance.

on remediation. Political pressure

Major school-related issues dur-

continued to build for giving school

ing these years included: rising school

boards more authority to dismiss bad

transportation and heating costs as

J U LY- A U G U S T 2 0 1 3 / 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

President Carolyne Brooks

Treasurer Dale Hansen

Vice President Karen Fisher

Immediate Past President Joseph Alesandrini

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern Rob Luttrell

Cook South TBD

Starved Rock Simon Kampwerth Jr.

Cook West TBD

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

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

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

Kishwaukee Mary Stith

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

to the teacher shortages of the pre-

the education budget. The IASB Board

IASB presidents

ceding era, Illinois teacher ranks held

of Directors voted unanimously at its

steady for these 20 years; in fact, the

March 23, 1974, meeting to pursue

1972-73

Edward C. Epstein, Crete-Monee

total number of full-time public school

full funding of the resource equaliz-

1974-75

Myron W. Clark, Wheaton

teachers inched up from 106,500

er state aid formula then in law. Gov.

1976-77

G. Howard “Bud” Thompson, Prophetstown

teachers in 1973 to 107,482 teach-

Walker met with the board prior to

ers in 1992.

this vote, recommending they sup-

1978-79

Jonathan T. Howe, Northbrook

1980-81

Elizabeth “Betty” M. Cleaver, Peoria

1982-83

James W. Sanders, Marion

1984-85

Joan W. Levy, Winnetka

man-made shortages of available sup-

Income from IASB membership

1986-87

Wayne L. Sampson, Morton

plies. A combination of stagnant

dues rose from $484,068 in 1974 to

1988-89

Barbara M. Wheeler, Downers Grove

growth in the nation’s economy and

nearly $1.7 million in 1994. Nonethe-

price inflation during this era led to

less, the Association launched a long-

1990-91

Nancy P. Elson, Canton

the coinage of the term “stagflation.”

term effort to wean itself from a

Robert N. Reich, Bourbonnais

This phenomenon put a damper on

dependence on member dues for a

state and federal budgets in sup-

majority of its income. The financial

1992-93

port his call for funding at about the 92 percent level. The board did

an economic crisis in the early 1980s

not agree and the Association’s view-

as oil prices climbed in response to

point prevailed in the legislature.

port of education during most of these

report for Fiscal Year 1982 showed

a direct result of the 1973 oil crisis

years. Schools also felt the impact

total income of $2,000,358, includ-

that hit the nation’s economy hard;

when the nation was shaken by a

ing $1,035,726 from active member

expansion of the number and size of

major economic recession in 1991

dues (or about 52 percent). By Fis-

state-mandated programs without

and 1992.

cal Year 1992, IASB’s income of

new state dollars and local regulato-

The economic chaos of this time

$3,499,107 was comprised of

ry authority (a school district prob-

period resulted in lines at the gas

$1,631,485 (or just 47 percent) from

lem that has never gone away);

pumps in the mid-1970s and short-

active-member dues.

proposed state cuts in school fund-

ages of propane and other fossil fuels

So where and how did the Asso-

ing (a seemingly perennial issue even

used for heating schools. In fact, a

ciation spend its increasing revenues

today as deeper and deeper cuts

“hot line” was created by the Illinois

during this period?

are contemplated year by year); non-

Commerce Commission and the

Much of IASB’s expansion dur-

public school busing; minimum com-

Department of Agriculture in 1973

ing the era from 1973 to 1992 was

petency testing for educators; and

for school districts that ran into fuel

driven primarily by the Association

mandatory collective bargaining

problems during the heating season

staff becoming more innovative in

for teachers (which became law in

and needed help tracking down a

terms of the number and helpfulness

1983 after years of legislative near

steady source of supply.

of its services and program offerings

misses).

School leaders in Illinois and elsewhere were forced to contend with

Money was tight during these

to member districts. In fact, many

Between 1973 and 1992, Illinois

years and Governors Dan Walker

new projects initiated in this era still

public school enrollment fell steadi-

(1973-1977) and James R. Thomp-

thrive today:

ly for more than 15 years before

son (1977 to 1987) both repeatedly

• In 1977, approval of the first group

rebounding almost imperceptibly

called for cuts to education funding.

each year from 1989 through 1992.

IASB always opposed these proposed

Overall, though, public school enroll-

reductions, and often came out on

ment declined by more than half a

the winning side in legislative bat-

• In 1981, approval of worker’s com-

million students during this period,

tles. In 1974, for example, the Asso-

pensation self-insurance trust

or 2.38 million to 1.84 million stu-

ciation was instrumental in forming

program

dents, and reaching a low of 1.79 mil-

the Illinois Committee for Full Fund-

• In 1986, approval of the School

lion students in 1989. In contrast

ing to restore $70 million cut from

Board Political Action Committee

insurance trust • In 1980, approval of self-funded employee benefit programs

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 U LY- A U G U S T 2 0 1 3

• In 1986, establishment of the Illi-

in 1974 and Illinois became the

tion, falling well short of even half of

nois Council of School Attorneys

unquestioned leader in district par-

the funding goal.

• In 1986, approval of a propertycasualty pool • In 1988, publication of the Illinois

ticipation.

In response to the federal under-

A major issue in education dur-

funding, the IASB Board of Directors

ing this period in Illinois, as else-

adopted a policy statement in 1977

School Code • In 1989, introduction of the Educational Environments Exhibit of school designs • In 1990, publication of the Illinois School Law Survey

Money was tight during these years and Governors Dan Walker

Other significant developments

(1973-1977) and James R. Thompson (1977-1987) both repeatedly

at IASB included the Association’s

called for cuts to education funding. IASB always opposed these

first self-contained headquarters at

reductions and often came out on the winning side.

430 East Vine Street in 1980, introduction of desktop personal computers in 1985, the first IASB Distinguished Service Award in 1990, and the creation of a new staff position responsible for the IASB Resource

where, was how to better educate

on Funding Special Education Pro-

Center and Information Services in

students with disabilities while main-

grams, with language stating: “[IASB]

1991.

taining high-quality education for

shall urge the Congress of the Unit-

IASB’s relationship with the

others. Special education programs

ed States to adequately fund Public

National School Boards Association

in the United States were made

Law 94-142 (Individuals with Dis-

(NSBA) continued to evolve through-

mandatory in 1975, when the Unit-

out this era. Two IASB presidents

ed States Congress passed the Edu-

from this period were elected to serve

cation for All Handicapped Children

as president of NSBA. Jonathan Howe,

Act (EHA) in response to discrimi-

who was IASB president in 1978-79,

natory treatment by public agencies

served as NSBA president in 1987.

against students with disabilities.

Barbara Wheeler, who was IASB pres-

The EHA was later modified to

ident in 1988-89, was elected in 1997

strengthen protections to people with

as NSBA president. In September

disabilities and renamed the Indi-

1973, the Association, led by then

viduals with Disabilities Education

Executive Director Harold “Hal” P.

Act (IDEA).

Seamon, participated in the first-ever

The two laws require states to

meeting of NSBA’s Federal Relations

provide special education consistent

Network in Washington, D.C. State

with federal standards as a condition

associations to this day still send a

of receiving federal funds. IDEA also

cadre of local school board members

authorized Congress to contribute

to the annual FRN meeting in the

up to 40 percent of the national aver-

nation’s capital to study issues and

age per pupil expenditure for each

lobby their own Congressional rep-

special education student [see 20

resentatives on behalf of their pub-

U.S.C. § 1411(a) for this pledge]. But

lic schools back home. The IASB

from the outset, federal appropria-

Board of Directors also endorsed

tions for special education failed to

NSBA’s new Direct Affiliate Program

implement that original authoriza-

J U LY- A U G U S T 2 0 1 3 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

IASB SERVICE ASSOCIATES The best of everything for schools IASB Service Associates provide quality oducts and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

abilities Education Act) commensu-

such as:

shall support modifications to exist-

rate with the mandates required by

• 1.02 Curricular Material Determi-

ing state mandates which shall

nation, supporting the right and

allow boards of education to estab-

Several position statements

responsibility of each local school

lish time requirements for physi-

adopted by IASB delegates from 1973

board to determine its curricular

cal education at the K-12 level.”

the Act.”

to 1992 covered other substantive

content. (Adopted 1981)

(Adopted 1982)

educational programs, including

• 1.03 Physical Education, “The Illi-

• 1.04 Student Retention and High

some that pertain to local control,

nois Association of School Boards

School Completion, urging lawmakers to commit programs and resources to reduce the dropout rate (Adopted 1986) • 1.05 Preschool Programs, a demand to fully fund state programs with new monies for staffing and infrastructure (Adopted 1986)

STAFF OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Carla S. Bolt, Director-designee Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 www.iasb.com 8

BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Dean Langdon, Associate Executive Director

Other IASB Position Statements adopted during this era included suggestions for improved local control, but a greater number dealt with a demand for improved state and federal funding of public schools. Inad-

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant

equacies in state funding were blamed

Targeting Achievement through Governance Steve Clark, Consultant

Voices for Illinois Children, a non-

in 1992 for Illinois’ grade of C- from partisan child advocacy alliance. The group gave still-lower marks,

COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant

a D- overall, to child welfare in the state: “Illinois is failing to provide adequate services to its 3.3 million children. Unfortunately for them and for our future, the 1980s were not a good time for Illinois children,” the report stated. The economic reversals of this era were reflected, as well, in voter responses to local school district requests for property tax increases. In sharp contrast to the post-war years from 1953 to 1972, the subsequent era produced a poor success rate for school district finance referenda. For example, in the first nine years fol-

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

lowing consolidation of Illinois elections in 1981, which limited the number of election dates available for finance referendum, boards placed

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 U LY- A U G U S T 2 0 1 3

a total of 1,543 property tax increase proposals on the ballot. Of that total, just 564 won voter approval and 979 were defeated, for a success rate of 36 percent. The struggle for public approval to fund public schools with an increasingly larger share of local tax dollars would continue for years to come. A fitting summation of public school’s predicament throughout this time period may be this query from the Nov. 24, 1992, issue of the Newsbulletin: “How can schools provide a top-quality education when costs are rising, there is growing resistance to higher taxes, and state funding is being slashed?” Facing such a situation, thenState Superintendent of Education C. Robert Leininger summed up the attitude of many educators of the day in a May-June 1992 column in The Illinois School Board Journal when he stated: “Hard as it may be to believe, the 21st Century is just around the corner and there is no time to waste if we are to prepare our children to meet its challenges. We must put aside our frustrations and begin planning for the future, concentrating on the many, many things which can be done without large infusions of money. Let’s change the way we think about schooling, let’s break the mold and dare to be different.” Those words just as accurately describe what IASB had been doing for the previous 20 years of its expansion.

IASB Policy Services Provides custom, in-district services and workshops to assist your board with all aspects of its policymaking role:

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

Updating – Policies that are current with legal requirements and provide for effective board governance. Review – A process that assures board policy continues to accurately support the board’s mission, vision and goals. Monitoring – A process that assures board policy is being followed and is having the intended effect. Communicating – A process that allows easy access to current board policy by the board, staff, students, parents and the community.

“That era was definitely a time of great expansion and growth at IASB,” recalled the former head of the field services department Douglas P. Blair, who was on the staff

If your board needs assistance in any of these areas, contact IASB Policy Services today! 630/629-3776 or 217/528-9688 Ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

throughout much of that time period. J U LY- A U G U S T 2 0 1 3 / 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 Joint Annual Conference:

Why attend? By James Russell

James Russell is associate executive director of communications for IASB.

t’s that time of year. No, not grad-

Annual Conference.

to strengthening the Illinois public

uation time, not the end of the

Why is it important to consider

schools through local citizen control.

school year, and not the start of school

this now? After all, conference is still

Although not a part of state govern-

building maintenance and cleaning.

five months away! Districts have just

ment, IASB is organized by member

The timing we’re speaking of is the

finished with school board elections,

school boards as a private not-for-

June 10 release of instructions and

seating and orientating new mem-

profit corporation under authority

registration forms for the 2013 Joint

bers, and getting them signed up

granted by Article 23 of the School

for mandatory training. In addition,

Code (105 ILCS 5/23-1). The mis-

financial uncertainties created by the

sion of IASB is excellence in local

General Assembly has put many dis-

school governance in support of qual-

tricts on guard as they evaluate the

ity public education.

potential impact of actual or threatened action.

Illinois law now requires school board members to receive mandato-

In these days of tight budgets and

ry training. 105 ILCS 5/10-16a requires

increasing demand for accountabil-

“a minimum of four hours of profes-

ity, the conference joint sponsors

sional development and leadership

(IASB, IASA and Illinois ASBO) agree

training.” 5 ILCS 120/1.05 requires

that school districts need to be pro-

school board members to receive

active in documenting professional

training on the Open Meetings Act.

development experiences and their

While there are numerous local

associated expense. As school boards

or regional training opportunities

and administrators weigh the value

offered throughout the year, the Joint

of the conference, it might be appro-

Annual Conference is the only “one-

priate to review the purpose, bene-

stop-shopping” opportunity for pro-

fits and costs, and how to plan for and

fessional development. The high

share the conference experience.

quality, variety and quantity of training available at this event is unmatched

Purpose of the Association,

by any other single professional devel-

professional development,

opment opportunity.

Joint Annual Conference

The Joint Annual Conference

The Illinois Association of School

offers training specific to the follow-

Boards is a voluntary organization of

ing positions: board members, super-

local boards of education dedicated

intendents, secretaries, school

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 U LY- A U G U S T 2 0 1 3

attorneys, school business officials,

During the fall preceding the Joint

ful to list the persons by position who

and teachers. It is also where school

Annual Conference, school boards

are eligible to attend. This may include

board members hold their annual

are encouraged to draft and adopt a

board members, superintendent, cen-

meeting, elect officers, decide the

resolution confirming their desire to

tral office administrators, building

direction of the Association, and vote

attend their conference and support

principals, board secretary, school

on legislative positions proposed by local districts. The annual conference has been held continuously since 1915. For the first 32 years, conferences rotated

While there are numerous local or regional training opportunities

among Urbana, Springfield and Peo-

offered throughout the year, the Joint Annual Conference is the only

ria. The first time it was held in Chica-

‘one-stop-shopping’ opportunity for professional development. The

go was Nov. 16-18, 1937, at the Congress Hotel. The lack of sufficient

high quality, variety and quantity of training available at this

hotel space and convention facilities

event is unmatched by any other single professional development

downstate is the reason the confer-

opportunity.

ence moved to and remains in Chicago. Policy supporting professional development for board members School boards are encouraged

of professional development for the

attorney, and others. Some districts

board.

save expenses by “rotating” attendance or another method for deter-

to adopt policies that permit and encourage professional development

Financials put conference

mining who goes or who doesn’t in a

training. IASB has a sample to sup-

expenditures in perspective

given year. Explaining the savings

What is the district’s entire cost

incurred by this method may help to

IASB sample policy 2:120

for the Joint Annual Conference?

shift the focus away from a cost-only

states, in part: “The school board

This should include registrations,

conversation.

desires that its individual mem-

lodging, meals, transportation, work-

Hotel rates for the Joint Annu-

bers learn, understand and prac-

shop, tour or training options that

al Conference are negotiated years

tice effective governance

required fees, books or materials pur-

in advance in order to obtain maxi-

principles. The board is respon-

chased, and other reimbursed expens-

mum discounts. Rates for the par-

sible for board member ori-

es. What is the line item in the district

ticipating hotel blocks are announced

entation and development.

budget for board development and

in June. Districts can ask hotels for

Board members have an equal

the amount appropriated for that

their standard room rates and then

opportunity to attend state and

expense?

use the price comparisons to cite the

port this goal:

value of conference housing rates.

national meetings designed to

An effective way of reporting this

familiarize members with pub-

information is by calculating the cost

Some districts, particularly those

lic school issues, governance,

as a percentage of the entire school

in closer proximity to the city of Chica-

and legislation.

district budget. Another way to report

go, are used to explaining why hotels

The board president and/or

the cost is to count the number of

are used instead of commuting to the

superintendent shall provide

people who attended at district expense

Joint Annual Conference. There are

all board members with infor-

and divide the total cost by this num-

several approaches to justify this

mation regarding pertinent edu-

ber to determine the per person

expense: comparing the cost of com-

cation materials, publications,

expense.

muting (mileage, parking, trains, etc.)

and notices of training or development.”

Some districts do not take every-

to hotel costs; comparing the time

one that could attend. It may be help-

required commuting and events missed

J U LY- A U G U S T 2 0 1 3 / 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

before the October deadline.) This

It may be worth noting that many

Conference registration fees are

method assures that inflationary costs

board members are accompanied by

approved by the IASB Board of Direc-

can be met without creating year-to-

spouses and other family members

tors. The fee is automatically sched-

year fluctuating price adjustments.

who are given complimentary regis-

uled to increase by 4 percent annually,

This also enables districts to bud-

trations, i.e., at no cost to the district.

rounded off to the nearest $5. (This

get for the fee well in advance of reg-

year’s registration is $390 when paid

istration.

as a result of the commute.

Listing the individual expenses that are unreimbursed or not turned in may also help show how much of the cost is paid out of pocket. Any expenses that are shared among attendees, e.g., transportation or lodging, may show similar diligence in con-

A system of EVALUATION starts at the

TOP with the

taining conference costs. Reporting, sharing, learning with others

School Board! How do you score?

Reporting and sharing what each attendee learned or did at the Joint Annual Conference enables board colleagues, district staff, community, and media to understand the quality of the conference experience. With a pro-active strategy, this information can be developed into a comprehensive post-conference report or presentation. Information can be presented individually or as part of a collective conference experience. Preparing such a report should start by asking each attendee to complete a brief survey of what confer-

Contact your IASB field services director today!

Annual board self-evaluation

____

ence events they attended. Each

Clear mission, vision and goals

____

person should be as specific as pos-

Solid community connection

____

sible when identifying the following

Productive meetings

____

Strong board-superintendent relationship

____

Does your score add up?

100% ____

activities: • Panel sessions • General sessions • Paid workshops for board members • Seminars for administrators, attorneys • Secretaries training

Springfield 217/528-9688

• Exhibits visited

Lombard 630/629-3776

• Paid Chicago Schools tour

• Delegate Assembly • Bookstore purchases • Hospitality rooms, on or off-site • Carousel of panels and other

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 U LY- A U G U S T 2 0 1 3

tributed in the district newsletter. A

coincides with the release of confer-

• Presentations made by the district

similar report can be re-formed into

ence instructions and registration

• Exhibit of Educational Environments

a news release for media distribution.

forms, districts should be actively

• Individual or district awards received

Those districts with regular media

engaged throughout the year in prepar-

These surveys are not intend-

contact or coverage may want to enlist

ing for it. That way, decisions about

roundtables

ed to substitute for the district report; rather, they should be the starting point for the district report. Ultimately, the information, contacts and materials collected from the indi-

Reporting and sharing what each attendee learned at did at the

vidual activities can be sorted to deter-

Joint Annual Conference enables board colleagues, district staff,

mine what to report, how to report

community, and media to understand the quality and depth of the

it and with whom. The report may include some or all of the following

conference experience. With a pro-active strategy, this information

topics:

can be developed into a comprehensive post-conference report or

• Board member orientation

presentation.

• School board policies • Student learning • Monitoring district performance • School finance and funding • Community relations

one or more attendees to be inter-

attending the conference or appro-

• Legal compliance

viewed. A note of caution: the sub-

priating for its associated costs should

• Best practices

ject matter should be reviewed

not come as a surprise.

• Governmental relations and leg-

thoroughly and facts or figures care-

The following timeline lists the

fully prepared so that they are not

dates of conference announcements

• Board-superintendent relations

misinterpreted. Handling the inter-

and deadlines for specific conference-

• Superintendent contract and

view can be difficult, so it’s best to

related activities. The timeline may

choose an experienced spokesper-

also be used to trigger open discus-

• Collective bargaining

son, e.g., superintendent, board pres-

sion about the available options and

• School environments

ident or community relations

what the district plans to do at next

• Diversity, generational issues

professional.

year’s conference:

islative issues

evaluation

• Other

Some districts also utilize vari-

January-February

The audiences for this report will

ous social media platforms. While

vary, but should include board and

these formats are excellent for deliv-

staff, the community at large, and the

ering quick or timely information;

• Discuss budget for professional

media. How the information is shared

they are highly-interactive and sub-

development (including confer-

depends on who is sharing it and the

ject to uncontrolled responses. Even

ence expenses) for the next fis-

purpose for sharing it. Some districts

the best-intended blog or Facebook

cal year

dedicate a portion of a post-confer-

posting can invite unintended hos-

March-April

ence board meeting for a live dis-

tile reactions that can go viral in a

• Information and resolution forms

cussion or presentation. Depending

hurry. Caution should be exercised

for the Delegate Assembly are

on the interest level or feedback,

when using social media when dis-

selected topics might even be devel-

cussing the conference.

A brief summary can also be posted on the district website or dis-

Success panels) are due

mailed • Information and applications for the Holly Jack (board secretary)

oped for additional research or community engagement opportunities.

• Requests for proposals (Share the

Preparing a timeline for conference attendance While the timing of this article

J U LY- A U G U S T 2 0 1 3 / 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

Award are posted • Information and applications for the School Board Governance 13

Recognition Award are mailed May-June • Registration and housing opens in early June • Resolutions for the Delegate Assembly are due

• Sample pre- and post-conference

September-October • Districts

adopt

conference

resolutions • Conference Preview (descriptions events) is posted

• Link to conference photo gallery

Exhibit of Educational Environ-

tion of and rationale for all district

ments (school design awards) is

resolutions) is posted

Superintendent of the Year Award is posted July-August • Registration for pre-conference workshops opens • Information about IASA and IASBO conference events is posted • Entries for Exhibit of Educational Environments (school design awards) are due • Resolutions committee meets, tes-

• Conference opens • Conference handouts are posted

• Report to Membership (descrip-

• Application information about the

November-December

and schedule of all conference

• Application information about the

posted

news releases are posted

• Registration for Chicago Schools Tour opens

is posted • Post-conference survey is posted, due • Request for Proposals (Share the Success panels) application is posted

• Exhibit of Educational Environ-

• Nominations for the Ronald E.

ments (school design) entries are

Everett (Illinois ASBO) Distin-

judged and winners announced

guished Service Award are due

• Nominations for Holly Jack (board

(application is posted indefinite-

secretary) Outstanding Service

ly)

Award are due • Nominations for Thomas Lay Burroughs (board president) Award are due • Nominations for Superintendent of the Year Award are due

News coverage, releases and memos Sample news releases have been developed by IASB to assist districts that want to pro-actively share what

• Links to online Conference Plan-

they will do and/or did at the Joint

• Applications for the School Board

ner, commuter train schedules,

Annual Conference. These links are

Governance Recognition Award

Magnificent Mile Lights Festival

posted on the Members-Only web-

are due

are posted

site, http://members.iasb.com. IASB

timony is heard

has also prepared two memos: one that explains the purpose and use of pre- and post-conference news releases is included, and another on how to think about and prepare for optional media interviews. One final note: The Joint Annual Conference also features a Sunday morning roundtable discussion – “Wrap it Up and Take it Home” – that encourages attendees to review what they did or learned and help them share their conference experience. Districts may want to consider sending a representative to this session. Registration is now open for the 2013 Joint Annual Conference. For a complete list of links to this year’s event, please visit the IASB website at: http://www.iasb.com/jac13/. See “My ‘Back to School’ supplies were generously supplied by the good folks at ...” 14

you Nov. 22-24 in Chicago!

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 U LY- A U G U S T 2 0 1 3

COVER STORY

Technology in the classroom

It’s not a matter of ‘if’ but ‘when’ and ‘how’ By Alice Armstrong

Alice Armstrong of Springfield, Illinois, taught high school English for 18 years and currently works as a freelance writer and copy editor.

echnology use in the classroom

ogy investment has been postponed

teacher acceptance, and district poli-

is rapidly changing how we are

or may be feared.

cies are among the reasons that more

teaching, how children are learning,

How often are students using

students are not using this technol-

and how school districts are spend-

technology to do school work? Accord-

ogy more often at school. Each and

ing their resources. But how effec-

ing to a 2012 quantitative study com-

all of these reasons are competing

tive is it? What are the costs? What

missioned by Verizon, more than one

with the time and expense needed to

are the benefits? And what are the

out of three middle school students

support traditional delivery systems,

consequences if we don’t prioritize

report using their smartphones (39

brick and mortar investments, and

or invest in education technology?

percent) and tablets (31 percent) to

low-tech pedagogy. But the fact is that

This article is by no means a com-

do homework. Those numbers; how-

students are changing the game and

prehensive review of the subject. It

ever, are not matched in the class-

most already own and know how to

may, however, help to start the con-

room.

use these new tools.

versation in districts where little is being done, or where technol-

A lack of funding, bandwidth,

Despite the impressive numbers

technical support, mobile

of middle school students using lap-

devices, software,

tops, smartphones and tablets for homework, the Verizon study found that very few are using these mobile devices in the classroom, particularly tablets and smartphones. A large gap exists between mobile technology use at home and in school: where 39 percent of middle school students use smartphones for homework, only 6 percent report that they can use the smartphone in classroom for school work. There is also a gap in tablet use. Although 31 percent of middle school students say they use a tablet for homework, only 18 percent report using it in the classroom. Understandably, research on technology use supported by one of

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 U LY- A U G U S T 2 0 1 3

the nation’s leading broadband and

cerns about and perceptions of stu-

telecommunications companies should

dent use. “In an earlier report on these

be tempered by their obvious inter-

data, we found that teachers expressed

est in the outcome. Nonetheless, it

some concerns about what they saw

confirms what some educators believe

as students’ overreliance on search

but others are reluctant to acknowl-

engines to find information and com-

edge. The study also gives positive

plete research projects. In their words,

reasons for considering a change in

their students increasingly ‘equate

that attitude: “Significantly more stu-

research with Googling,’ and use

dents who use mobile devices in the

search engines in lieu of more tradi-

classroom express a strong interest

tional sources without sufficient abil-

in STEM subjects than students who

ity to judge the quality of information

do not use these devices in the class-

they find online.”

room….Two out of three students (67

Utilizing tablets, smartphones

percent) who use laptops in class say

and whiteboards to encourage stu-

that it helps them learn math and sci-

dents to explore the Internet as a legit-

ence better and more than half of all

imate resource and to collaborate

students who use tablets in class (55

with their fellow students or those

percent) say it helps them learn math

they cannot see, teachers can engage

and science better.”

their students in ways that lectures

2013 Joint Annual Conference Panels On Board with Tech: Going One-on-One During Difficult Times Saturday, 10:30 a.m., Hyatt West, Toronto Online/Blended Learning: What Boards Should Know Saturday, 10:30 a.m., Hyatt East Plaza A/B Apple Breakout Sessions: Saturday, 1:30 p.m. and 3:30 p.m., Hyatt East, Plaza Ballrooms A & B Carousel of Panels: Saturday, 1:30 p.m., Sheraton 4 & 5 • 21st Century and STEM learning at low cost • 1:1 Computing from planning to implementation • Diversity: supporting students in the digital age

Lisa Nielsen, who runs a blog

and textbooks do not. Of course, a

called “The Innovation Educator,”

place still exists for traditional teach-

cited the study earlier this year and

ing tools and methods, but that place

called for “more schools to stop fight-

is much smaller than it was 10 or even

ed by the U.S. Department of Edu-

ing and start embracing student use

five years ago.

cation, teachers nearly “universal-

of mobile devices for learning in

Moreover, these tools do not mag-

ly” agree that laptops and tablets

school.” Technology, most would

ically solve all of the problems that

actually have been shown to improve

agree, is changing the way many stu-

classroom teachers face day to day.

class participation, which is signifi-

dents learn. The argument would

They come with their own set of chal-

cant, given that student motivation

come from those – parents, teachers

lenges that educators must meet head

is one of the biggest challenges for

and administrators alike – who may

on, not the least of which is learning

educators. Researchers credit tech-

wonder whether it’s a change for the

to wield them effectively with stu-

nology as a primary method to empow-

good.

dents. For those in the profession

er students to take control of their

According to a 2013 survey of

who are not instinctive users of tech-

own learning. Rather than merely lis-

Advanced Placement and National

nology, this challenge can be signif-

tening to teachers disseminate infor-

Writing Project teachers conducted

icant. That’s why it is imperative that

mation and dutifully taking notes,

by the Pew Research Center, there

districts provide their faculty with

students are actively searching for

are notable generational differences

effective training and technical sup-

information and making decisions

in how teachers experience the impact

port.

about the product they are creating (www.ed.gov/pubs/edreformstud-

of digital technologies in their professional lives. “As is the case among

Laptops and iPads

ies).

the full adult population, differences

For today’s “digital natives,” paper,

In essence, technology is trans-

in technology use emerge between

pencils, and even textbooks are insuf-

forming students into explorers and

older and younger teachers.”

ferably old school. Giving students a

teachers into guides.

keyboard or touchpad is much more

Before this transformation can

tinued, teachers’ own use of digital

likely to elicit a positive attitude. In

occur, however, students must be

tools can run counter to their con-

fact, according to research conduct-

taught the skills they will need to

At times, the Pew study con-

J U LY- A U G U S T 2 0 1 3 / 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

navigate the online world including,

concepts from a textbook. Teaching

nite number of sources available

identifying credible sources, dis-

students to avoid the inherent sense

online means learning how to wade

cerning the trivial from the conse-

of instant gratification that online

through pages of search returns to

quential, and persevering until they

search engines provide is like ask-

determine the quality of sites and

find the information they want and

ing them to take counter-instinctive

sources, rather than relying on tweets

need. These are no simple skills to

measures. Students have always dis-

of 140 characters or less, written

teach. In fact, they may be more dif-

liked open-ended questions posed

in popular texting slang. While tech-

ficult to teach than are terms and

by teachers. But the seemingly infi-

nology may initially motivate stu-

NSBA technology site visit at District 214 opens eyes

By Keith Bockwoldt

Township High School District

ronment; developing teacher exper-

of the year along with many confer-

214, located in Arlington Heights,

tise; and helping students develop

ence calls with the NSBA staff. The

hosted the NSBA Technology Site Vis-

better organizational skills.

district developed the NSBA brochure

it March 13-15. The visit’s theme was

District 214 was chosen for the

that was presented on its website for

“Mobile Devices for a New Age of Dig-

site visit last year during the NSBA

registration and distributed it to school

ital Learners.” The visit was designed

Annual Conference in Boston because

districts across the nation. Other

for teachers, principals, technology

we are using technology solutions to

brochures were created for the Illi-

specialists, and school board mem-

enhance all students’ learning oppor-

nois Computing Educators Confer-

bers to learn from the local school

tunities. Student achievement is

ence and distributed during the

board and administration how tech-

reaching new heights in District 214

February conference. Many email

nology and mobile computing are

with evidence of increasing ACT

blasts were sent from the NSBA and

being supported in District 214.

scores, decreasing student failures

District 214 to their constituency groups.

The robust technology program

and record numbers of students tak-

includes a teacher-driven mobile

ing and passing AP courses. District

District 214 also sought spon-

devices pilot program that is in its

214 also hosted a one-day site visit

sorship from vendors to support the

fourth year of implementation. Vis-

during the NSBA Annual Conference

activities associated with the site

itors learned from teachers who are

in Chicago in 2010, when NSBA award-

visit, which included a networking

integrating mobile computing devices

ed the district the 2010 Technology

dinner cruise on the Spirit of Chica-

in their classroom instruction and

Trailblazer Award. District 214 is only

go. Attendees were engaged in valu-

finding many successes and a few

the fourth district in the NSBA Tech-

able discussions while enjoying the

challenges along the way. Documented

nology and Leadership Network his-

spectacular Chicago skyline. Dur-

results show that mobiles devices are

tory to receive this distinction.

ing the networking cruise, Keith

bridging the technological divide, by:

While it was an honor to host a

Bockwoldt, director of technology

creating a collaborative, authentic

NSBA technology site visit, it was a

services, was honored with the 2013

listening, reading, and writing envi-

year-long process to plan the event.

NSBA “20 to Watch” Award. The “20

There were many meetings with Ann

to Watch” program identifies emerg-

Flynn, director of education tech-

ing leaders within the education

Keith Bockwoldt is director of tech sys-

nology and state association services.

technology community who have

tems and support at THSD 214, Arling-

Regularly scheduled internal meet-

the potential to impact the field for

ton Heights

ings took place throughout the course

the next 20 years.

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 U LY- A U G U S T 2 0 1 3

dents to embrace assignments, teach-

classrooms with 30 or more students,

knowledge with those who are baf-

ers still have to encourage their stu-

just keeping everyone on task can be

fled and intimidated; they gain a sense

dents to think deeply and analytically

a struggle, let alone giving each stu-

of importance and satisfaction by

in order to do quality research and

dent the individual attention he or

helping others and earn the appre-

produce quality work.

she needs. Fortunately, wired class-

ciation of teachers who are busy or

Keeping students on task is anoth-

rooms lend themselves naturally to

who may not know the commands

er major responsibility for the teacher

peer collaboration. Tech-savvy stu-

themselves.

in a wired or “flipped” classroom. In

dents generally enjoy sharing their

In many iPad classrooms, teach-

• I can’t believe the enthusiasm from

The technology site visit was a

• #d214nsba2013 toured 1to1 class-

tremendous success and included

es at Buffalo Grove HS. iPads lead

the highest participation of the four

to engagement, collaboration, dif-

NSBA site visits this year. Over 120

ferent paradigm for classroom

people attended from across the nation.

teaching

Our school board and administration

• No dip in achievement in D214

shared with attendees how tech-

iPad pilots; incremental improve-

nology and mobile computing are

ment #d214nsba2013

the teachers and the students One technology director shared a comment that showed the purpose and power of the site visit program: “I wanted to tell you about an unexpected result from this

being supported in District 214. They

• This has been a fantastic and

visit. One of our board members

engaged teachers during classroom

extremely informative experience.

spoke to me last night about his

visits and panel discussions about

Thank you so much, D214!

visit to 214. I was concerned with

Google apps, iPads, cloud comput-

#d214nsba2013

ing, Moodle and the technology used

• Very impressive teacher panel,

in classrooms. Attendees asked stu-

D214! Good representation of diver-

dents how these devices have trans-

sity of tools. #d214nsba2013

what he was going to say as he referred to computers as “expensive toys” and has typically been the sole ‘No’ vote on some of the technology proposals in the past.

formed learning into a 24/7

Many great comments were

environment that extends well beyond

received from attendees through a

the classroom walls. One important

survey they completed. These com-

take away was how attendees can

ments show the site visit’s value:

start a 1:1 mobile program without

• I received so much information;

sacrificing budget along with proven

I just don’t know where to start

porter of technology and not an

methods for deployment.

when I get back

obstacle moving forward. His

During the visit, the Twitter hashtag #D214NSBA2013 was used. Some informative tweets that were shared confirm what attendees learned: • Thanks for the great site visits #d214nsba2013 ! I learned a lot over the 2 days

I was very surprised when he informed me that his mind has been changed after seeing the iPads in action in the classroom. He now plans to be a positive sup-

• I have been on many technology

words were, ‘I get it now, there

site visits, and this one was by

is value here and we need to be

far the best

doing this.’ The visit was worth

• You have the secret sauce and this

every penny and minute of every-

is the way it should be. You should

one’s time for this result alone!”

bottle it and sell it • Your process is so different and the way it should work

J U LY- A U G U S T 2 0 1 3 / 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

Information about the District 214’s Technology Site Visit can be found at www.d214.org/nsba2013. 19

ers are using applications that help

Students or schools? One drawback

access to the digital tools they need

them to control what the students

to allowing this technology into the

at home.”

see on their screens. One such prod-

classroom is that not all students pos-

The study also showed that teach-

uct, Nearpod, allows teachers to cre-

sess their own devices. Teachers may

ers of the lowest income students

ate multimedia presentations with

worry that the student who doesn’t

were the least likely to say their students have sufficient access to the digital tools they need, both in school and at home. “In terms of community type, teachers in urban areas

According to research conducted by the U.S. Department of

were the least likely to say their stu-

Education, teachers nearly ‘universally’ agree that laptops and

dents have sufficient access to dig-

tablets actually have been shown to improve class participation,

ital tools in school, while rural teachers are the least likely to say

which is significant, given that student motivation is one of the

their students have sufficient access

biggest challenges for educators.

at home.” Smartphones and BYOD Of all the technological devices available for use in the classroom, the most controversial is the “smart”

interactive features and control the

have a smartphone or tablet will feel

phone. The newest cell phones, which

activity with the company’s mobile

the sting of ridicule from their con-

combine mobile operating systems,

app. Students receive content on their

nected peers. Teachers can circum-

advanced computing capability,

mobile devices and can submit

vent this problem by putting students

portable media players, high-resolu-

responses, while the teacher moni-

in collaborative learning groups.

tion touchscreens, cameras, high-

tors classroom activity, controls the

While some districts have the

speed web browsers, and literally

tempo and pace of the lesson, and

resources to dole out free tablets to

thousands of free or inexpensive appli-

measures student results on an indi-

students, others are implementing

cations, now comprise nearly 70 per-

vidual and aggregate basis.

“rent-to-own” programs, so that the

cent of the U.S. mobile phone market.

Another example of classroom

book rental fees students once had

When cell phones came into wide-

management and monitoring soft-

to pay for textbooks can become rent-

spread use among students, most dis-

ware comes from LanSchool. Avail-

to-own fees for tablets. Nonetheless,

tricts countered by banning or severely

able for most tablets and smartphones,

the digital divide does create a notice-

limiting their use for obvious reasons.

this system is intended to help teach-

able line between students and

Common discipline issues involved

ers curb abuse and distractions. Hav-

between districts.

cheating (copying and transmitting

ing the ability to black out distracting

The Pew study found that teach-

tests), texting and “sexting,” taking

or offensive screens, limit what stu-

ers do worry about the divide, though

photos of inappropriate behavior and

dents can and cannot do on their

they are split about the impact of

in inappropriate places, and even

machines, send messages to students,

digital tools on their students. “These

cyber-bullying. However, advances

allow silent, individualized help ses-

teachers see disparities in access to

in smartphone technology, features

sions, and take quick polls, products

digital tools having at least some

and processing capacity are creating

like these are designed to give back

impact on their students. More than

another potential tool that can increase

the control that some fear mobile

half (54%) say all or almost all of their

student access to learning technolo-

devices surrender.

students have sufficient access to

gy when district-owned resources may be limited.

Of course, technology like this

digital tools at school, but only a fifth

comes with a price tag. One of the

of these teachers (18%) say all or

For example, one software prod-

questions is, who provides the devices?

almost all of their students have

uct growing sales among school dis-

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 U LY- A U G U S T 2 0 1 3

tricts called GoMLE turns the stu-

phies and needs,” said Melinda Sel-

dent smartphone into a computer.

bee, IASB General Counsel.

Interactive whiteboards In addition to allowing more stu-

The hosted, web-based application

That’s exactly what Coal City

dent personal devices, many class-

is designed to enable teachers to syn-

CUSD 1 did a year ago, when the board

rooms are also moving toward built-in

chronize lesson creation, manage-

of education adopted a new BYOD

technology that is teacher-driven.

ment and delivery with students’

policy before allowing high school

The most common among these is

devices. The parent firm GoKnow

students to bring smartphones, tablets,

the SMART Board@, a system that

also markets another application to

laptops and media players into class-

includes an interactive whiteboard,

district administrators enabling teacher

rooms. School officials in the district

computer, projector, and whiteboarding

observations and evaluations to be

that borders suburban Grundy and

software. According to SMART Tech-

made on mobile devices.

Will County reviewed the policy and

nologies of Calgary, Canada, the lead-

Proponents of smartphone use

rules of “acceptable use” with the stu-

ing manufacturer of interactive

in the classroom argue that teachers

dents. In fact, faculty members con-

whiteboards, it has more than two

need to see beyond the social net-

tributed to the development of an

million installations in K-12 class-

working function of cell phones to

acceptable use policy, addressing con-

rooms nationwide, reaching as many

their potential as learning tools. David

cerns they may have about the use

as 40 million students. Embraced by

Rapp, author of “Lift the Cell Phone

of such devices in class and collabo-

many teachers who desire to employ

Ban,” says, “…educators know that

rating on ways to implement the fea-

more collaboration opportunities in

with students, cell phone use is

tures of various devices into their

the classroom, the technology is

inevitable, so why not use the devices

lessons. Teachers reportedly expressed

expensive (as much as $5,000 per

for good?” That argument applies to

some initial concerns about main-

classroom) but growing in acceptance.

all student-owned devices – not just

taining control of the classroom.

One recent study suggested there can

smartphones.

Administrators interviewed by the

The Illinois Association of School

Coal City Courant in August 2012

Boards addressed this shift in think-

said that teachers maintain control

ing in its March 2013 issue of Poli-

and have the ability to restrict how

cy Reference Educational Subscription

the devices are utilized in the class-

Service (PRESS): “The reality that

room, i.e., what can be used and how

technology is almost an appendage

often.

to most students and educators under-

The recently published PRESS

scores the major reason fueling

sample policy from IASB added mobile

demand for a bring-your-own-tech-

devices to the curriculum only, as

nology or BYOT policy, or as it is

another available instructional tool,

sometimes referred to, bring-your-

and stressed the importance of focus-

own-device, or BYOD policy.”

ing on responsible use and conduct.

The Association’s legal counsel

Selbee noted that the new sample

suggests, however, that before adopt-

policy incorporates already-existing

ing a BYOD policy and implement-

policies and procedures into the pro-

ing a BYOD program, school officials

gram, and all other policies, rules and

should consider how the policy and

conduct for students and staff that

program fits into the district’s mis-

apply to mobile device use during

sion statement for instruction. “This

non-instructional time remain

type of policy purpose will be dif-

unchanged. (See the May 2013 issue

ferent for each board and its com-

of The Illinois School Board News-

munity, mainly because each

bulletin for more information on these

community has different philoso-

sample policies: http://www.iasb. com/bulletin/nb0513.cfm#a12.)

J U LY- A U G U S T 2 0 1 3 / 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

be multiple benefits to using inter-

the manufacturer offers numerous

cific signal that has been modulat-

active whiteboards as a part of class-

tutorials and webinars, lesson resources

ed to carry data without distor-

room instruction.

and online communities comprised

tion or loss of data. According to the

Robert J. Marzano, a researcher

of other teachers. There are also crit-

State Educational Technology Direc-

based in Englewood, Colo., studied

ics of the innovation. Education Week

tors Association (SETDA), U.S. edu-

teaching and student outcomes in

in February 2010, which reported on

cational institutions will need

some 200 classes where teachers con-

the Marzano research, also acknowl-

networks that deliver broadband

ducted lessons with and without inter-

edged opposition. “There has been

performance of 100Mbps for every

active whiteboards. He reportedly

criticism that in too many classrooms,

1,000 students and staff members

found significant benefits when teach-

they are nothing more than fancy,

in time for the 2014-15 school year.

ers used the boards, particularly

expensive chalkboards, especially

“Addressing teacher and student

among those who had been using the

when their interactive features are

concerns regarding educational

devices for more than two years, were

ignored by teachers who don’t know

broadband reliability and speed is

confident in their skill with the boards’

how or refuse to use them,” noted

as critical as ensuring plumbing and

features, and used them for at least

the article’s author, Kathleen Kennedy

electricity in schools,” said Douglas

75 percent of class time. The great-

Manzo.

Levin, executive director for SETDA in its 2012 report, “The Broad-

est benefits appeared to be in boosting

student

motivation

and

band Imperative: Recommendations

Bandwidth capacity, access

participation.

The most advanced classroom

to Address K12 Educational Infrastructure Needs.”

However, he noted that not all

technology, regardless of the plat-

teachers are confident in their abil-

form or ownership, is worthless with-

But access to adequate band-

ity to engage students interactively.

out adequate “bandwidth” to support

width can be an insurmountable prob-

Technical training is essential before

it. Bandwidth is the total range of

lem for some districts, particularly

entering the classroom, which is why

frequency required to pass a spe-

those located in rural areas. James

2013 School Code Supplement Each copy of the 2012 Illinois School Code also includes the 2013 School Code Supplement in both print and CD form. Users of the Illinois School Code need to know that: • the 2013 pamphlet should be used in conjunction with the 2012 School Code and should be the first place to look when researching a statute in the print version; • the enclosed CD is an updated version of the entire Code and should be used to replace the 2012 CD; • if you use the CD on a local area network, you will need to purchase new network licenses for the 2013 CD; • price of the 2012-2013 School Code Service has been reduced to reflect the obsolescence of the 2012 CD. Member price Non-Member price $ $ To order, call 217/528-9688, ext. 1108, or email tcall@iasb.com, or go online at www.iasb.com/shop 22

Shipping: $7 per order 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 U LY- A U G U S T 2 0 1 3

Krohe Jr., writing for the March 28,

conduit and fiber installation con-

References

2013 issue of Illinois Times, identi-

tinues in the most remote areas of

fied aging infrastructure and indus-

the network.

The Broadband Imperative: Recommendations to Address K-12 Educational Infrastructure Needs, May 2012, State Educational Technology Directors Association, http://www. setda.org/web/guest/broadband imperative Central Illinois Regional Broadband Network, http://www.cirbn.org/ Coal City Courant, Aug. 29, 2012 “Effects of Technology on Classrooms and Students: Change in Student and Teacher Roles.” www2. ed.gov Ferriter, William M. “Cell Phones as Teaching Tools.” Educational Leadership Oct. 2010 vol. 68, no. 2 Fletcher, Ron. “iPads in the classroom.” The Boston Globe Magazine, Oct. 7 2012 “How Teachers are Using Technology at Home and in Their Classrooms,” Feb. 28, 2013, Pew Research Center, http://www.pewinternet. org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx Manzo, Kathleen Kennedy. “Whiteboards’ Impact on Teaching Seen as Uneven,” Education Week, Feb. 3, 2010 National Education Technology Plan 2010 “Transforming American Education: Learning Powered by Technology” http://www.ed.gov/sites/default/ files/netp2010.pdf Nielson, Lisa. “Finally! Researchbased proof that students use cell phones for LEARNING”, Feb. 16, 2013, http://theinnovativeeducator.blogspot.co m/2013/02/finally-research-basedproof-that.html Rapp, David. “Lift the Cell Phone Ban” http://www.scholastic.com/ browse/article.jsp?id=3751073 “Technology in Education.” Education Week, Sept. 1 2011 “Verizon Foundation Survey on Middle School Students’ Use of Mobile Technology,” 2012, prepared by TRU. http://www.thinkfinity.org/servlet/ JiveServlet/previewBody/10549-1022-18289/Research%20on%20 Mobile %20Technology.pdf

try monopolies as roadblocks to the

Although not every school dis-

task of integrating technology in Illi-

trict opting into the network will save

nois schools.

substantially from what they are cur-

In areas where adequate band-

rently paying, they should see

width exists, some districts may still

increased bandwidth capacity. “When

not afford to buy it. In fact, 80 per-

I saw ours (rate), I was excited,” Jim

cent of school districts predict they

Henehan, director of technology at

will have flat or declining IT budgets

Central Catholic High School in Bloom-

for the next school year, according

ington told The Pantagraph in a Feb.

to Katrina Schwartz, in an April 11,

25, 2013 interview. “It matched what

2013 posting on the Mind/Shift KQED

we pay to Comcast but increased the

blog.

bandwidth,” he said.

This “digital divide” may soon

There is no apparent shortage

change, however, for a sizeable block

of opinions on technology in the

of school districts in central Illinois.

classroom. Even the White House

By August 2013, a consortium of

has expressed its vision on the sub-

communities in six counties through-

ject. In 2010, President Obama’s

out the Bloomington-Normal area will

National Education Technology Plan

begin to access the Central Illinois

called for “revolutionary transfor-

Regional Broadband Network (CIRBN).

mation rather than evolutionary tin-

The network, which is headquartered

kering.”

at Illinois State University, is designed

The model of learning described

to provide high-speed, low-cost Inter-

in this plan suggested that schools

net connectivity to 19 communities.

must develop and offer “engaging

Access to this fiber-optic network will

and empowering learning experi-

not only link K-12 school districts,

ences for all learners.” Such a mod-

but also health care, public safety,

el would ask “that we focus what and

government, not-for-profit, and com-

how we teach to match what people

mercial institutions.

need to know, how they learn, where

The collaborative effort is being

and when they will learn, and who

funded by a combination of federal

needs to learn. In contrast to tradi-

and state grants as well as private

tional classroom instruction, this

contributions. According to the CIRBN

requires that we put students at the

website, the network will be based

center and empower them to take

on a 10Gb/s ring that will provide

control of their own learning by pro-

1Gb/s of interconnectivity to more

viding flexibility.”

than135 different facilities, with the

That is a homework assignment

potential to add more later on. This

that many educators and school boards

infrastructure will serve as the “back-

are now wrestling with. It will take

bone” for CIRBN. The broadband

significant time, resources and sup-

network has been in the planning

port to develop a plan that is suited

stage since 2009 and construction

to each student, each school and each

began in February 2012. Drilling,

school district.

J U LY- A U G U S T 2 0 1 3 / 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

Milestones continued from page 32 member for four years. Marilyn J. (McCann) Bourg, 85. Died

ston Area school board from 1964

dent.

to 1973. Layden had farmed his entire life, retiring in 2004.

March 21, 2013. She served on the

Carl Casper Ellberg Jr., 81. Died March

Manhattan School district board of

27, 2013. He formerly served on the

George ‘Bud’ Liebengood, 92. Died April

education from 1975 to 1983.

Princeton High School board of edu-

14, 2013. He was a former member

cation.

of the Rock Island school board.

Louis P. Brady, 90. Died April 24, 2013. He was a former member of the Sandwich school board. Brian Eliot Breed, 66, Died March 29, 2013. He served on the Stockton

Mona M. Fernstaedt, 82. Died May

James Lewis “Jim” McAdams, 79. Died

20, 2013. She was a former mem-

April 11, 2013. He had many accom-

ber of the Orangeville CUSD 203

plishments including being presi-

school board.

dent of the Glenside District 16 school board in Illinois in the early

CUSD 206 school board from 1984

Benjamin Gildersleeve, 94. Died April

to 1989, and was a Little League

4, 2013. A farmer, he was the last

baseball coach for a number of years.

remaining member of the original

Richard McCawley, 79. Died May 14,

James H. Campbell, 97. Died March 31,

McLean County Unit 5 board of edu-

2013. He was a past member of the

2013. He previously served on the

cation. He remained closely affili-

Reed-Custer CUSD 255U school

Winchester school board.

ated with Unit 5 after he served as

70s.

board.

Robert O. “Bob” Covey, 92. Died March

a founding member in 1948-1951.

John H. McMahon, 89. Died March 15,

5, 2013. He was the school board

James Theodore Harrison, 79. Died

2013. He had served on the school

president of the Crystal Lake CCSD

March 14, 2013. James was a long-

board for Ogden High School and

47 board of education from 1951 to

serving member on the German-

later the St. Joseph-Ogden CHSD

1961. Covey was long a partner in

town Hills school board.

305 board of education.

the law firm Covey, McKinney &

Donald B. Hoerler, 83. Died May 24,

Carl D. McVey, 80. Died May 21, 2013.

Powers; and a partner in the law firm

2013. He previously served on the

He was a former Carmi School Board

of Covey & Covey, Crystal Lake.

Erie CUSD 1 board of education. He

member. He also served 32 years as

Roy L. Crone, 89. Died March 20, 2013.

was engaged in farming and lived on

the White County Coroner, retiring

the home farm all of his life.

last December, and he was a past

He served on the Westmont Grade School Board for 2 terms and the

Eric Hubbard, 60. Died April 20, 2013.

Downers Grove High School board

He has been a member of the O’Fal-

for 1 term. Crone taught math and

lon District 203 board of education

science in Wilmington for 10 years and later became the high school principal.

for the past 20 years. Dennis V. Hughes, 71. Died March 29, 2013. Hughes was a radio

president of Illinois Coroners Association. Drew B. Meldahl, 79. Died April 15, 2013. He had previously served on the Washington CHSD 308 school board for several years.

Fred G. Davis, 90. Died May 3, 2013.

announcer in Danville. While living

Alvin Lavern Olsen, 92. Died March 24,

He previously served on the Wind-

in Georgetown, he was president of

2013. Olsen had served on the school

sor School board.

the school board.

board of Goodfarm Grade School,

William James “Jim” Doane, 71. Died

Houston Hughes, 85. Died March 24,

as well as Gardner-South Wilm-

May 8, 2013. He was a former mem-

2013. He was a former member of

ington High School. He was a farmer

ber of the Liberty CUSD 2 school

the Brownsville school board.

for over 70 years.

board and the Liberty School Foundation.

Nancy (Olsen) Jones, 77. Died May 6,

Maurice “Morrie” Pokarney, 81. Died

2013. She was a long-time teacher

April 8, 2013. He had served on the Dwight school board.

John Arthur Duitsman, 88. Died April

in the Lockport Public Schools. In

1, 2013. He served on the Rantoul

the 1970s she was the first woman

Joan M. Reed, 65. Died April 11, 2013.

High School board for 20 years.

elected to the Laraway Grade School

She worked as an educator for over

board, serving two terms.

35 years in many primary and high

John W. Edmund Jr., 83. Died April 12,

cation, serving two terms as presi-

2013. He was a former member of

Edward J. Layden Sr., 93. Died April 6,

schools, colleges and universities.

the AlWood CUSD 225 board of edu-

2013. He also served on the Hoope-

continued on page 24

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 U LY- A U G U S T 2 0 1 3

Milestones continued from page 22 She later was elected to the Plain-

(1983-1985).

James P. Stirniman, 87. Died March

field District 202 school board.

20, 2013. He served on the Chan-

James L. Twist, 77. Died April 17, 2013.

Wesley J. Samuelson, 91. Died April

nahon District 17 Board of Educa-

He was a former member of the

18, 2013. He served on the Buda

tion for 22 years (21 as president),

Argenta-Oreana school board.

school board for many years.

and served on the Minooka High

Jean E. Ubl, 81. Died March 25, 2013.

Donald E. Schneeman, 89. Died March

She previously served as a school

School Board for 10 years.

31, 2013. He served on the Pontiac-

Norman L. Strawbridge, 77. Died March

board member in Gurnee School Dis-

Esmen school board for a number

23, 2013. He served on the Manteno

trict 56. For many years she was a

of years.

District 306 Board of Education for

band director and instrumental music

nine years, two of which he served

teacher in Beach Park CCSD 3.

Wayne A. Schroeder, 97. Died April 6, 2013. He had served on the LaHarpe School Board.

as president.

Lowell Shore, 87. Died March 23, 2013.

He previously served on the Har-

He served on the Casey Board of

vard School Board for six years and

Education for eight years during the

served as president. Bradford “Leon” Taylor, 64. Died April

1960s. Joseph “Okeechobee Joe” A. Staedelin

27, 2013. He was formerly a very

II, 96. Died March 6, 2013. He was

active member of the Argenta school

a former member of the Rantoul City

board, and president of the Argen-

school board.

Rolland Eugene Wittler, 85. Died March 28, 2013. He previously served on

Lawrence Sward, 91. Died May 5, 2013.

ta Booster Club.

Gerald C. (Jerry) Stapel, 84. Died May

Paulette Thomas, 69. Died April 25,

6, 2013. He was past president of

2013. She was a member of the Lake

the Toulon elementary district’s

Bluff District 65 school board (1978-

school board.

1985), also serving as president

the school board at Mendon. 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.

Districts are doing more with less. IASB has been helping our members do that for 100 years! Our newest policy service combines policy manual development and maintenance in one seamless process. What is PRESS Plus Policy Development & Maintenance Service? A full-maintenance, customized policy service that provides: • Development of an up-to-date local school board policy manual based upon IASB’s Policy Reference Manual and customized to include your district’s current policy and practices, as appropriate. • Ongoing maintenance to help you keep your manual up to date.

Who is eligible for this service? If your district has completed a Policy Manual Customization with a representative from IASB within the past 20 years, but your district is not currently a PRESS Plus subscriber, you may be eligible for the PRESS Plus Development & Maintenance Service. Questions, contact: Anna Lovern, Director, Policy Services • 217/528-9688 or 630/629-3776, ext. 1125 • alovern@iasb.com Nancy Bohl, Policy Consultant • 217/528-9688 or 630/629-3776, ext. 1122 • nbohl@iasb.com

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 U LY- A U G U S T 2 0 1 3

FEATURE ARTICLE

From 1961:

Television instruction in northeastern Illinois By Henry F. Hoppe

uring the past several years,

essary when the time changes from

Cost Saving

daylight savings to standard.

This article is

educational television has

Obviously, the costs to convert

made significant forward strides. A

regular sets and install systems to

Another distinct advantage of

few years ago, it might have been

receive the UHF signals in the large

the Tri-County Project is that the les-

characterized as an infant. Today,

number of school buildings in the

son telecasts may be seen by the par-

however, it is maturing rapidly and

northeastern portion of Illinois would

ents at home. Parents need merely

is at least of school age. Many improve-

be gigantic. With the consent of the

tune in and view what the children

ments have yet to be made and many

Midwest Project, the relay permits

see in school. Outside the WTTW

refinements are in the offing.

the installation of regular commer-

area, the sets in the homes usually

With the advent of Midwest Pro-

cial or school television sets at nor-

have to be modified slightly to accom-

assistant Cook

ject on Airborne Television Instruc-

mal costs. This gives the school districts

plish this purpose. Obviously, the

County superin-

tion (MPATI) it became possible to

time to budget the necessary larger

advantage of parents seeing high qual-

tendent of

expand the operation in the Midwest

amounts for distribution and con-

ity instruction beamed to their chil-

schools in charge

states. Even more specifically it pro-

version systems over a longer period

dren and being able to speak

of radio and

vided a ready-made possibility for

of time, without denying to the chil-

intelligently on the content should

television. He

introducing instructional television

dren the advantages of quality instruc-

have an excellent public relations

also served as

to northeastern Illinois on a mass

tional television.

value to the local district using such

chairman of the

TV lessons.

Tri-County Edu-

basis.

True, the Tri-County Project can

The above was accomplished

only offer one or the other of the air-

At present approximately 100

through the efforts of the Tri-Coun-

plane channels. The airplane tele-

school districts are contributing mon-

ty Educational Television Council

casts

referred to in the “Instructional Rev-

simultaneously. This does cut down

olution” article by Herbert Mulford,

on local districts’ choices to one or

in the last issue of this journal. Tri-

the other in any given time period.

County Educational Television Coun-

However, the Tri-County Project does

cil, through WTTW, Channel 11,

have other advantages. Possibly, one

Chicago, cooperates with the Mid-

of the greatest advantages is the fact

west Project by translating and relay-

that the fund created by district con-

ing the signal (UHF) received from

tributions makes it possible to use

the airplane into the normal (VHF)

video tape during daylight savings

signal used in the northeastern por-

time. Using video tapes from MPATI

tion of the state.

makes schedule adjustments unnec-

channels

and

J U LY- A U G U S T 2 0 1 3 / 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

reprinted from the SeptemberOctober 1961 issue of The Illinois School Board Journal. The author, Henry F. Hoppe, was

cation Television Council.

With its 24-foot TV broadcast antenna extended, this DC-6 became The Flying Classroom. 27

September 11: 9:00 AM – Modern Advanced High School Algebra 9:35 AM – Elementary Science – 5 and 6 10:00 AM – High School American Government 10:35 AM – Beginning Spanish – 3 to 6 11:00 AM – Junior High General Science 11:35 AM – Arithmetic for Gifted – 5 and 6 12:00 Noon – High School World

The Flying Classroom was an elongated TV station with 6.5 tons of equipment.

History

“guide books” are available for each of the courses. The guide books present skeleton information regarding each of the telecast lessons. They are useful in preparing the pupils to receive the program. They are also designed to help teachers with discussion and other activities following the telecast. They are available at very nominal costs from MPATI, Memorial Center, Purdue University, Lafayette, Indiana. A final comment concerns anoth-

12:35 PM – Elementary Music – 1 to 3

er value of television instruction.

ey to the Project on the basis of their

For details of this schedule or

Since the TV teacher works with a

assessed valuations. This is being

costs of participation contact Tri-

battery of technical and content spe-

done through the statutory provi-

County ETV Council, c/o Ben A. Syl-

cialists, the quality of lessons is obvi-

sions contained in Section 6-60 of

la, Room 632, 30 N. LaSalle Street,

ously assured. Because of the built-in

the School Code or Section 10-22.30

Chicago 2, Illinois; or c/o Henry F.

high quality and the use of various

of the new recodification of the School

Hoppe, Room 601, 69 W. Washing-

technicians, the teacher in the receiv-

Code. All money received is deposit-

ton Street, Chicago 2, Illinois.

ing classroom benefits with the chil-

ed in a special account with the Illinois Association of School Boards.

dren. The greatest benefit to the Teacher Improvement

teacher lies in the viewing of well-

Since instructional educational

prepared materials, using new tech-

television is not for viewing only,

niques, visuals, etc. Thus the teacher

The following schedule has been

school board members, teachers and

indirectly is encouraged to upgrade

selected for the fall term beginning

administrators should be aware that

her own patterns of instruction. Many

Fall Schedule

of the research studies point out that this is a common by-product in the classrooms of teachers using TV lessons. In essence then, we see educational television as a step in (1) improving the quality of teaching received by the children; and (2) an immediate help in upgrading the teachers’ presentations. Taken together, these are the basic ingredients for immediate step-ups in the quality of education.

“Bobby’s real proud of his hall pass.” 28

Photographs are used with permission from David Gibson, author of “The Way We Were…Education on the Fly”, Technos Quarterly, Fall 2001, v. 10, no 3. This article is available at: http:// www.ait.net/technos/tq_10/3gibson. php

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 U LY- A U G U S T 2 0 1 3

PRACTICAL PR

How technology is changing the grade school classroom By Gail Kahover

Gail Kahover is the director of communications for Northbrook School District 27 and a member of the Illinois Chapter of the National School Public Relations Association.

he traditional image of the class-

ing technology. The district regular-

where each student is provided with

room teacher, standing in front

ly updates its technology plan to incor-

a computer device (most recently a

of the blackboard with chalk in hand,

porate new innovations, and provides

Lenovo PC computer) for conduct-

has gone the way of the Norman Rock-

a comprehensive framework for

ing research and collaborating with

well painting. It’s quaint, charming

research and implementation.

their peers. Students in grades 3-5 at

and somewhat nostalgic, but not real-

For the past three years, the dis-

Shabonee School have access to carts

ly representative of today’s modern

trict has had a one-to-one initiative

of laptops and netbooks, allowing

classroom.

at Wood Oaks Junior High School

them one-to-one computer access.

Today’s classroom is more likely to be equipped with interactive whiteboards, where the teacher and students engage in lessons right on the projection screen; and tablet computers, where students practice skills using interactive applications (also known simply as apps). With access to the Internet, a world of information is open to our students. But this classroom is far from static. It will continue to reinvent itself as technology changes and new tools emerge. In Northbrook District 27, the Board of Education has been very supportive of the administration’s plans to keep on top of ever-chang-

Columns are submitted by members of

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 U LY- A U G U S T 2 0 1 3

And students in grades kindergarten

laboration inside and outside of the

when students work within discus-

through second at Hickory Point

school walls now to help each other

sion boards, sharing information about

School use iPads and laptops as part

study,” Wegley explained. “Without

a topic with their peers and teach-

of their every day learning.

the technology, this would never have

ers. The shy students may shine in

This immersion into technolo-

happened.”

gy has created a lot more collabora-

The dividends don’t end with col-

tion in the classroom, says Kathy

laboration. Technology has allowed

Wegley, an instructional technology

for more differentiation. Some shy

coordinator in District 27, and a for-

students, for example, may be more

mer fifth grade teacher.

comfortable making a book report by

For the past three years, the district

In the past, if a group of students

using a PowerPoint-type presenta-

has had a one-to-one initiative at Wood

wanted to get together to work on a

tion and their recorded voice, or by

project, they would call each other

making a video.

Oaks Junior High School where each

up on the phone and set up a time to

“Because there are a vast amount

student is provided with a computer

meet at someone’s house. The same

of technology resources available

device for conducting research and

group of students can now collabo-

to students with programs, apps, and

rate by turning on their laptops and

Web 2.0 tools, it allows teachers to

collaborating with their peers.

accessing “Google Docs.” This pro-

differentiate to meet the needs of the

gram allows multiple people to edit

students,” added Michelle Adams,

a document at the same time, from

another IT coordinator and former

any location.

second grade teacher.

“The students have daily col-

Differentiation is also evident

such a setting, allowing them to have a voice and the peers to hear new perspectives. What will the classroom of the future look like? There are many opinions, but one thing is for certain.

Setting District Goals and Direction

Our students are digital natives, meaning they are very comfortable floating in and out of different forms of technology. As public school leaders, we must be prepared.

Whether you call it Setting District Goals and Direction, strategic planning, or values and beliefs/ mission/vision/goals work, school boards are responsible for clarifying the district’s purpose. An IASB Field Services Director brings expertise about the school board’s role in this work. For more information, contact your Field Services Director today!

The future may include: • E-Learning Opportunities – This includes all types of electronically supported learning and teaching, which may eventually include online classes and virtual reality classrooms. • Teaching with Games and Simulations – Research finds that games and simulations help students visualize complex tasks, such as the construction of buildings, and other STEM (Science, Technol-

Springfield 217/528-9688 • Lombard 630/629-3776 continued on page 31 J U LY- A U G U S T 2 0 1 3 / 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

A Directory of your

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

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

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. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; e-mail: smchassee@arconassoc.com

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

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

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121

BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987

LZT ASSOCIATES, INC./LARSON & DARBY GROUP — Architecture, planning, engineering. Peoria 309/673-3100; Rockford - 815/484/0739; St. Charles, MO - 630/444-2112; website: www.larsondarby.com; e-mail: dhenebry@larsondarby.com

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com

CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com

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

LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545

CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com

Building Construction BOVIS LEND LEASE — Construction Management/Program Management. Contact John Doherty. Chicago - 312/245-1393; website: www. bovislendlease.com; e-mail: john.doherty@bovislend lease.com

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

BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com

CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com

WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

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

BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015

CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: kleonard@cannondesign.com

WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080

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

KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213

BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/

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

MECHANICAL SERVICES ASSOCIATES CORP. HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 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

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

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

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866-ALPHA-01 (866-252-4201); website: www.alphaACS.com; e-mail: info@alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com

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 U LY- A U G U S T 2 0 1 3

Technology continued from page 28 ogy, Engineering and Math)

device for their schoolwork. Among

projects.

those, more than half used a device

• Use of mobile devices in the class-

they owned personally.

room – Some high schools already

Despite the changes in technol-

allow the use of Smartphones so

ogy, Wegley and Adams say there is

students can access the Internet

one thing in the classroom that will

for research and to hand in elec-

never change – the need for a strong

tronic files to teachers.

and nurturing teacher.

• BYOT (Bring Your Own Technol-

“The students still will need the

ogy) – Many of our students own

teacher to help them make the con-

iPads or other tablet devices. In

nections, and guide and facilitate

fact, a survey this year by Harris

them,” Wegley said. “They are free

Interactive on behalf of Pearson

to explore their passions, but with

showed that one-third of all ele-

the teacher at the helm as their

mentary, middle and high school

guide.”

students surveyed used a tablet

“My phone got smart without going to school. That’s what ‘artificial intelligence’ means.”

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

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 312/2812014

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

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

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

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

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

J U LY- A U G U S T 2 0 1 3 / 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

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

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

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

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

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

MILESTONES

Milestones Achievements Edmond Gray

trator, retiring in 2001. Gray’s awards

2002. In 1971-1972, she served on a

is a new inductee

include: NAACP Educational Service

citizens’ advisory committee to imple-

to the Alton High

Award, Illinois State Board of Educa-

ment state-mandated integration. She

School Wall of

tion’s “Those Who Excel” award of mer-

was also the co-chair of tax and bond

Fame. He was hon-

it winner as an administrator, and award

referendum committees; and served

ored at a luncheon

of recognition winner as a community

on the Sports Facility Steering Com-

April 29 for his

volunteer.

mittee and on a citizens search com-

many years of contributions to Alton

Joan Shep-

mittee for superintendent in 2005, and

CUSD 11. Gray, of Godfrey, was re-

pard, of Godfrey,

she served on the Alton Educational

elected April 9 to his third term on the

was honored April

Foundation board. She also has served

District 11 board of education. He cur-

29 as a new in -

on the Madison County Urban League

rently is serving as president. He pre-

ductee to the Alton

executive board, receiving its Honor-

viously taught band and orchestra at

High School Wall

able Service Award, and has won the

elementary and junior high levels, moved

of Fame. Sheppard

NAACP Community Service Award.

up to junior high assistant principal

has volunteered in the district for more

The Wall of Fame’s first inductees were

and principal, then AHS assistant prin-

than 50 years. She is also a former, two-

named in 2009, and 23 people have

cipal. He later was the district plant,

term Alton CUSD 11 board member

now won the honor.

facilities and maintenance adminis-

who served as board president in 2001-

In memoriam Marian Aagesen, 87. Died March 6, 2013. She had served on the Kelvin GroveMilne Grove school board, and was a PTA past president. Richard D. “Dick” Anderson, 90. Died March 9, 2013. He was a former

20 books, including World Class

ty.

Quality, a New York Times best-

Vernon Paul Bergstrand, 94. Died May

seller.

17, 2013. He served for several years

Roderick Bickert, 85. Died May 7, 2013.

on the Silvis School District 34 board

He was district superintendent at

of education.

New Trier Township High School

Keki R. Bhote, 88. Died May 7, 2013.

District, Northfield, from 1974 until

He was a former member and pres-

his retirement in 1990. He later

Dean L. Armstrong, 86. Died April

ident of the Glencoe school board.

launched a consulting business called

20, 2013. He was a former board

Prior to creating his own consulting

Bickert & Associates, now known

member at CUSD 300, Carpen-

company, he had a 42-year career

as BWP & Associates.

tersville. Before that he was employed

at Motorola. He played an acknowl-

Lawrence Eugene Boarman, 82. Died

as a teacher in Elgin and Elmhurst.

edged key role in Motorola being

May 18, 2013. He served as a Pawnee

Harry E. Beam, 83. Died May 15, 2013.

awarded the Malcolm Baldrige Nation-

CUSD 11 board member for eight

He was a former school board mem-

al Quality Award, the first corpora-

years, and served as a regional board

ber for both Pittwood School and

tion to do so. He also authored over

continued on page 22

member of the Paxton school board, serving nine years.

Unit 9 Schools in Vermilion Coun-

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 U LY- A U G U S T 2 0 1 3

ASK THE STAFF

Technology and school boards By Brian Zumpf

uestion: How can school boards

ing packet electronically. And once

icy, makes it easy to determine where

use technology to improve the

board members are comfortable with-

the information that is important to

operation and efficiency of their work?

out a printed packet, there can be

the searcher will be found. Web links

Answer: Technology is helping

additional cost savings in materials

are also created to any legal refer-

to make time and resource intensive

(paper, ink and delivery). With Board-

ences within the manual that are

work-products of the school board,

accessible to the viewer. Active links

namely, the board meeting packet,

online a board meeting agenda and

are also created within the policies

and a distributable version of the

a board packet for the public, anoth-

to any policies with which they cross-

board policy manual, easier and more

er packet with additional informa-

reference. School Board Policies

cost effective to create and update.

tion only to be seen by the board, and

Online also has an archiving feature,

Technology has also made it pos-

a third packet intended for use by

which preserves the prior versions

sible for school boards to increase

administrators. Electronic file attach-

of the district’s policies for later ref-

the transparency around their work,

ments can be easily incorporated into

erence, and it can be used to publish

and through the use of the Inter-

the board packet and the entire pack-

the district’s administrative proce-

net, make the board packet and pol-

et, including attachments, is num-

dures manual at no additional cost.

icy manual available in a form that

bered into one cohesive document

As districts look for the right tech-

is easily accessible to the communi-

and converted to a PDF format, which

nologies to improve the work of the

ty. IASB has selected to offer its mem-

is easily downloadable to a variety of

teachers and students, they should

devices and can also be printed for a

also look at how they might work to

packet preparation, and School Board

physical copy.

improve school board processes and

Policies Online, for online policy man-

One of the easiest ways for school

administrative support for those

ual publishing, because they offer the

boards to make their actions more

processes. Regardless of which ven-

features we feel are important to

transparent to the public is to publish

dor or service is used, an important

boards and their communities, while

their policy manual online, so that the

question for board members to ask

remaining an affordable option for

board’s governance directives are read-

is not just the cost of the service, but

our member districts. Similar ser-

ily available for all to see.

the cost savings that the use of technology may generate beyond the ser-

vices exist in the marketplace, though

With School Board Policies

many are not developed specifically

Online, the district’s current policy

with school boards in mind, and those

manual is converted into an elec-

IASB encourages school boards

services features and costs can vary

tronic format that can be viewed and

to consult with administrators for

greatly.

searched on the web. School Board

insight into how and when to imple-

vice itself.

Districts can find administrative

Policies Online’s search function,

ment new technologies in a way that

labor cost savings in the reduced time

which shows how many instances of

maintains a fiscally responsible dis-

it takes to prepare the board meet-

a word or phrase appear in each pol-

trict.

Brian Zumpf, a policy consultant who works in IASB’s Lombard office, answers the question for this issue.

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

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

www.iasb.com

The Illinois Association of School Boards was launched in December 1913, by a group of school board members at a meeting in Quincy, Illinois. Today, nearly 99 percent of the school boards in Illinois hold active membership and support the Association through annual dues. The 100-year history of the organization is being celebrated throughout the 2013 calendar year. Various activities and events have been planned to observe this milestone. Several publications will also be used to chronicle the Association history, including a special commemorative book, a series of articles in The Illinois School Board Journal, and a daily log of facts that will appear on the home page of the IASB public website. If you are not yet familiar with the daily “factoids” that appear on the website, here is a sampling. If you like what you read, visit the IASB home page, where a new “factoid”

will appear every day throughout 2013: Jan 2, 2013 — IASB has had six fulltime executive directors in its 100year history. They are: Robert M. Cole, 1943-68; B.B. Burgess, 1969-1973; Harold P. Seamon, 1973-1989; Wayne L. Sampson, 1989-2000; Michael D. Johnson, 2000-2012; Roger L. Eddy, 2012 to present. Jan 5, 2013 — The cost of educating Illinois students has grown substantially. In 1913, the state education budget was $47,039,549. In 2011-12, the state budget of $9,328,800,000 represented 32.3 percent of the total amount spent by all sources (state, federal and local). Feb 3, 2013 — On March 31, 1948, representatives from Iroquois, Kankakee, Will and a portion of Ford counties met in Kankakee to form what was known then as the Wilrokee Division. It would later be reorganized into parts of the Three Rivers and Corn Belt Divisions. Feb 14, 2013 — Sargent Shriver, president of the Chicago Board of Education, was a keynote speaker at the 1956 IASB Annual Conference. He was manager of the Merchan-

dise Mart, owned by Joseph Kennedy Sr., and had married Kennedy’s daughter Eunice in 1953. Mar 19, 2013 — At the 1962 Annual Conference in Chicago, members of IASB’s Delegate Assembly went on record as “opposing any school district reorganization legislation based only upon student enrollment or geographic location.” Apr 10, 2013 — The largest decrease in the number of Illinois school districts through mergers and consolidations occurred during school year 1947-48 when 3,349 districts ceased to exist as separate entities. May 15, 2013 — All administrators, teachers and non-certified school employees were subject to the 90day wage-price-rent freeze imposed by President Richard Nixon on Aug. 15, 1971. This power had been granted to the president by the Economic Stabilization Act of 1970. Jun 2, 2013 — Art Linkletter, television and radio star of “House Party” and “People Are Funny” and an ardent crusader against drug abuse, spoke to a sold-out crowd of 1,710 at the Sunday evening banquet at the Palmer House at