The Illinois School Board Journal by IASB Publications

M A R C H / A P R I L

2 0 1 2

Vol. 80, No. 2

READING • WRITING • ARITHMETIC • BEANS • BALLS • BUSES

teenagers, I know you’re smiling now.

whether they’re putting a pen to paper

You’ve seen your child leave a writ-

or typing words into a computer.

ing assignment until the last possi-

Whether your district includes

ble moment. Recreating four and a

cursive writing instruction and when

half months of a journal may be over

to begin that process can be board

hy is it that some people are

the top, but needing five pages on a

level questions when asked in the

able to sit down and write so

president when they’ve chosen some-

correct way. What does the research

effortlessly and others struggle to

one too recent to have much written

say to support cursive writing? You’ll

compose a simple e-mail? It’s the

about them is par for the course.

find that, as with other subjects, it’s

same reason, perhaps, that some peo-

Or maybe you’re smiling because

varied. To help stimulate that dis-

ple can pick up an instrument and

you can remember staying up all night

cussion, you’ll find a list of board lev-

play anything by ear, but others could-

to finish a paper that had been assigned

el questions included with this cover

n’t play very well even if they prac-

two weeks ago … or at the beginning

story.

ticed every day for a year and had the

of the semester … and you didn’t get

music in front of them.

around to writing it until the night

Ask some writers and they may

before it was due.

*** When you say something repeat-

talk about “writing” things first in

We’ve all read something at one

edly and someone actually listens, it

their head by organizing their ideas

time or another that has made us say,

can be a wonderful thing … especially

and thinking about the ultimate goal

“Huh?” Think about the instructions

when you’re dealing with Congress.

for the story. Others make precise

that come with anything that needs

That’s why we’re certain that past

outlines, organizing their thoughts

to be put together … from a model

IASB president Christy Coleman of

in a structured picture of what they

airplane to a new entertainment cen-

Geneseo is very happy.

want to say.

ter. Did you ever wonder if the peo-

Each year when she has attend-

ple who prepare the instructions ever

ed NSBA’s Federal Relations Network

had any instruction in writing?

Conference in Washington, D.C., Cole-

And even though people may be adept at writing, they are not always adept in the same way. Someone who

Writing affects everyone’s daily

man made certain that every repre-

writes technical pieces may not have

lives. Even those who say they have

sentative, senator or staff she met

the first idea about how to start a nov-

not read a book in years (whether on

with from Illinois recognized the

el. A novelist might not be able to

paper, Kindle, Nook or iPad) have

importance of the “E-Rate” program

think and write in terms of the “invert-

read a menu, the directions to a video

to districts like hers. E-Rate reduces

ed pyramid” that is so important for

game or the crawl line at the bottom

the cost of Internet access for high-

a newspaper article.

of the TV screen. In order for any of

need schools and libraries, a service

Often people struggle with just

that to appear, someone … some-

that might be in jeopardy without a

putting down their thoughts. In the

where … had to write, and write effec-

waiver from the Consolidated Appro-

comic strip “Zits,” teenage Jeremy

tively.

priations Act for FY 2012 and pro-

recently sat at the kitchen table with

The cover story for this issue

tection from the Anti-Deficiency Act,

a ream of paper in front of him. When

of The Journal deals with writing —

which could tie up funding com-

his mother asked what he was doing,

both the physical activity and nur-

mitments.

Jeremy said he had to finish his jour-

turing the creative process.

On the last day of January, NSBA

nal that was due the next day. When

Whether cursive or keyboarding

announced that more than $2.25 bil-

was it assigned? Last September. How

wins the battle might be inconse-

lion in E-Rate discounts will be avail-

much had he written? Not one word

quential when it comes to living a

able to school districts without

so far. “Do you remember what we

successful life. But encouraging stu-

interruption for the next two years.

were doing on …?”

dents to write and to be evaluated on

Congratulations, Christy! They

For those of you who have

their writing will still be important,

listened.

TABLE OF CONTENTS

COVER STORY 14 | Writing: Practical skill or dying art? From penmanship to curriculum, writing will face a gauntlet of changes in the near future as the Common Core State Standards prepare to shake up the way students are taught. Alice Armstrong

16 | Sidebar: Questions board members should ask about writing 18 | Sidebar: Types and forms of writing

FEATURE STORIES 4 | A parting view … Governing duties differ at Association level Learn how IASB’s board of directors functions in a way that keeps members from being at odds with what is in the best interest of their local districts. Michael D. Johnson

Vol. 80, No. 2

8 | Improve board performance by harnessing board conflict Governance is best performed by a “corporate body” that allows natural diversity to have a voice that finds a focused way forward. John Cassel and Cathy Talbert

9 | Sidebar: Governance conversation can break the stalemate

11 | Fulfilling its purpose: Why board governance? A director of board services for the Indiana School Boards Association provides his reasoning as to why communities need locally elected or appointed school board members. Michael T. Adamson

20 | Students pay respects to overused words See how one teacher held a “funeral” to make her students use more interesting words. Valerie Wells

26 | Famed coach offers leadership pyramid School leaders could learn a lot from late college basketball coach John Wooden. Dennis White and Greg Reynolds

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Linda Dawson, Editor Gary Adkins, Contributing Editor Diane M. Cape, Design and Production Manager Dana Heckrodt, Advertising Manager

Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES May/June July/August

Third R: Arithmetic First B: Beans (Finance)

Cover by Corbin Design, Petersburg Headline type courtesy of Sophie Mayfield

BOILER ROOM

Confused friend longs for well-taught cursive by “Gus”

Gus, the custodian at Eastside Grammar, is the creation of Richard W.

wo days ago, I was havin’ break-

to get her to send a real, hand-writ-

fast down at Amy’s Café with

ten letter now and then, instead of

my good friend, George, who works

always usin’ e-mail. The kid’s in high

for the phone company. He spends most of his time repairing downed wires.

Smelter, a retired

“Say, Georgie boy,” I began. “Don’t

school principal,

you ever get tired of fixing the same

now a Chicago-

old stuff all year?”

based college

“No way, Gus! I like the old infra-

instructor and

structure! We all know that telephone

author.

wires should be put underground and

school. Just read the first few lines and tell me what it says.” I read the first few lines, as direct-

my dog’s signature, too, if I could get him to hold a pen!

ed. “Let’s see,” I began. “It says, ‘Hi, Uncle George … I’m really bummed out! Car got rear-ended!’” George took the letter back, and called the waitress over.

that telephone poles are obsolete, but

“Agnes. Do me a favor and read

I like the job security. Hey … you

the first few words of this letter. Tell

work in a school. Maybe you can help

me what it says.”

explain somethin’ to me.”

1800s, when you went to school!”

I told him I’d try, but that I’m not

“I’m not that old, George. Well,

an educational expert. I just keep the

not quite. What are you gettin’ at?”

place clean. George then directed my attention to the menu. “Look at the top, Gus. What does it say?”

“Gee, George … I think it says,

fectly.”

out! Cargo’s upended.’ Does your

“Well, George, that’s probably er’s by a computer.”

“Now, Gus, what do they call that style of writing?”

guess. ‘Hi, Uncle George … I’m really burned

“That’s right! Had no trouble

best of ’em.”

few seconds and then ventured her

“Just at how nicely ‘Amy’s Café’

because it was done at some print-

“No. I can read along with the

Agnes stared at the letter for a

is written. The letters are formed per-

“Amy’s Café.” readin’ that, did you?”

Probably looks like

“Doesn’t matter. Now, look at this.”

niece work at some shipyard?” “No, Agnes, no she doesn’t. You know, I had to call her up to ask her what she’d written. You know what it’s supposed to say?”

George reached into the inside pocket of his coat and produced an envelope. He passed it across the table

“Cursive, I think.”

to me while the waitress was pourin’

“Right again, Gus! Cursive! That’s

us some more coffee.

Agnes and I couldn’t guess. “Hi, Uncle George … I’m really busted up! Carl got suspended.” George informed us that “Carl” is his niece’s boyfriend.

the style they taught you to use after

“This is a letter my sister’s daugh-

While Agnes made out the bill,

you learned to print, way back in the

ter sent me, just last week. Sis is tryin’

George produced two slips of paper

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

from his wallet. “Now,” he began. “These are two prescriptions I have to get filled down

for all the doctors! Totally illegible!” “So, George, what’s the bottom line? I gotta run.”

at the pharmacy. One’s from my wife’s

“Just this, Gus. Tell those teach-

doctor and the other is from my doc-

ers to teach cursive better. Bring back

tor. The wife’s doctor’s last name is

the beauty, and clarity, in hand-

O’Meara, and my doctor’s last name

writing! Tell them to teach their stu-

is Dombrowski. Look at the signa-

dents the plain, old-fashioned charm

tures, Gus. Can you tell one signa-

of the handwritten letter! Heck!

ture from the other?”

We live in a world of abbreviated text

I studied the signatures carefully … just two, similar-looking, squiggly lines. I informed George that I hadn’t a clue as to which doctor wrote which prescription.

Vice President Karen Fisher

I thought about what he’d said as I drove to work. Perhaps we are living in a world

BOARD OF DIRECTORS

in which beauty and simplicity have been cast aside by ugliness and speed.

tell that one’s an Irish last name and

Perhaps we’ve grown too attached to

the other is Polish! And, guess what?

our electronic devices.

They both look like my dog’s vet’s sig-

I thought I’d stop by Mr. Keck’s

nature! Probably looks like my dog’s

office to ask him what he thought

signature, too, if I could get him to

about all of this.

crazy! I think there’s this company

Immediate Past President Joseph Alesandrini

messaging!”

“Precisely, Gus! You can’t even

hold a pen! Must drive the druggist

President Carolyne Brooks

Abe Lincoln Roger Edgecombe

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern John Coers

Cook South Tom Cunningham

Starved Rock Simon Kampwerth Jr.

Cook West Joanne Zendol

Three Rivers / Treasurer Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

I never got to see him. He was too busy text-messaging somebody.

that makes the same signature stamp

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

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

Kishwaukee Mary Stith

IASB is a voluntary association of local boards of education and is not affiliated with any branch of government. “It’s not true, but it sure keeps the tailgaters away.” MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

A parting view … Governing duties differ at Association level by Michael D. Johnson

Michael D. Johnson is

ditor’s note: In September 2000,

for the Association, including a state-

Michael D. Johnson became

ment of its mission, define the lim-

its on executive authority of the staff,

just the fifth full-time executive direc-

executive

tor in the 98-year history of the Illi-

The IASB Board of

set forth board procedures and describe

director emeritus

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

Directors set the

the board/staff relationship. Taken

of the Illinois Association of

and returned in July 2007 as exec-

standards for the

provide clear direction for the staff

School Boards.

utive director emeritus to focus on

Association staff,

organization.

This is part four

the transition to a new executive and

of a five-part

to help with fundraising for the Asso-

provide leadership

can provide considerable insight into

series.

ciation. He will relinquish that role

and model it for

the governance process for local boards

and end 11-plus years of service with

local boards.

IASB in June 2012.

Although IASB board policies

of education, the governance policies of a not-for-profit association differ from those of a public school

This is the fourth of five articles

district.

Johnson will write for The Jour-

In fact, there is a significant dif-

nal, outlining what he and the Asso-

ference between a local board of edu-

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

provides that major policies be estab-

cation that is elected and the corporate

issue, Johnson reviews the role of

lished by an annual delegate assem-

board that is appointed and respon-

the board of directors in Association

bly and places governance in the

sible for IASB governance. The con-

governance.

hands of an elected board of direc-

stitution, policies and practices of

Just what is the role of the board

tors. The board of directors — made

this board combine to create a gov-

of directors in Association gover-

up of officers and regional directors

ernance structure designed to keep

nance? Who are they and what do

— employs an executive director and

directors from having to choose

they do? How do they impact local

approves annual budgets to carry out

between what’s good for the Associ-

member districts and their school

the work of the Association, through

ation and what’s good for their local

boards?

its offices in Springfield and Lom-

district.

These are questions any non-

Let me give a few examples:

bard.

profit association might face. The

The IASB board of directors estab-

Our board of directors does not

answers are equally important to the

lishes policies governing the Associ-

vote on dues every year. Instead, dis-

Illinois Association of School Boards

ation and setting standards for its

trict member dues are based on a for-

and how it operates.

management and operations. These

mula that fluctuates by local

governance policies establish ends

enrollment, budget, etc., so that it

The Association’s constitution 4

together, these governance policies

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

tion provides to local districts.

may go up or down in a given year. If

port and autonomy. And the results

the directors had to vote on it annu-

show when potentially damaging leg-

I credit our board of directors for

ally, that could impose a hardship on

islation or mandates are minimized

advocating for IASB’s entrepreneur-

their local district and put them in

or eliminated.

ial spirit. That support encourages

conflict with their local interests and fellow board members.

So what does this board of direc-

the Association staff to be leaders in our fields, to look forward and antic-

tors do?

And because our directors sup-

They set the standards for the

ipate what members need, and to find

port an Association budget and dues

Association staff, provide leadership

the best people and resources to pro-

structure that does not place 100 per-

and model it for local boards.

vide it. IASB has always been the leader that other state associations

cent of the budget burden on mem-

It’s not uncommon for the direc-

ber dues, local districts can pick and

tors to see and hear reports and

choose what fee-based services they

demonstrations of new programs or

Because governance of the Asso-

prefer or need. This also increases

services developed by Association

ciation is based on geographic rep-

the accountability required of staff

staff. Although they do not approve

resentation, it also allows for regional

to members, staff to the executive

or disapprove these programs, direc-

input and differences. For example,

director, and executive director to

tors do approve the budget that allows

each of our 21 divisions has its own

the board of directors.

staff to research and implement the

bylaws, which vary by division and

programs and services the Associa-

expand or contract how they gov-

Likewise, IASB directors adopt-

follow and look to for guidance.

ed a formula with inflation factors to set the annual conference fee that doesn’t require them to act every year, or force them to make arbitrary decisions to raise or lower or freeze registration fees based on emotions or conditions. The formula is set, and the fees are predictable and fairly adjusted.

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

Here’s another example. The Delegate Assembly is charged with voting on Association position statements, via resolutions submitted by local school boards, but the board of direc-

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associations enjoy this type of supMARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

ern locally. That allows for division

have a seat on the IASB board of direc-

officers serve. Each officer can serve

dinner meetings to reflect what the

tors. There is no term limit, per se;

two consecutive years, so if a person

local board members want and need,

rather, directors serve so long as the

moves up the ranks from vice pres-

and not carbon copy a template that

division supports them, and pro-

ident to president to past president,

IASB staff or the directors might dic-

vided the directors continue as local-

their maximum career service is

tate.

ly elected school board members.

six years.

Each division is also responsible

The one exception to this is the

At that point, they can join the

for electing the person it wants to

one-year terms that our Association

“old goats club” of IASB past presidents. This distinguished group represents the history of the Association and provides invaluable wisdom, experience and support for those coming up the ranks. They also help new officers and directors avoid repeating any mistakes from the

STAFF OFFICE OF THE EXECUTIVE DIRECTOR Michael L. Bartlett, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Dawn Miller, Consultant Thomas Leahy, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Associate Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Advocacy Cynthia Woods, Director IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940 www.iasb.com 6

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

past. What qualities make for an effective director or outstanding officer? I’ve had the privilege of working with many good ones and a few great ones in my 11-year tenure. I believe those qualities include a capacity for leadership, a grasp for seeing and doing what is best for the entire state, and a commitment to serve above and beyond the hours spent at local

COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Gerald R. Glaub, Consultant

board meetings. Although we try very hard to keep their local service ahead of any service they provide as directors, the ones who survive — and thrive — at both are those individuals who can accommodate and bal-

FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Dean Langdon, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Andrea Dolgin, Consultant Jackie Griffith, Consultant Wayne Savageau, Consultant Brian Zumpf, Consultant

ance these commitments without conflict. If you want to learn more about the Association’s governance policies, go to the IASB website and click on this link: http://iasb.com/pdf/GovPolicies.pdf. And if you want a current list of the officers and directors, you can find it in the front of this magazine, or by linking to it at: http://iasb.com/whatis/officers.cfm. Next issue: the transition of executive directors

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

FEATURE ARTICLE

Improve board performance by harnessing board conflict by John Cassel and Cathy Talbert

Cathy Talbert is

onflicting perspectives, ideas,

themselves caught in a mixture of

when the board comes to agreement

values and styles are the

competing answers to these and oth-

about the organization’s purpose and

essence of a board. Most organiza-

er questions. To find common ground,

direction, and then empowers the

executive direc-

tions — and certainly all associations

the board must bring members’ var-

CEO and staff to execute it.

tor, field services

— do best when they are a true expres-

ied expectations together at one table

Think of it like this: While man-

and policy ser-

sion of what their members want.

for the purpose of collectively creat-

agement is best centered in one per-

vices. John

The subtle complexities required

ing a unified way forward.

son who is accountable for the whole,

Cassel retired in

to be “on point” are why most orga-

2011 as IASB

nizations choose to be governed by

field services

a board of directors, rather than an

director for the

individual.

IASB associate

Starved Rock, North Cook and DuPage divisions. This article appeared in Janu-

governance is best located in a “corThe importance of diversity Board governance works best

nizational mission and embodies the

when there is a healthy, vigorous

ethos and culture of the whole. For

A board of directors is a group of

debate over tough, key questions,

that reason, healthy, productive con-

equals who gather around funda-

according to Patrick Lencioni, author

flict should be valued and nurtured

mental questions like: Who are we?

of The Five Dysfunctions of a Team:

around every board table.

What do we care about? What are we

A Leadership Fable. “If team mem-

trying to do? Most organiza-

bers are not making one another

tions find

uncomfortable at times, if they’re

Effective boards welcome diverse

never pushing one another out-

opinions and work by disabling con-

side of their emotional com-

flict. The members of these boards

ary/February issue of Forum magazine, a

fort

publication of the Association Forum of Chicagoland, and is used with permission.

Healthy, productive conflict should be valued and nurtured around every board table.

zones

Common conflicts

during

find the experience rewarding because

discussions, then it is

they are able to make a satisfying con-

extremely likely that

tribution to the organization.

they are not making

Unfortunately, many boards are

the best decisions for

not healthy. Either they don’t see the

the organization,” he

value in productive conflict or they

writes in his book,

are handicapped by debilitating dis-

stressing that if the nat-

agreements, such as the following

ural diversity found on

common board conflicts:

every board is honored

• The board disagrees about its job.

and nurtured, a focused

Sometimes board conflict is what

way forward will emerge.

porate body” that articulates an orga-

might be called “structural.” If

And make no mistake:

board members do not agree about

A focused way forward is essen-

the board’s job — and how the board

tial, as board governance works best

relates to the CEO — they will

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

arrive at the table with different

establish its internal structures

ed to boards? Certainly, recruit-

understandings of the task at hand.

and then figure out how they relate

ing and appointing new board mem-

Every board should have regular

to the CEO. With board members

bers is a task that boards should

opportunities to ask, “What’s our

and CEOs coming and going, it’s a

take very seriously. Nevertheless,

job?” “How do we want to do busi-

never-ending process. Many boards

many boards are troubled by both

ness at this table?” Wise boards

simply do not dedicate the time

internal and external players. On

review their charge regularly and

required for these formative tasks.

investigation, one discovers many

work from a set of written board

Wise boards know board orienta-

of the internal “difficult people”

agreements and policies about

tion and teambuilding is essential,

are not truly dysfunctional peo-

group norms, roles and responsi-

and time well spent. Sometimes

ple who could care less about the

bilities.

you need to slow down to speed

organization, but rather consci-

up.

entious members who do not feel

• The board fails to function as a team. Becoming a team requires

• A few “difficult people” control

heard, included or respected, or

time and effort. The board must

the board’s agenda. The most pop-

who do not understand existing

establish leadership expectations,

ular workshop at many board con-

agreements about the board’s job

communication patterns and behav-

ferences is “dealing with difficult

and procedures. Every board must

ioral norms. It’s doubly compli-

people.” How, one wonders, did

spend time developing a culture

cated because the board must

all these difficult people get appoint-

that is truly respectful of what each

Governance conversation can break the stalemate In many ways, association boards are a lot like local

Illinois Association of School Boards. Often a board with

school boards. One task of every school board is to deter-

this dynamic will be stuck in a “money” conversation:

mine exactly how much money the local community

budget line items, expendable programs, unnecessary

should invest in public education. It’s not surprising that

expenses and non-negotiables. As an antidote, IASB

in today’s world, some board members get elected with

attempts to help the board and its members move

the sole agenda of dramatically limiting district expen-

from defending individual positions to identifying com-

ditures.

mon interests. It encourages board members to pause

This can be a ready-made recipe for conflict. Typi-

and reflect on all that they value for their school district,

cally, all board members profess commitment to fiscal

their community and their children. It encourages an

responsibility. However, most seated board members are

explicit “values” conversation. What do we really care

looking to balance a variety of commitments and values.

about? How can we really hear and respect each other’s

It’s one way to think about the work of a school board:

values? Do fiscal concerns really stand alone, or has this

Its job is finding the right balance between educational

theme emerged because it’s hard to see the values behind

excellence, community needs and fiscal responsibility.

program decisions?

Most school boards self-consciously work at finding

Most of the time, this true “governance conversa-

a balance. So when someone shows up who believes

tion” (What do we really care about?) gets boards past

finances trump everything, conflict erupts.

their stalemate. A high-functioning board of diverse views

Some boards work through the conflict; others get stuck and reach out for assistance, seeking help from the

really is the best vehicle to balance competing values in tune with community well-being.

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

board member brings to the table. Communication patterns should embody the reality that information is power and all members are kept in the loop. Board orientation should be thorough and careful. Mission: collaborative conflict All board members owe their organization — and each other — a willingness to listen carefully and respectfully, an eagerness to share their honest and best thinking, and a commitment to move forward together. With that in mind, all board mem-

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

bers should support and hold themselves accountable for the decisions the board makes. If the board’s processes do not generate the respect and appreciation they deserve, not all board members will consider them-

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

selves accountable for board deci-

Updating – Policies that are current with legal requirements and provide for effective board governance.

that function on the primary work of

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.

sions. The result is a weaker organization. The bottom line is this: Boards the board and build a culture of trust and respect will find themselves doing powerful work. The diversity of perspectives around the board table — which is so helpful — will come together in a unity of purpose, propelling the organization toward its mission and enhancing the lives of all stakeholders. In modern society, the ability to engage one another with civility and respect during a meaningful exchange of ideas is in jeopardy. As servants of

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

the body politic and the common good, boards are in a position to change that by embracing productive conflict. It’s an important challenge — and all association board members should rise to the occasion.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

FEATURE ARTICLE

Fulfilling its purpose: Why board governance? by Michael T. Adamson

hy board governance? It is

these committees performed many

Regardless, it is easy to understand

a question that is forever

of the same roles as today’s school

why school board service is often

boards. (NSBA, 2006)

described as a thankless job, but this

asked by critics of public education

Michael T. Adamson is director of

is a different issue altogether … or

board services

is it?

for the Indiana

governance and one that receives

Representative governance over-

varying amounts of press when the

sight by a locally elected and/or

wind of political criticism blows

appointed group of citizens mirrors

toward school boards and their role

most other forms of oversight offices,

in the governance process. Regard-

each representing the voice of their

That is the question isn’t it? Why

less of its origin, it remains a good

constituencies in their individual

do board members continue to place

in the Fall 2011

question and one that begs more than

capacities as public officials. Iron-

themselves, their reputations, and

issue of The Jour-

a cursory answer. Why has the egal-

ically, there has almost always been

their families in an arena of public

nal and is used

itarian governance over public edu-

a tendency for other elected offi-

scrutiny? Why do they endure the

with permission.

cation been assigned to a group of

cials, as well as private citizens alike,

derisive comments and thankless

elected and/or appointed members

to view school board positions dif-

criticisms of their constituents, as

of the local community? Is this a

ferently from other offices, when, in

well as from other public officials,

time-worn governance model? Does

reality, a school board member is as

when from all outward appearances

it still work?

much a public official as other office

there are seemingly no benefits to be

holders. Additionally, other public

realized?

School Boards

The real question

official’s incursions into areas of edu-

Without pretending to under-

Local control and an unwaver-

cational governance are probably

stand the mindset of any individual

ing drive for representative govern-

more frequent than what is realized

who willingly places himself or her-

ment was the precursor to school

in other offices. Perhaps that is

self in front of the firing squad of pub-

boards in mid-17th century colonial

because other elected and/or appoint-

lic opinion, it is important to examine

America. Pioneers and householders

ed officials find public education to

some tenets of school board gover-

established school committees and

be an easy diversionary target, or

nance that are uniquely different than

those committees evolved to hiring

perhaps it is because a few well-cal-

most other public offices. Although

schoolmasters and keeping the school

culated sound bites regarding edu-

this may not altogether explain the

house in repair and heated during

cation are a sure way to garner a few

psychosis behind anyone’s desire to

the winter, buying supplies, assess-

more votes at the polls, or it may

serve public education in this day

ing student progress, evaluating per-

simply be that, in the grand scheme

and age, it does provide some insight

formance and monitoring truancy.

of things, the general consensus is

regarding what board members under-

This system of control by school com-

that school board members occupy

stand about the office that many do

mittee spread across the country and

a lesser, more subservient, office.

not.

History and hindrances

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

Association. His article appeared

all the public. If that is true, then

cation is their only concern and it is

One of the most distinctive dif-

board members must embrace and

this benefit of the office that acts as

ferences between the office of a school

represent the cause of public educa-

the enabler of the non-partisan posi-

board member and other elected posi-

tion by governing indiscriminately.

tion.

tions is that in many states this office

The children in Indiana (as well as

Distinctive differences

Finally, board members are representatives of the culture and climate of the communities they represent. They are a group of men and women who regularly meet for

Public education is simply that … education that is available for every child of the public … and that means all the public. If that is

the sole purpose of addressing the needs of public education in their local school [district]. Their job is to

true, then board members must embrace and represent the cause of

establish the policies and allocate the

public education by governing indiscriminately.

resources for public education to occur according to federal and state guidelines while reflecting their community’s goals and objectives. (Johnson, 2010) This is no small task because it often requires a school

is non-partisan. This stance is some-

Illinois) schools, for all real and prac-

board to meld potentially divergent

what hard to defend considering that

tical purposes, do not have a politi-

opinions into single expressions of

the election process is steeped in par-

cal affiliation. Their need for education

leadership governance for their school

tisan politics, but it is true nonethe-

is not dependent upon whether they

[district].

less.

come from homes that are democWhy do we govern by boards?

The election process for school

ratic, republican, libertarian, inde-

board members, not unlike their par-

pendent, tea-partiers, and so on.

A better question is, “Who would

tisan counterparts for other public

Consequently, responsible public

you rather be responsible for pub-

offices, is only the vehicle utilized to

education governance oversight can-

lic education governance?” Critics

determine which candidates will serve,

not be contingent on these issues

of the current governance system

but that is where the similarities

either. That means that board mem-

claim board service no longer meets

between school board candidates and

bers, who may have strong party affil-

the needs of public education, but

candidates of other offices end.

iations and political opinions, must

that statement is, minimally, an over-

Although board members do not serve

lay aside those positions to consider

ly simplified and convenient con-

party politics and, ethically, they can-

what is best for education, regardless

demnation. It is easy to say that the

not serve a party and be true to the

of politics. That is perhaps easier said

current model of governance has failed

board office, public education gov-

than done, but it is the only defend-

and should be replaced, but with

ernance is impacted by partisan pol-

able position possible.

what? Furthermore, with renewed

itics and ultimately must govern in

Another difference is that edu-

accountability expectations in all

compliance with legislation result-

cational issues are all that school

areas of education, what single indi-

ing from partisan politics, but that is

board members are required to

vidual or group do you trust to do

the extent of the partisan influence

address. Board members are only

what is best for education in your

upon the primary tenets of school

responsible to deliberate upon the

local community, to emphasize and

board governance.

means whereby they can meet the

reflect the educational values that

Public education is simply that

educational objectives of their school

your community believes are most

… education that is available for every

[district]. This is the only elected

important?

child of the public … and that means

position that can truly state that edu-

There are many reasons public education is governed by boards of

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

locally elected and appointed citi-

ning. But wait, isn’t this what we have?

School board governance left the

zens, other than being the way we

Granted, not every board performs

Tom Sawyer and Huck Finn era long

have always done things. Public edu-

as well as it should; not every school

ago and whether board members rep-

cation is governed by boards because

[district] challenges students to reach

resent [districts] in dense urban areas,

multiple perspectives help ensure

their fullest potential to the degree

the most remote and isolated rural

that the best decisions are reached

that they should, and not every com-

areas, or anywhere in between, the

in matters affecting a broad con-

munity shows their value for educa-

demands of the office require mem-

stituency; governance by boards pro-

tion beyond more than cursory

bers who have the practical and intel-

vides checks and balances when

support. But that does not mean that

lectual knowledge to represent the

individuals from different backgrounds

the governance model is broken, only

cause of public education effective-

and experiences converge, thereby

that it needs revitalizing where it is

ly.

discouraging the domination of lead-

not performing to expectations.

ership by a single individual; public education is governed by boards

References The challenge

because local control is an inherent

Part of the dilemma of board gov-

value of a free democracy. These rea-

ernance is that resources to promote

sons express what the Founding

public education at the local level are

Fathers long ago recognized as the

dramatically impacted by the politi-

benefits provided by local expression

cians who wave the educational ban-

and control over the affairs of our

ner for personal interests. That is not

lives.

to say that those individuals are not interested in education, only that

Is there a better way?

education is a value that they are will-

If we were redesigning public

ing to compromise, to varying degrees,

education governance, how would

to blend educational objectives into

we develop the model? Ideally, gov-

an overall political platform that often

ernance would not be relegated to a

capitalizes on the general public’s

single individual to prevent a one-

collective misperceptions regarding

dimensional focus in policy and deci-

educational issues. For politicians,

sion-making. We would want the

education represents only one of

governing body to have an experi-

many interests they target as a respon-

ential understanding of local values

sibility of their office. Consequent-

and we would insist that they under-

ly, part of the challenge is to somehow

stand the culture of the communi-

raise the value of education beyond

ty. The system of governance

partisan politics.

employed must be flexible enough

The final part of the challenge is

to reflect a local identity but robust

to conscientiously and consistently

enough to ensure that students are

elevate the collective governance

equipped to meet the challenges of

knowledge of school board members

the 21st century. The system must

to better equip them for the rigors of

have strong accountability measures

board service. Current research

in place that are realistically estab-

emphasizes the value of board train-

lished using data and that are regu-

ing and professional development

larly reviewed for progress and

and the boards that have embraced

alignment to educational goals and

that reality are consistently performing

objectives.

at greater levels of effectiveness in

This sounds like a good begin-

their school districts. (Maeroff, 2010)

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

P.A. Johnson, “Leading for Learning: Leadership Practices of Effective Boards,” ERS Spectrum, 2010 G.I. Maeroff, School Boards in America: A flawed exercise in democracy, New York: Palgrave Macmillan, 2010 National School Boards Association, Becoming a better board member (third edition), Alexandria, Virginia: NSBA, 2006

IASB SERVICE ASSOCIATES The best of everything for schools

IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal. 13

COVER STORY

Writing: Practical skill or dying art? by Alice Armstrong

Alice Armstrong of Springfield, Illi-

f the computer had existed in the

roscientists concerned about the

to creating active addictions to social

1700’s, would Thomas Jeffer-

impact of raising children on tech-

networking and texting, too much

son have penned the Declaration of

nology worry that the Thomas Jef-

technology in the lives of children

nois, is a high

Independence? Probably, but not in

fersons of tomorrow may be unable

may cause them to suffer life-long

school English

his elegant script for he well may have

to think deeply enough to conceive

struggles in … and outside … their

teacher, free-

learned keyboarding skills instead of

of such profound ideas.

academic careers.

lance writer and

cursive writing in grammar school.

Recent research demonstrates

Charged with educating and

Would the Declaration of Inde-

that heavy use of technology impacts

socializing society’s children, public

pendence be any less profound if Jef-

many aspects of human development.

schools must teach children how to

ferson had typed it in Times New

From inhibiting the growth of social

use technology to their advantage

Roman? Probably not. But some neu-

skills and deep, abstract thinking

without growing overly dependent

copy editor.

on it or letting it take control of their lives. How can schools accomplish this goal? Perhaps they can do it through more rigorous instruction in writing, both the physical and intellectual exercises. Curriculum in Illinois Educators are expected to teach skills identified in their district’s curriculum. Today, much of that curriculum is driven by the Common Core State Standards (CCSS). An initiative of the National Governors Association aimed at bringing uniformity and rigor to the nation’s classrooms, CCSS has been adopted by Illinois, along with the vast majority of other states. In 2014, the state plans to replace the current set of standardized tests with assessments

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

aligned to CCSS. Consequently, classroom teachers will be teaching skills identified in the CCSS.

are “digital natives.”

nologically dependent children may

According to a 2010 study spon-

not be prepared for keeping up with

sored by the Kaiser Family Founda-

a college professor’s lecture or a boss’

For elementary students, these

tion, 93 percent of American

instructions, and their demands to

standards now identify keyboarding

households have a computer and 66

slow down won’t likely be met.

but not cursive writing skills. Cur-

percent of children ages 8 to 18 have

sive writing was already receiving

their own cell phone. Having used

short shrift in many classrooms pri-

technology practically from the

or to the adoption of CCSS. Now, cur-

moment they left the womb, these

sive writing instruction may well be

children already know how to use a

doomed to extinction as teachers will

computer and navigate a keyboard

Learning to write in cursive, like tying

be too busy to give attention to skills

upon entry into kindergarten.

a shoe, not only enhances fine motor

outside of the curriculum.

In contrast, kids are not learn-

skills, but it can arm a child with a

Many parents and educators view

ing to write cursive before they start

this trend toward technological skill

school. Few who do not get cursive

practical skill that can be used in

development as progress for public

instruction in elementary school will

almost any situation quickly and con-

education, and as a much-needed

learn it on their own, so how will they

leap into the 21st century. Others,

learn to sign their names? Most will

however, feel just as strongly that this

not. Already a large number of high

change signals a retreat, in the name

school students can only print their

of progress, from teaching a basic skill

names. Having no distinct signature

with which many children struggle.

may be a handicap in adult life.

veniently.

For most of the 20th century,

While it is true that many elec-

third-graders across the nation

tronic transactions no longer require

Are convenience and speed alone

clenched pencils in their little hands

a signature, plenty of paper contracts

reason enough to spend time and

and labored to link loopy letters into

still do need a “John Hancock” and

money teaching kids to link their let-

legible words.

probably will for decades. The day

ters in sinuous script? Maybe. How-

Why, techies wonder, would any-

may arrive when contracts are sealed

ever, there are other important reasons

one put a child through that misery

with eyeball scanning or something

to keep cursive alive.

when a computer keyboard is avail-

similar, but that day is still far in the

Research reported in Develop-

able? It’s like teaching kids to tie

future. In the meantime, a signature

mental Science indicates that the

shoelaces when they could use Vel-

is a necessity.

physical act of writing helps cement

cro. But, just as using Velcro does not teach fine motor skills, it is not always

learning, a truth that can be seen, litCursive as a thinking skill

erally, on a functional MRI scan. When

available, nor is it always desirable.

Writing in cursive remains a fast,

the brains of children learning to rec-

Learning to write in cursive, like

convenient alternative to printing. A

ognize letters on a keyboard and push

tying a shoe, not only enhances fine

students’ inability to write and read

the button are compared to brain

motor skills, but it can arm a child

cursive writing may actually slow

scans of children learning to write

with a practical skill that can be used

down instruction.

with pencil on paper, the scans clear-

Teachers must print when writ-

ly and consistently revealed much

ing on the board and making nota-

greater brain activity associated with

Yes, children also need key-

tions on student papers, a much more

the act of writing.

boarding skills in order to navigate

laborious mode of communication

The 2010 study, led by Karin Har-

modern life effectively. But Marc Pren-

than script. Students printing their

man James, assistant professor of

sky, author of Teaching Digital Natives

notes rather than writing them in cur-

psychology and neuroscience at Indi-

— Partnering for Real Learning, likes

sive can fall behind and demand that

ana University, indicated that the use

to point out that most of today’s kids

the teacher slow down. Such tech-

of fine motor skills in children is

in almost any situation quickly and conveniently.

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

strongly linked to learning. Thus, chil-

to braiding hair to locking and unlock-

reverse letters when they read and

dren who put pencil to paper have

ing doors. Anecdotal evidence sug-

write. In their experience, these spe-

a firmer grasp of spelling and con-

gests the decline in cursive instruction

cial education teachers see an improve-

structing ideas than children who use

is accompanied by a decline in the

ment in reading and writing fluency

a keyboard. Somehow, says James,

manual dexterity of many children.

when using cursive. They theorize

“ … the act of drawing out letters strengthens learning.” This notion is supported by professors in other disciplines as well.

A few years ago, teachers at Penn

that the continuous nature of cursive

Manor elementary schools in Penn-

reduces the frequency of letter rever-

sylvania, where cursive had been all

sal.

but cut from the curriculum, noticed

In 1995, McInnis wrote that teach-

According to Donna Werderich,

a significant increase in the number

ing dyslexic children cursive first

assistant professor of language arts

of children needing occupational ther-

helps eliminate letter reversals because

at Northern Illinois University: “We

apy and wondered if the lack of cur-

it reduces the potential for errors that

don’t have data showing the effects

sive writing was responsible. In

can come with picking up the pencil

of taking away cursive, but there is

response, these educators decided to

from the paper to form letters indi-

data showing a correlation between

increase the time devoted to teach-

vidually.

putting pen to paper and the thought

ing cursive writing, and discovered

process: expressing thoughts and pro-

that the need for therapy decreased.

Dying like Latin

Some special education teach-

Still, not everyone is convinced

The physical act of writing exer-

ers believe cursive instruction also

that teaching cursive writing is nec-

cises the brain in a way that typing

helps children overcome dyslexia and

essary or desirable. In fact, many edu-

does not. What’s more, well-devel-

dysgraphia, with findings published

cators and parents argue that cursive

oped fine motor skills are important

in The Cursive Writing Approach to

writing ought to go the way of Latin.

all on their own.

cessing information.”

Readiness and Reading, by Phillip

It has outlived its usefulness, they

Daily life requires the use of these

J. McInnis and Sandra K. Curtis.

say, and with the curriculum jam-

skills for everything from tying shoes

Dyslexic and dysgraphic students

packed as it is, teachers have no time

Questions board members should ask about writing Just like the reading program profiled in the Janu-

• Do teachers from different grade levels talk about writ-

ary/February issue of The Illinois School Board Jour-

ing instruction and compare what they are asking of

nal, school board members should maintain a “balcony

students?

perspective” when it comes to district writing programs. However, board members also need to ask the proper questions of administration to make certain that what is being taught regarding writing follows the direction

use as a basis for writing instruction? • What amount of time do teachers spend on writing assignments? • If the district conducts writing tests, what are the scor-

that the board has set for the district. The following represent some board-level questions that might be raised for discussion regarding writing in

ing trends for the past five years? Ten years? • If the district has discontinued writing tests, have teachers seen a change in written classroom work?

the district:

• What sources of research do teachers in the district

• Are our students receiving instruction in cursive writ-

• Has the district received feedback from local employ-

ing? If so, at what grade level does it begin? Is there

ers regarding students’ abilities to write effectively on

reinforcement in subsequent grades?

the job? THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

to devote to an archaic form of com-

keeping the emphasis away from tech-

low thinking. It’s not going to turn off

munication.

nology during the school day may be

the brain to thinking deeply and

Sharon Eilts, a special education

what kids need. At home, the 2010

thoughtfully about things, but it is

teacher in Cupertino, California, gives

Kaiser study also reports, the aver-

going to make that a little bit more

voice to an opinion many of her peers

age child age 8 to 18 spends 7.5 hours

difficult to do.”

hold: “Cursive instruction, although lovely and a reminder of earlier times, has no place in modern education.” Susan Greenfield of Oxford University may offer some support to this

“Already, it’s pretty clear that the screen-based, two dimensional

line of thinking. In a recent study

world that so many teenagers — and a growing number of adults —

she conducted, adults who had no

choose to inhabit is producing changes in behavior. Attention spans

experience with the piano were divided into three groups. One group spent five days in a

are shorter, personal communication skills are reduced and there’s a marked reduction in the ability to think abstractly.”

room with a piano, taking instruc-

—Susan Greenfield Oxford University

tion and drilling lessons on the keyboard. A second group spent five days in an identical room but engaged in zero interaction with the piano. A third group in another identical room

per day, seven days a week using some

was instructed to play piano in their

sort of electronic media. When mul-

mind’s eye for five days.

Oxford University’s Greenfield has similar concerns.

titasking with various forms of media

“Already, it’s pretty clear that

Follow-up brain scans confirmed

is figured into the mix, 10 hours of

the screen-based, two dimensional

the hypotheses for two of the groups

consumption is squeezed into that

world that so many teenagers — and

but netted surprising results in a third.

7.5 … and that does not include com-

a growing number of adults — choose

Predictably, the piano players’ brains

puter use for homework.

to inhabit is producing changes in

showed significant changes in the

Many people worry that this

behavior,” she says. “Attention spans

brain structure responsible for con-

much technology in the lives of chil-

are shorter, personal communication

trolling finger movement. Again pre-

dren can be harmful to their intel-

skills are reduced and there’s a marked

dictably, the brains of those who had

lectual development. Jordan Grafman,

reduction in the ability to think

no interaction with the piano showed

chief of cognitive neuroscience at the

abstractly.”

no changes.

National Institute of Neurological Dis-

None of this bodes well for devel-

However, researchers were

orders and Stroke and a member of

oping students who can write clear-

stunned to find that the brains of the

the Dana Foundation, an organiza-

ly and effectively, for writing well

people who only imagined playing

tion dedicated to compiling and shar-

requires abstract thinking skills.

the instrument changed nearly as

ing information about brain research,

much as those who had actually put

is one of these people. He fears that

fingers to keys.

children who spend too much time

Traditionally, once students learn

with technology will develop lazy

the mechanical skills of writing, teach-

thinking habits.

ers begin to focus more attention on

“‘The power of imagination’ is not a metaphor, it seems,” she concluded. “It’s real, and has a physi-

Illinois application

Grafman notes that while kids

the development of content and the

can get lots of information quickly,

quality of ideas students include in

“Fast is not equated with delibera-

their writing. For nearly 20 years, to

tion.” He worries that spending too

hold teachers accountable for instruc-

Kids spend so much time inter-

much time with electronic media “…

tion and students accountable for

acting with technology at home that

can produce a tendency toward shal-

learning, Illinois administered writ-

cal basis in your brain.” Is less more?

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

ing tests to students in every few grade levels from third grade through junior year.

Types and forms of writing In addition to two styles of pen-

solutions.

However, those tests have been

manship (printing and cursive), the

Descriptive involves observa-

eliminated during the last few years

art of writing, according to educa-

tions and choosing precise language

to save money and time. Last sum-

tion.com, also takes at least six dif-

to convey sensory details, create com-

mer, the state eliminated the last

ferent major forms: narrative,

parisons with similes and metaphors,

state-issued composition test from

expository, descriptive, persuasive,

and make writing more powerful.

the11th-grade Prairie State Achieve-

journaling/letters and poetry.

ment Exam (PSAE).

Persuasive involves using log-

“Because students are learning

ic, moral character and emotion to

The elimination of writing from

the distinctions between various gen-

win others over to a particular view-

the state’s spring assessments means

res, it’s important that teachers use

point by use of clearly stated posi-

teachers will probably focus more

the correct terminology and not label

tions, examples and evidence.

instruction on what the state does

all writing as ‘stories,’” says Gail E.

Journaling/letters involves writ-

test: reading, science and math. While

Tompkins, writing for book publish-

ing to themselves or known audiences

one can argue about whether testing

er Pearson Allyn Bacon Prentice Hall.

in a personal, often less formal style,

should drive curriculum, the simple

Descriptions of the six forms of

to share news, explore new ideas and

truth is that it does. Teachers and

writing are:

record notes.

administrators are under great pres-

Narratives involve retelling famil-

Poetry involves creating word

sure to produce high test scores, so

iar stories, developing sequels for sto-

pictures and playing with rhymes and

the teaching of writing may get less

ries that have been read and creating

other stylistic devices to create vivid

attention in some schools this year.

original stories that have a beginning,

yet concise language that can be

Springfield School District 186

middle and an end to develop plot

arranged in different ways on a page.

will not be one of them, however,

and characters.

A multitude of examples can be

according to Margie Buyze, literacy

Expository involves collecting

found within each form of writing,

coach in the district. She insists

and synthesizing information to give

including newspaper articles, tech-

the state’s elimination of the writing

directions, sequence steps, compare

nical manuals, business letters and

portion of the PSAE is not letting the

things, explain cause/effect rela-

contracts, books (both fiction and

districts’ language arts and English

tionships or describe problems and

non-fiction) and e-mails.

teachers — or their students — off the hook. “I do not think the fact that writing is not being tested on our state assessments has impacted the impor-

freedom to explore different genres

tance of solid writing instruction in

and topics.”

our district. It’s an essential element of our Tier 1 literacy instruction,”

Still, District 186 continues to administer its own writing tests.

The state does plan to resume administering a writing test, though no one is quite sure at the moment what that test will look like or when

Buyze says. “Tier 1” refers to initial

“The district pays an outside

it will be in place. A new achievement

differentiated classroom learning that

company, MetriTech, to hand score

test, one designed to reflect the cur-

all students experience under Response

a writing assessment for all grade sev-

riculum driven by Common Core

to Intervention strategies.

en and nine students once a year,”

State Standards, is in the making now,

In fact, in some ways, omitting

she said. “This is in an effort to val-

and the state hopes to have it in place

the writing tests may improve instruc-

idate our scoring process and to keep

by 2014.

tion.

our expectations consistent and high.

“Actually, without the pressure

Students take the assessment in

of the ISAT,” Buyze notes, “teachers

December, and we receive the results

have expressed that they have more

in February.”

With ‘Common Core’ A positive aspect of writing instruction outlined in CCSS does not reflect

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

new thinking, but brings an old phi-

for their success to this reading and

ing to invest in the necessary pro-

losophy back into focus: writing across

writing across the curriculum.

fessional development. Writing is

Implementing such a program

hard work and many students resist

A 2011 article published by the

in Illinois high schools would not be

hard work, though ironically, they

National Council of Teachers of Eng-

easy even if districts would be will-

continued on page 31

the curriculum.

lish (NCTE), points out that “reading and writing cannot be learned once and for all; these skills represent complex arrays of capacities that vary from one discipline to another.”

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

In other words, the writing style and documentation format used in the sciences look very different from those used in literature, which look different from those used in history. The CCSS make clear an expectation of teachers in all disciplines to incorporate writing appropriate to their subject matter into the course work.

Executive

SearchES The Gold Standard of Executive Searches

If implemented, this writing program has the potential to improve student learning, which should translate into higher test scores. However, it will not be easy or inexpensive to implement. Districts will have to invest heavily in professional development to prepare all teachers, even those who teach P.E., to incorporate writing into their lessons. However, if the experience of Brockton High School in Massachusetts is a legitimate measure of the success such an approach can deliver, the investment would reap big dividends. In 1999, Brockton’s test scores were dismal, some of the lowest in Massachusetts. The faculty and staff implemented a rigorous program of reading and writing in every classroom regardless of the course. Over the past decade, their scores have steadily climbed and now are among the highest in the state. Researchers tracking Brockton’s progress and

Three Reasons to Choose IASB 1. Boards are our priority — We approach the entire process from your point of view, with your needs in mind. We offer a personal approach that’s tailored to your district and its particular needs. 2. Resources and Experience — Tap into the resources of your entire association. We have decades of experience conducting searches and we advise you in every facet of the selection process, including reaching consensus on the many decisions that must be made during an effective superintendent search. 3. Value — When you choose IASB, you put the entire strength of your dues dollars to work. IASB offers a complete service with cost below most firms. Let us do the paperwork and the legwork – while you make the decision!

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www.iasb.com/ executive

approach assign much of the credit MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Students pay respects to overused words by Valerie Wells

Valerie Wells is a staff writer for

the word “said.”

ressed in black, including a

rest, never to be used again this year:

spectacular church hat, Julie

“amazing;” “good;” “said” (the entire

That’s the idea, Fane said. Her

Fane lowered her voice to the appro-

class gasped when they heard that

students tend to get into a rut in their

the Herald &

priate funereal tone and announced

one); “great;” “big;” “awesome;” “bad;”

writing, and she wants to challenge

Review newspa-

to her fifth-grade class at Muffley

“because” (the most overused of the

them. The tombstones will be dis-

per in Decatur,

School that they would be attending

group, Fane said); “happy;” “look;”

played on the walls, with “ghostly

Illinois. Her arti-

a funeral, inviting them to guess

“nice;” and “beautiful.”

cousins” attached to them, each bear-

cle originally was

the guest of honor.

Students were paired off and

ing a synonym for the dead word. Students can use the words when

No, she said, not the fish, who

made black construction paper tomb-

ber 29, 2011,

were swimming in the tank in appar-

stones for the deceased words while

and is used here

ent good health. Not Steve Jobs, the

Chopin’s “Funeral March” played in

with permission.

recently deceased mastermind behind

the background, and afterward they

Apple.

trooped outside to lay the words to

Taylor guessed what was hap-

Taylor Prasun knew. “Is it words?”

rest in a grave previously dug by Fane

pening because she has a friend who

Fane laughed. “Taylor’s a genius.”

and her “accomplice,” student Trai

was in Fane’s class last year who told

Since the start of the school year,

Dobbs, who said he didn’t know why

her.

Fane has kept track of the most

his teacher wanted him to help her

overused words in her students’ work,

dig a hole but did it anyway.

published Octo-

and the 12 top — or bottom — were laid to

AMAZING r.i.p.

SAID

BEAUTIFUL

It’ll be hard to avoid the words

talking, just not when writing. “This is a lesson they’ll remember for a long time,” Fane said.

“We went on the (school) playground and found the graves (from last year),” Taylor said.

on the list, said Will Evans, especially

GREAT

HAPPY

BAD LOOK

NICE r.i.p.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

PRACTICAL PR

How to be good stewards of community tax dollars by Jay Wojcik

ombard SD 44 is proud of its

ers and average teacher salary.

room, materials, computers and a teacher.”

Jay Wojcik is

reputation for being fiscally

Achieving Bright Red Apple sta-

responsible in good and bad finan-

tus and offering wonderful programs

The district plans to make resi-

cial times. Just as many stakehold-

and services makes the district a place

dency confirmation an on-going pro-

munications for

ers are making cuts in their personal

where our community parents want

cedure. “Tax dollar resources in the

Lombard SD 44

budgets and finding new, creative

to send their children. However, it’s

state are getting tighter and we want

and a member

ways to save money, so is our school

also a place where parents who do

to make sure we are stretching our

of the Illinois

district.

not reside within our boundaries also

taxpayers’ dollars as far as we can,”

chapter of the

want to send their children.

Blanche added.

National School

Here are three examples of how we are good stewards of community tax dollars: Residency review For more than 17 years, District 44 has received the Bright Red Apple

Educating non-resident students causes a financial burden. It costs

Public Relations

Medicaid reimbursement

the district $11,422 to educate a child

Through the efforts of special

and nonresidents contribute no edu-

education and related services staff,

cation tax dollars to offset that

District 44 was able to recoup approx-

expense.

imately $260,000 dollars in reim-

Award. Although more than 860 school

To remedy this, the district has

districts in Illinois are eligible for this

hired National Investigations Inc. to

“All of Lombard District 44’s spe-

award each year, less than 75 districts

confirm the residency of all incom-

cial education students will be able

qualify each year.

ing kindergartners — about 300 chil-

to benefit from the revenue generat-

dren. To date, the firm has found

ed from Medicaid dollars,” said Ellen

SchoolSearch, a Kansas City-based

12 kindergarten students who do not

Teelucksingh, assistant superinten-

firm that provides comparative school

live in our attendance area.

dent for special services. “These

district information for corporations,

In addition, about two-thirds of

monies must be spent on educational

home builders, school districts,

these students also have older sib-

resources that will ultimately improve

libraries, real estate professionals,

lings enrolled in District 44. Accord-

the instruction, programming and

legislators and relocating families.

ing to James Blanche, district

support provided to Special Educa-

The award is based on data compiled

superintendent, “Ensuring that all

tion students in the District.”

in the Illinois State Report Card.

the students in our schools live in our district is a cost-saving measure.

had to meet or exceed the elemen-

In some grades it means not having

tary state averages in academic per-

to open another section of a grade

formance, pupil/teacher ratio, expenses

level and thereby avoids the costs

per pupil, education level of teach-

associated with an additional class-

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

Association.

bursements for 2010-11.

The award is presented by

To earn the award, District 44

director of com-

Teelucksingh said obtaining these

Columns are submitted by members of

funds was possible because, in accor-

• Speech/language pathology

tion characterized by sound man-

dance with the Illinois Healthcare

• Transportation

agement and high reserve levels,

and Family Services (HFS) Medicaid

These services are frequently

reimbursement program, some activ-

specified as “necessarily related ser-

ities performed by medical profes-

vices” in Individualized Education

Moody’s, a credit rating agency

sionals and staff in a school-based

Programs (IEPs) developed by schools

for commercial and government enti-

setting are eligible for partial reim-

for children with disabilities. When

ties, ranks the credit-worthiness of

bursement with federal matching

provided under a child’s IEP, the ser-

borrowers using a standardized rat-

funds from the U.S. Department of

vices are eligible for federal Medic-

ing scale and is one of the “Big Three”

Health and Human Services.

aid reimbursement, usually half of

credit rating agencies.

The basis for this relationship between Medicaid and education was

the established cost to provide the service.

below average debt levels and large tax base.

Tod Altenburg, assistant superintendent for finance and facilities,

established by the Medicare Cata-

Schools may also claim some

said that “ ... this is very positive news

strophic Coverage Act (Public Law

costs associated with the adminis-

for District 44. A higher credit score

100-360), as amended in 1988. Under

tration of the program, in addition to

means that a lower interest rate would

this plan, Medicaid pays for costs of

direct medical services. Allowable

be charged if the District had to bor-

direct, medically necessary services

administrative claims include out-

row money. This action by Moody’s

provided to eligible children who have

reach activities designed to ensure

is a strong endorsement of the sound

disabilities as provided by the Indi-

that the entire student community

educational and financial operations

viduals with Disabilities Education

has access to Medicaid-covered pro-

of the district.”

Act (IDEA). In Illinois, services that

grams and services. Local Education

District 44 also has received the

may be claimed for School-Based

Agencies (LEAs) may claim costs for

Association of School Business Offi-

Health Services’ Medicaid reim-

specific administrative activities, as

cials International (ASBO) Certifi-

bursement are:

well as costs incurred for implementing

cate of Excellence in Financial

• Audiology

and monitoring the Illinois state Med-

Reporting for the past five years.

• Developmental assessments

icaid plan, according to Illinois School

Earning and maintaining share-

• Medical equipment

Based Health Services (http://www.

holder support is one of District 44’s

• Medical services

sbhsillinois.com/).

four short-term goals for 2011-12. The goal reads: “In order to ensure

• Medical supplies • Nursing services

Credit rating

the district’s future financial stabili-

At the beginning of the 2011-12

ty, the district will continue to iden-

• Physical therapy

school year, Moody’s Investors Ser-

tify revenue enhancements such as

• Psychological services

vice upgraded District 44’s credit rat-

staff turnover savings, Medicaid reim-

• School health aide

ing from Aa3 to Aa1. The new rating

bursement funds and energy cost effi-

• Social work

reflects the district’s financial posi-

ciencies. Additionally, the district

• Occupational therapy

will continue to identify expenditure reductions through an on-going review of staffing levels and resources. The district seeks to realize $750,000 in

Ask the staff continued from inside back cover

funds as a result of these financial practices.”

should discuss with the board attor-

attorney to educate board members

The three examples given here

ney and agree on how your district

further about records retention and

show how District 44 is honoring its

will handle the records created and

disclosure and the preferred best

commitment to make the most effec-

stored by board members on their

practices for your district. An agreed

tive use of our taxpayers’ dollars and

private e-mail accounts and person-

practice should then be reflected in the board policy manual.

achieve the district’s goals.

al electronic devices. Use the board

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

Milestones continued from page 32 Donald P. Doerle, 85, Vernon Hills, died December 13, 2011. He was formerly a school superintendent at Diamond Lake SD 76, Mundelein, for 14 years. He was also a naval veteran of World War II and the Korean War. Robert Draper, 83, Ohio, died November 30, 2011. He had served several years on the Ohio Grade School board of education. He was a real estate broker, licensed auctioneer and a certified appraiser, owning Draper Real Estate and Auction Service, and a farmer. Lawrence J. Evers, 90, Springfield and formerly of Greenview, died December 10, 2011. He was a former Greenview CUSD 200 school board president. He farmed in the Greenview area, was a director for 33 years of the National Bank of Petersburg and had previously served as Greenview’s mayor. James K. Funk, 77, Nokomis, died December 9, 2011. He served on the Nokomis CUSD 22 school board for nine years. He retired from the U.S. Postal Service after 28 years, working in Nokomis and as the postmaster in Witt. Funk was a founding member of the Nokomis Boosters Club. Roger W. Harding, 96, Pontiac, died December 19, 2011. He had served as president of the Oswego CCD 434 school board, and was also on the Pontiac District 90 board. He farmed his entire life in the Pontiac area. Harding had served 15 years on the St. James Hospital Advisory Board and was a life member of the Pontiac Elks Lodge.

Todd F. Harmeyer, 50, Beardstown, died January 16, 2012. He was a former member and past president of the Beardstown school board and was a current member of the Cass County Board. He had been the director of public works for Beardstown for 23 years. John Herrin, 77, Dawson, died December 16, 2011. He had served 10 years on the Tri-City CUSD 1, Buffalo, school board. In 1954, he launched a career in the fertilizer business and continued in the profession as president and CEO of Herrin Ltd. until January 2000. He went on to become vice president of Brandt Chemical Co. LeRoy J. Harris, 100, Glen Carbon, died January 20, 2012. He had been a school board member in Glen Carbon in the 1950s until consolidation. He began his work career as a miner for Glen Carbon and then worked as an electrician at the Granite City Lock and Dam, retiring from there as Lock Master. He received his Eagle Scout Badge at age 89, 69 years after earning it. Robert G. Holmes, 87, Bloomington, died December 11, 2011. He was a past president of the District 87 school board. Holmes retired as vice president/general manager of Country Mutual Insurance Co., Bloomington, in 1989, where he had worked for 26 years. He was also a past president of the Illinois Insurance Information Service. Richard “Dick” Jaeger, 86, Geneva, died January 24, 2012. He had served

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

as a member of the Geneva school board, was sales manager for the Elmhurst Chicago Stone company for 35 years and was a past president of the Illinois Ready Mixed Concrete Association. Glynn P. Johnson, 60, Hampton, died December 18, 2011. He had served on the Hampton SD 29 school board. Johnson retired from the John Deere parts warehouse, Milan, in 2009 after 30 years of service. He had taught and had been a classroom instructor for Junior Achievement. Paul E. Johnson, 80, Pontiac, formerly of Chenoa, died January 24, 2012. He was a former president of the Chenoa Board of Education. A veterinarian and consultant to several large corporations, he also served as president of the Chenoa Rotary Club Mitchell P. Kartalia, 98, Barrington, died December 5, 2011. A resident for more than 50 years, he formerly served on the Barrington CUSD 220 school board. Kartalia had a 40-year career with Square D Company, retiring as the firm’s president, CEO and chairman. Clyde E. Kesler, 89, Champaign, died December 30, 2011. Kesler was a former member of the Champaign CUSD 4 school board. He was a professor of civil engineering and theoretical and applied mechanics at the University of Illinois. He was active in a number of technical and professional organizations, but was best known as “the father of the concrete canoe.” Gerald C. Kuenstler, 88, Olney, died 23

January 9, 2012. He served on the West Richland CUSD 2 school board from 1974 to 1977. He was a retired farmer and was also a former member of the Olney Squarenaders and the Knights of Columbus. He was “conservation man of the year” in 1972. Robert I. Logan, 93, Highland Park, died December 1, 2011. Logan was a member of the Highland Park District 113 school board and had served as president of Highland Park Hospital in the 1960s. He had a 60-year career as an attorney, banker, business executive and consultant. He later became a noted photographer, selling his first photo at age 90. John L. Lund, 56, Oregon, died December 21, 2011. He was a former member of the East Coloma SD 12 school board. A chiropractor, he began his career in Sterling in 1980, moving his practice to Rock Falls in 1981. He had served as an officer with the Prairie State Chiropractic Association. David A. Malinsky, 89, Ottawa, died November 14, 2011. He was a former district superintendent for 19 years at Hononegah CHSD 207, Rockton. Prior to that he was a teacher and football coach at Dupo and Sullivan for four years each, and spent two years as a high school principal in Donovan. Merwyn Scott “Babe” Miller, 74, Yorkville, died November 26, 2011. During the 1960’s he had served as a member of the Yorkville school board. Miller was a co-owner and publisher of the former Plainfield Enterprise newspaper. Prior to that, he was employed for 24

many years as a guidance counselor at Plainfield High School. Gilbert T.H. Monke, 82, Mt. Olive, died November 12, 2011. He was a member of the Mt. Olive CUSD 5 school board, and a life-long dairy and grain farmer. He was a former member of the “Town Clocks” bowling team. Robert L. Morrison, 90, Beach Park, died December 29, 2011. He was a past president of the Beach Park CCSD 3 school board. In 1986 he retired as the finance director for Lake County. He also served on the boards of Immanuel Baptist Church and Christ Community Church. Alfred Jack Mullen, 87, Silvis, died November 26, 2011. He was a member of the United THSD 30 school board, East Moline. He had been a farm manager before serving as farm advisor for the University of Illinois Extension in Montgomery County. Mullen also volunteered as a reading tutor at Ridgewood Grade School, East Moline. Hans W. Mueller, 89, Mokena, died January 19, 2012. He had served on both the Mokena SD 159 and LincolnWay CHSD 210 school boards. He retired from Caterpillar after 31 years and also had served on the Mokena Village Board for five years. Jeanne Piesbergen, 65, Caseyville, died December 12, 2011. She served on the Collinsville Unit 10 school board for 20 years and also served as board president for two years. She had been designated a Master School Board Member by IASB. She was a hospital nurse who spent most of her career in obstetrics.

Earl G. Reeves, 95, Oswego, died December 7, 2011. He served as president of the El Paso Township High School board and the board of its successor, the El Paso unit district. He had a 33-year career with Pfister Associated Growers Inc. prior to the company’s acquisition by Cargill & Co. Robert L. Rhinehart, 87, Hudson, died December 7, 2011. He served on the school board for McLean County Unit District 5, Normal, from 1959 to 1975. He was a lifelong farmer in the Hudson area and was a long-time member of the Elks Club. Nyle R. Schme deke, 64, Morrisonville, died November 17, 2011. A lifelong farmer and veteran of the Air National Guard, he was a past president of the Morrisonville school board, a former supervisor of King Township and a past office manager at the local FS cooperative. Dick L. Shepard, 90, Chillicothe, died January 5, 2012. He served on the Chillicothe school board for 15 years. A farmer and active in his community, he was a member of the board of the First National Bank of Chillicothe for 25 years. He also was a member of George Washington Lodge 222 and the Scottish Rite for 60 years. Cecile M. Stern, 75, Springfield, died January 18, 2012. She had served on the Ball Chatham Elementary School board. She had been the co-owner of The Beadery in Springfield and was a founding member of the Chatham Library.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

Kenneth Rae Tuggle, 65, Chrisman, died December 13, 2011. He served on the Chrisman Unit 6 school board for more than 10 years, including several years as president. He was a retired farmer. Frank Ventura, 48, Mokena, died January 16, 2012. He had served on the Mokena SD 159 school board, resigning last September due to illness. A certified public accountant, Ventura also had served on the LincolnWay Area Special Education District 843 parent advisory committee and the Lincoln-Way Area Next Steps Training team. James Henry Warren, 70, Deerfield, died November 3, 2011. A former Highland Park superintendent, he started as a high school history teacher. Warren later worked as a principal before taking a post as assistant superintendent for THSD 113, Highland Park. In 1978 he assumed a job as superintendent in the south suburbs. He returned to District 113 as superintendent in 1983 until his 1994 retirement.

He had recently stepped down after 23 years on the THSD 214 school board, the longest tenure for any District 214 board member. Zimmanck worked as a human resource director at Arlington Plating for 18 years following his retirement from Teledyne Post. He was vice chairman of IASB’s North Cook Division from 2005 to 2011.

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.

Open Meetings Act (OMA) Training for School Board Members

Brian Wisher, 66, Washington, died January 10, 2012. He was currently serving his third year on the Washington CHSD 308 school board. He was a PE teacher and dean of students in District 308 for more than 25 years. He later served as the athletic director at Springfield High School, retiring in 2002 after a 35-year career as an educator.

• Designed for you to comply with the new OMA mandatory training requirement • Addresses unique school board issues • Offered this spring in each of IASB’s 21 divisions A certificate of completion will be provided. For available dates and locations, visit www.iasb. com and click on Events Calendar, then View Upcoming Events. Space is limited, so register today!

Robert D. Zimmanck, 84, Arlington Heights, died November 18, 2011. MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Famed coach offers leadership pyramid by Dennis White and Greg Reynolds

Dennis White is a former Illinois

he perception exists among

than a group of individuals.

Affectionately named the “Wiz-

many community members

The late John Wooden, a cham-

ard of Westwood,” he won 10 NCAA

that school leaders exert a powerful,

pionship basketball player and arguably

national championships in a 12-year

school superin-

if indirect, influence on teaching qual-

one of the best-known coaches in the

period, seven in a row as head bas-

tendent who

ity and student learning. Leadership

sport, is an excellent example of a

ketball coach at UCLA. His incredi-

now teaches in

is a team process in the classroom

team leader.

ble 88 consecutive wins earned him

the School of

and the boardroom.

Advanced Stud-

No one can run an organization

an unprecedented national coach of the year six times.

ies, University of

by themselves. A school superinten-

He is a member of the Basketball

Phoenix. Greg

dent must work with the board of edu-

Hall of Fame as a player and coach.

Reynolds is a vis-

cation and the administrative staff

And, at the time of his death in 2010

iting assistant

as a team. The way a team is led will

at age 99, the Associated Press report-

have a major impact upon the suc-

ed that he was one of the most revered

cess of the organization … in this

and beloved coaches in the world.

professor at Southern Illinois UniversityEdwardsville.

case, the school district. Experience has shown that when

inspirational messages to his play-

asked what they want from a leader,

ers, Wooden’s baseline mantra was

team members will often identify

his Pyramid of Success, written in

several values: • Commitment to people, as well as task. • Desire to support and serve the team, as well as lead from the front. • Enthusiasm, energy, inspiration and sufficient expertise. • Willingness to shoulder responsibility rather

1948. Interestingly enough, this book was used as often with his players on how to be a success in life as it was to be successful in basketball. Until his death, the former UCLA coach still kept in touch with many of his former players, but that only seems natural for a leader whose “pyramid”

than pass the buck.

includes friendship,

• Ability to make the

loyalty and team spir-

team come together to achieve more 26

Renowned for his short, simple

it as three of its 15 blocks. THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

Playing the game Wooden was the classic example of it not being about the number of wins and losses: it’s about how the

reputation because your reputation

In Pyramid of Success, Wood-

is what others think you are, but your

en defines success, in part, as the

character is how you truly are.”

peace of mind gained from knowing

Wooden said his leadership arose

you made the necessary effort to

game is played. In fact, his players say they don’t recall their coach ever stressing the importance of winning a game. It was about sticking to the fundamentals. John Valley, who played under

Wooden said his leadership arose from a “pyramid” and without it,

Wooden on the 1969 and 1970 UCLA

his teams would not have reached the success they enjoyed. He effec-

national championship basketball

tively intertwines success and leadership in such a way that the

teams, said: “On the first day of practice, I remember him saying, ‘I’m not going to be talking to you about win-

power of his pyramid can be the elusive road map to success as a school leader.

ning or losing because I think that’s a byproduct of our preparation. I would much rather be focused on the process of becoming the best team we’re capable of becoming.’”

from a “pyramid” and without it, his

become the best of your ability at

At a workshop some years ago,

teams would not have reached the

anything and everything you set as

Coach Wooden explained, “Every-

success they enjoyed. He effectively

a goal.

thing starts with character.” He imme-

intertwines success and leadership

A school administrator may find

diately recited one of his most famous

in such a way that the power of his

peace of mind most illusive. The work-

quotes: “You should be more con-

pyramid can be the elusive road map

day pressure seems to never stop.

cerned with your character than your

to success as a school leader.

Teachers, students, staff, parents,

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

community members and board mem-

Without an effective leader, a nega-

letic conditioning as the defining fac-

bers alike are merely a few daily inter-

tive void forms that is detrimental to

tor for the success of his teams. He

lopers.

the entire school district.

claimed mental conditioning is the

Place these factors under the

Teachers, staff and students arrive

necessary element to withstand crit-

umbrella of fiscal responsibility and

at the school every day seeking an

ics and deal with success in a con-

it is easy to understand routine in

enthusiastic, friendly leader from

sistent professional way.

school leadership is, at best, elusive.

whom they can expect cooperation

Skill improvement can only occur

Every decision has a price. Typical

as they go about the business of edu-

if the leader is willing to recognize

work responsibilities that should take

cating children. In a school with an

weaknesses and set a realistic plan

20 minutes can be stretched to two

industrious leader, devotion to the

in motion to overcome and master

hours. The unintended consequences

school’s vision and student learning

areas that are lacking. Wooden’s insis-

brought about by previous decisions

will be self-evident.

tence that self-glory take a back seat

Self-control, alertness, initiative

can be overbearing.

much of the teams success.

Abraham Lincoln believed that

and intentness make up the second

you can get there much faster if you

row. The school leader must under-

Poise and confidence are second

know where it is you are going. Coach

stand the complexities of effective

from the top of the pyramid. Confi-

Wooden has provided an invaluable

decision-making. It is only through

dence is a must, because over-confi-

legacy through his Pyramid of Suc-

intensive and alert behavior this

dence or issuing short, sharp directives

cess road map that can provide the

occurs.

is not leadership. It is merely assertive-

type guidance to get to the destination of improved leadership.

Being alert to the internal and

ness, according to Ozan Onay in his

external climate of the school enhances

July 2011 Leadership blog. Assertive-

the type of self-control necessary for

ness does not move an organization.

making successful decisions.

Pyramid traits

Onay quoted John Lilly, the for-

Loyalty, friendship, cooperation,

Condition, skill and team spirit

mer CEO of Mozilla, as stating that

enthusiasm and industriousness make

are next on the list. Believe it or not,

leadership visualizes the successful

up the base of Wooden’s pyramid.

Wooden did not always speak to ath-

organization and goes about making

By Invitation ONLY! Resilience is absolutely necessary for successful leadership, and for a balanced and satisfying life. Plan now to attend this exciting learning opportunity designed exclusively for School Board LeaderShop Academy members and their superintendents. Additional information and registration details will follow in early spring.

to working together was the basis for

S A V E T H E D A T E

How You as a Leader Can Thrive in Adversity

“I believe resilience is the single most important quality in a leader.” Warren Bennis

Presenter

Diane Reed, Ed.D. 5th Biennial LeaderShop Symposium

June 16, 2012 Lombard, IL

Co-Director and Associate Professor in Educational Leadership, former superintendent and author of

Resilient Leadership for Turbulent Times

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

it so. Furthermore, leaders get others to help move the organization for-

succeed. We can succeed more often

effort every day. These factors are particularly

if we understand and implement the

intriguing because they challenge the

tenets of leadership put forth by John

Onay also claims that fixating on

beliefs and traditional conceptions

Wooden.

a convenient solution is motivated

of leadership. They push us to gain a

The notion of sustainable improve-

by opportunism. Not all problems

better understanding of how we relate

ment may well represent today’s major

have quick, easy, and painless con-

to others.

learning edge in school leadership.

ward.

clusion. Leaders who understand

Furthermore, Wooden asks us to

problems have a variety of solutions.

examine how we distribute power

References

Wooden encouraged under-

and authority. We consistently have

standing problems first and allowing

called on ordinary people to do extra-

solutions to arise from this enlight-

ordinary work, and many times we

Ozan Onay, Leadership, http:// regardingwork.com/2011/07/01/leadership/

enment. Poise is not a byproduct of problem solving; poise enhances problem solving. At the top of the coach’s pyramid is competitive greatness. A school

IASB Facilitated

leader cannot retreat in the face of daily responsibility. Success is often

School Board Self-Evaluation

measured by matching competitive greatness to the problems presented. The emergence of a type of competitive self-satisfaction becomes a strong motivator to overcome any obstacle. The challenge is to analyze your

Working together … better!

own behavior with those pointed out in Pyramid of Success to see where you match-up. Read more about the different building blocks and seek out detailed descriptions of the pyramid online. If you find a high correlation, congratulations! If you fall into the category that indicates a less than satisfactory correlation, know that understanding and improving leadership behavior is at your fingertips through the pyramid. Leadership within the school organization can be defined many

Last year over 150 Illinois School Boards learned that self-evaluation is a key step toward a better board. Board members say: • Good chance to build some teamwork. • Allowed everyone to express their thoughts. • Agreeing to do things differently (we were in a rut of repeating the same patterns over and over).

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

ways. Coach Wooden provided practitioners with a set of simple and powerful tools. His book can become a road map to gain self-satisfaction and piece of mind knowing that the chil-

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

dren in your district get your best MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

A Directory of your

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

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Architectural, construction management and roof consulting. Lombard - 630/495-1900; website: http://www.arconassoc. com; e-mail: marketing@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987; website: http://www.bldd.com; e-mail: sam.johnson@bldd. com BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://www.berg-eng.com CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: rdewar@cannondesign.com CM ENGINEERING — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com DAHLQUIST AND LUTZOW ARCHITECTS, LTD. — Architects and engineers. Elgin - 847/742-4063; Hinsdale - 630/230-0420; website: http://www.dlaltd.com; e-mail: elgin@dahlquistandlutzow.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075

DLR GROUP, INC. — Educational facility design. Chicago - 312/382-9980 ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design, with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com GRAHAM & HYDE ARCHITECTS, INC. — Architectural services. Springfield - 217/787-9380 GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com HUFF ARCHITECTURAL GROUP, INC. — Architects, engineers, construction managers and school consultants. Springfield - 217/698-8250; Champaign 217/352-5887 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KJWW ENGINEERING CONSULTANTS — Facility assessments, infrastructure master planning, acoustical engineering, architectural lighting, construction administration, systems commissioning. Naperville - 630/753-8500 LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LZT ASSOCIATES, INC./LARSON & DARBY GROUP Architecture, planning, engineering. Peoria - 309/6733100; Rockford - 815/484/0739; St. Charles, MO 630/444-2112; webite: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. — HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com PSA-DEWBERRY — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com

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

Building Construction BOVIS LEND LEASE — Construction Management/ Program Management. Chicago - 312/245-1000 CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison - 630/ 628-8500 HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845 POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 PROFESSIONAL CONSTRUCTION MANAGEMENT, INC. — Construction management. Mundelein - 847/ 382-3680 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full service Construction Management General Contractor with a primary focus on educational facilitiesd. Wood Dale - 630/860-7333 S.M. WILSON & CO. — Construction management and general construction services. St. Louis, MO 314/645-9595 TURNER CONSTRUCTION COMPANY — Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; website: http://www. turnerconstruction.com; e-mail: ghill@tcco.com

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

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

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

Writing continued from page 19 will often work very hard at avoiding

References

the work.

Karin Harman James, “Sensori-

In fact, teachers can attest that

motor experience leads to changes in

many students just plain refuse to

visual processing in the developing

write. “Sally” may be willing to bub-

brain,” Developmental Science, 13:2,

ble in A, B or C on a test, but if she’s

2010

asked to write answers in sentence

Phillip J. McInnis, “Simplifying the

form, she will leave the page blank.

writing process,” Spring 1995,

This resistance to writing may

http://www.nathhan.com/mcinnis.htm

be a result of the lazy thinking neu-

Phillip J. McInnis and Sandra K.

roscientist Grafman frets about or

Curtis, The Cursive Writing Approach

a result of a discomfort with writing

to Readiness and Reading, M/C Publi-

born of feelings of inadequacy. What-

cations, 1982

ever the root cause, overcoming stu-

Mark Prensky, Teaching Digital

dent reluctance to write will present

Natives — Partnering for Real Learn-

a challenge for educators.

ing, Corwin, 2010

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility management systems, automatic temperature controls, access control systems, energy saving solutions; sales, engineering, installation, commissioning and service. Rockford - 815/227-4000; Springfield 217/529-3111; Toll-Free - 866/ALPHA-01 CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/ 230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo – 314/548-4136,Arlington Heights 847/797-4954; e-mail: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259 MECHANICAL INCORPORATED — New construction, renovation, comprehensive and basic preventative maintenance service contracts. Freeport - 815/ 235-1955; Hillside - 708/449-8080; Rockford - 815/ 398-1973; Fox Lake - 847/973-1123; website: www. mechinc.com; e-mail: pattie@mechinc.com OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene, microbiological evaluations and ergonomics. Chatham - 217/483-9296 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com

“Will this cover my car payment?”

RCM LABORATORIES, INC. — Environmental, health and safety services. Countryside - 708/485-8600 SECURITY ALARM CORPORATION — Security Systems & Fire Alarm Systems. Salem - 618/548-5768

Financial Services BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 800/3678757 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 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 RAYMOND JAMES & ASSOCIATES, INC. — Full service Investment Banking firm. Chicago - 312/6127814

MARCH/APRIL 2012 / THE ILLINOIS SCHOOL BOARD JOURNAL

ROBERT W. BAIRD & CO. INC. — Financial consulting; debt issuance; referendum assistance. St. Charles - 630/584-4994; website: http://www.rwbaird. com; e-mail: whepworth@rwbaird.com SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: http://www.speerfinancial.com; e-mail: dphillips@speerfinancial.com STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; e-mail: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; e-mail: ehennessy@williamblair.com

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

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

Milestones William Delp was named Superintendent of the Year 2011 by the Lake County superintendents organization. Award qualifications focus on “caring,” “sharing,” and “learning.” Delp retired in June 2011 as the superintendent of the Special Education District of Lake County (SEDOL). Delp had been very active in outside organizations and made sure that others were informed about important issues. Jerome Kern, a Lansing District 158 school board member, was honored in December 2011 with a Distinguished Service Award for his 40 consecutive years of service on the board. “He’s one of the finest gentlemen I’ve ever met,” board President Joe LaBella said. Kern said the board’s recent efforts to reduce the property tax levy, eliminate debt and renovate the Lansing district’s schools are among his proudest accomplishments. “I never thought in my wildest dreams that I’d be here as long as I have,” Kern said. “There was always something around the corner that I wanted to see accomplished.” Dee Molinare, Tinley Park, joined the board of Lincoln-Way CHSD 210, New Lenox, on December 8, 2011. Molinare will serve out the term of David A. Izzo, who was appointed to the Will County Board. Molinare is an adjunct instructor in mathematics and psychology for Joli32

et Junior College. She had been a member of the Summit Hill SD 161 board since 2001. She resigned from that board prior to accepting the appointment.

In memoriam Hobart C. Ault, 82, Fiatt, died January 30, 2012. A self-employed farmer in Fulton and Warren counties, he retired in 2000 and had served on the Cuba school board and as a township road commissioner. Walter J. Bernatavich, 94, Spring Valley, died December 29, 2011. He served on the Hall THSD 502 school board from 1954 to 1980. He worked for Illinois Power for 31 years, retiring in 1982. He was a Spring Valley commissioner from 1957 to 1965, and served on the Bureau County Board from 1990 to 1998. He was active in local politics, and served as a precinct committeeman from 1942 to 2010. Julius “Zeke” Brown, 96, O’Fallon, died January 11, 2011. He had served on the O’Fallon CCSD 90 school board. He had been head of the electrical engineering department at Southern Illinois University-Edwardsville, teaching there until his retirement. Edward J. “Boogie” Bugos, 53, Canton, died December 10, 2011. He had served as a Canton Union SD 66 board member for the past 10 years, and was past treasurer. He had operated the

Canton Country Club Restaurant, and recently worked as an insurance agent. He was one of the founders of the Canton junior football league. Robert Phillip Cahill, 75, an Illinois Appellate Court judge since 1992, died December 4, 2011. He served for four years in the 1970s as a member of the Evanston/Skokie SD 65 school board. He was appointed an associate judge in Cook County in 1983. Loren S. “Doc” Cotton, 80, Atlanta, died December 18, 2011. He was a former member of the school board at Olympia CUSD 16, Stanford. Cotton retired from S and S Construction Company and was a member of American Legion Post 341 in Atlanta, where he was a past commander. Natasha S. Deutsch, 80, Evanston, died January 4, 2011. An Austrian immigrant when she was a child, she obtained a master’s degree in sociology in 1952. She served and presided over dozens of committees, including the Evanston/Skokie SD 65 school board, United Way, Northlight Theater and the John Howard Association. She also established the Evanston Community Foundation. continued on page 23

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH/APRIL 2012

ASK THE STAFF

‘Business content’ triggers FOIA, not who owns device by Kimberly Small

uestion: I use my iPhone® all

(Twitter, Facebook, etc.), and other

of the time. Sometimes, I gen-

platforms yet to be invented.

Public record, under the

Kimberly Small,

erate content or receive information

In addition to FOIA disclosure,

FOIA, means: “all records,

IASB assistant

on it that relates to my duties as a

destruction prohibitions in Illinois

reports, forms, writings, letters,

general counsel,

board member. Is it true that the FOIA

law and rules for discovery in litiga-

memoranda, … electronic com-

answers the

officer for the board on which I am

tion impose more legal obligations

munications, recorded infor-

question for this

seated may search my phone and/or

on the records stored on your phone

mation

issue.

release content or information from

that pertain to your duties as a board

documentary materials per-

it pursuant to a Freedom of Infor-

member.

taining to the transaction of

and

all

other

The Local Records Act prohibits

public business, regardless of

Answer: Conducting public busi-

destruction or deletion of any pub-

physical form or characteristics,

ness on a personal electronic account

lic record without written approval

having been prepared by or for,

or device is subject to disclosure under

of the Local Records Commission.

or having been or being used by,

the FOIA. If the content or informa-

Public record, for purposes of the

received by, in the possession

tion on your phone is a public record

Local Records Act, is much broad-

of, or under the control of any

under the FOIA, who owns the account

er than the definition in FOIA. Delet-

public body.”

or device is not relevant. Nor is it rel-

ing a record without permission of

Public record, under the

evant where, how or on what account

the Local Records Commission vio-

Local Records Act, has a more

or device the record is created or

lates the Local Records Act.

broad definition than FOIA.

mation Act (FOIA) request?

located. Rather, the Illinois Attorney

There are also rules for litigation

General, in Public Access Opinion

that impose legal obligations that

court may award sanctions against

No. 11-006, has outlined that the key

apply to district records when law-

your board and district, e.g., mon-

question is: Was the requested record

suits are filed or may be filed against

ey punishments and possibly an

prepared by or used by one or more

the district. These obligations start

adverse judgment.

members of the public body in con-

when your district becomes aware of

Many attorneys in the field dis-

ducting its affairs?

a potential lawsuit. At that time, both

courage school board members from

If the answer is yes, then it is a

parties must preserve all electroni-

the use of their private e-mail accounts

public record and your district’s FOIA

cally stored material and messages

and personal electronic devices for

officer may need access to your phone

concerning the subject matter at issue,

the dissemination of public records.

to respond to a FOIA request, even

regardless of where the information

Best practice suggests that all com-

though your phone belongs to you,

is stored. This is called a litigation

munications containing district records

not the district. This is true for oth-

hold. If the information is deleted or

be transmitted through district-pro-

er personal accounts and devices

the board member was not aware of

vided accounts.

as well, e.g., e-mail from personal

the litigation hold and deleted items

Your board and superintendent

accounts, social media platforms

that were subject to the hold, the

continued on page 22

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 difference between the right word and the almost right word is the difference between lightning and a lightning bug.” Mark Twain, American author and humorist, 1835-1910

“Most of the basic material a writer works with is acquired before the age of 15.” Willa Cather, American author, 1873-1947

“As elected school board members, we must put aside our party affiliations and partisan principles and do our job — which is to represent the children and the local educational agencies we were elected to serve.”

demeaning the role of teachers, and turning our schools into test-prep factories. If we truly want schools that respect professionalism and encourage creativity and innovation, our nation needs radically different policies for testing and accountability.” Diane Ravitch, research professor of education at New York University and a historian of education

“An education isn’t how much you have committed to memory, or even how much you know. It’s being able to differentiate between what you know and what you don’t.” Anatole France, French poet, journalist and novelist, 1844-1924

“Teaching provides a way to stay young at heart, to maintain a lifetime

of active learning ... . It is in every respect a profession of hope.” Vito Perrone, retired director of teacher education, Harvard Graduate School of Education, 1933-2011

“Education is a progressive discovery of our own ignorance.” Will Durant, American writer, historian and philosopher, 1885-1981

“Education is learning what you didn’t even know you didn’t know.” Daniel J. Boorstin, American historian, professor, attorney and writer, 1914-2004

“Data is not information, information is not knowledge, knowledge is not understanding, understanding is not wisdom.” Clifford Stoll, American astronomer and author

Martha Fluor, president, California School Boards Association, “Schools must take priority over partisanship,” California School News, July 2011

“Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think.” Jerome Bruner, American psychologist, Child’s Talk: Learning to Use Language, 1983

“High-stakes testing is distorting the very purposes of education,

“I want to take some time before college to go free-range, dad.”