MARCH/APRIL 2018
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W
e undertook this issue of
College from 1940 to 1967, who was
page 16, explores the path Carson,
The Illinois School Board
the “son of slaves … and adviser to
now Reverend Courtney Carson, took
Journal with the questions “What
presidents.” The answer to “Why
from expelled student and incarcer-
is equity?” and “Why should we talk
now?” is because the time is right,
ated teen, to community leader and
about it now?”
and “it’s up to me to use it.” And since
a member of the board of education that expelled him.
The responses to “What is equi-
we decided to examine equity in this
ty?” were, as you will soon read,
issue, current events have made the
knowledgeable, wholehearted, pow-
discussion as necessary as ever.
This Journal also features the voices of several individuals who will
erful, and, I hope, useful in your work
The National School Boards
be presenting at “The Equity Event –
as school leaders. We discovered
Association Beliefs and Policies
What, Why, and How of Equity Issues
that every school district and every
statement says this about equity:
in Education” in April.
institution has its own equity story,
“Public schools should provide
On page 6, consultant Corrie
and addressing equity in public edu-
equitable access and ensure that all
Wallace explains equity vs. equali-
cation starts with the deep roots of
students have the knowledge and
ty and the importance of examining
the many cultures of Illinois and the
skills to succeed as contributing
both in every school district.
influences of those cultures.
members of a rapidly changing,
In “Ten ways school boards can
The answer to “Why should we
global society, regardless of fac-
champion racial equity,” on page 8,
talk about it now?” will be familiar
tors such as race, gender, sexual
Pat Savage-Williams, president of the
to those of us who were fortunate to
orientation, ethnic background,
Evanston THSD 202 Board of Edu-
hear Patrick S. Muhammad speak at
English proficiency, immigration
cation, shares strategies for school
recent IASB events:
status, socioeconomic status, or
boards wanting to address equity.
disability.”
And, in “Coming to terms” on page
“I have just one minute Only sixty seconds in it, Forced upon me — can’t refuse it
In the pages of this Journal, we look at the roots of the discussion. Courtney Carson was in a brawl
14, the concept of equity is refined and explained in anticipation of Heather W. Hackman’s presentation
Didn’t seek it, didn’t choose it,
in the bleachers of a high school foot-
at the Equity Event.
But it’s up to me to use it.
ball game in Decatur in 1999. The
Anticipating that it will take
I must suffer if I lose it,
fight was captured on video (in ret-
more than “just a tiny little minute,”
Give account if I abuse it.
rospect one of the first “viral” news
I hope you will take the time to read
Just a tiny little minute —
videos) and an outcry ensued over
this Journal, reflect what equity
But eternity is in it.”
the participants’ expulsions. The
means to your school district, attend
community divide brought nation-
The Equity Event if you can, and
Muhammad uses the poem in
al attention, including that of civil
share your thoughts on equity with
his work, and credits it to Benjamin
rights activist Reverend Jesse Jack-
us for the next conversation.
Elijah Mays, an activist, preacher,
son. “From division, towards unity,”
— Theresa Kelly Gegen, Editor
and scholar, president of Morehouse
by Dan Naumovich, which begins on
tgegen@iasb.com
TABLE OF CONTENTS
COVER STORIES 6
Why equity, and why racial equity? By Corrie Wallace Equity is about fairness, justice, and individuals getting what they need and deserve in order to reach their full potential. The racial component acknowledges that race is one of the first visible indicators of identity, while recognizing that students hold multiple, intersecting identities.
8
Ten ways school boards can champion racial equity By Pat Savage-Williams All students should have equal access to a high-quality education. Unless board members are “on board” with the implementation of racial equity within their school district, there are many opportunities for failure.
14 Coming to terms By Theresa Kelly Gegen A social justice and equity framework is the pathway to create substantive change in individuals, in organizations, and in our society as a whole.
16 From division, towards unity By Dan Naumovich Reverend Courtney Carson is in his first term as a member of the Decatur Public Schools Board of Education, the same district that he attended as a child, and was expelled from as a young man.
20 Towards a more perfect state: Teacher diversity in Illinois By Theresa Kelly Gegen Can Illinois’ teacher diversity match that of its student population?
23 COMMENTARY: Our schools have an equity problem: What should we do about it? By Danielle Gonzales and Ross Wiener As the federal role in public education recedes, there are profound implications for equity and broader implications for our country and society.
Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Front Cover Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
M A R C H / A P R I L
2 0 1 8
Vol. 86, No. 2
ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 60148-6120, 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 per year. Foreign (including Canada and Mexico) $21 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. Kara Kienzler, Associate Executive Director Theresa Kelly Gegen, Editor Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Britni Beck, Advertising Manager Katie Grant, Design and Production Copyright © 2018 by the Illinois Association of School Boards (IASB), The JOURNAL is published six times a year and is distributed to its members and subscribers. Copyright in this publication, including all articles and editorial information contained in it is exclusively owned by IASB, and IASB reserves all rights to such information. IASB is a tax-exempt corporation organized in accordance with section 501(c)(3) of the Internal Revenue Code.
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PRACTICAL PR
Closing the AP enrollment gap is changing students’ life trajectories By Peg Mannion
Peg Mannion, APR, is community relations coordinator in Glenbard Township High School District 87, vice president for North Central Region of National School Public Relations Association (NSPRA) and a board of directors member with the Illinois chapter of the National School Public Relations Association (INSPRA).
2
N
o matter their socioeconomic background, every parent has
hopes and dreams for their son or daughter. Parents recognize that a livable income isn’t possible with only a high school diploma. They believe we’re getting students ready for education beyond high school, and that’s why having all students experience college rigor while in high school is so important for our students. Glenbard Township High School District 87 emphasizes a growth mindset with students — teaching students that their skills can improve with hard work. As students develop their abilities and interests, we challenge them to stretch
Glenbard District 87 Superintendent David Larson visits with a student in Glenbard North High School’s AP Cafe. The cafe is one of several strategies implemented to increase Advanced Placement enrollment among under-represented students. Photo courtesy of Glenbard District 87
themselves by taking more rigorous classes, including Advanced Place-
district is seeing an upward trend
Illinois, serving 8,100 students from
ment (AP) classes. Many universi-
of Advanced Placement success.
nine western suburbs of Chicago.
ties and colleges offer college credit,
Among the Class of 2017, 44 per-
Demographic breakdown includes
advanced placement, or both, for
cent of graduates passed at least one
34 percent low-income students and
qualifying AP exam scores. Students
AP exam. That’s a 47 percent increase
50 percent white, 23 percent Hispan-
who earn a score of 3 or higher on
since 2010. The Board of Education’s
ic, 15 percent Asian, 8 percent black,
an AP exam are entitled to receive
goal is that 60 percent of graduates
and 3 percent two or more races.
college credit at any Illinois public
will pass at least one AP exam over
university or college.
their four years at Glenbard.
In the past several years, Glen-
Since 2015, 483 traditionally
bard District 87 has made intention-
underrepresented students (black,
al efforts to increase the number
Hispanic, and low income) have been
of students taking AP classes, and
added to AP classes.
despite significant Advanced Place-
Glenbard District 87 is the
ment enrollment increases, the
third-largest high school district in
Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
Like high schools around the country, Glenbard District 87 has a
be experiencing rigor for the first time;
gap when it comes to the number of
• Opportunities for students
minority and low-income students
to experience mentoring
enrolled in AP courses. The district
and group work outside the
is working with the nonprofit organi-
classroom;
zation Equal Opportunity Schools to
• Understanding and embrac-
close the enrollment gap in Advanced
ing growth mindset and shifts
Placement that exists between mid-
in thinking that our students
dle- and upper-income white and
need to go through.”
Asian students and their black, His-
Honest, supportive conversa-
panic, and low-income classmates.
tions between students, teachers,
Superintendent David Larson said,
and administrators are an import-
“It’s incumbent upon us to identify stu-
ant part of the recruitment process.
dents for AP classes, advocate for them,
Some students didn’t feel like they
support them, and encourage them.”
belonged in Advanced Placement.
This fall semester, Glenbard Dis-
They told administrators that no
trict 87’s four high schools enrolled
one in AP classes looked like them.
1,008 traditionally underrepresent-
Glenbard West High School dean
ed juniors and seniors in AP cours-
and minority student achievement
es. Over the last three years, since
coordinator Sharon Ruff said, “We
partnering with Equal Opportunity
have a conversation with students
Schools, the district has seen the
and tell them, ‘We believe in you.’
following AP enrollment increases:
That’s what students really needed
• 89 percent for low-income
to hear was that sense of belief and
white and Asian students,
sense of belonging.”
• 124 percent for low-income
Larson emphasizes the impor-
Hispanic/Latino students, and
tance of talking with faculty and
• 196 percent for low-income
staff members about the need to
African-American juniors
close the Advanced Placement
and seniors
enrollment gap, saying, “Some-
These gains were accomplished
times we assume everyone gets
by applying the survey tool and data
it; however, there needs to be an
analytics provided by Equal Oppor-
opportunity for dissent, [and] time
tunity Schools to identify students
for people to vent and understand
who have the assets to succeed, but
the why.”
were missed through the traditional
Glenbard South High School
enrollment process or a lack of paren-
Principal Sandra Coughlin said, “One
tal advocacy. District staff embarked
of our strategies that was very pow-
on a relentless outreach and recruit-
erful was to have our equity team,
ment process. Larson said, “Equal
which is made up of teachers, coun-
Opportunity Schools’ playbook has
selors, and administrators, create a
a three-part approach:
video to explain to staff the reasons
• Teachers are making shifts
why we were looking at students to
in their classroom necessary
close our achievement gap, all of the
to help students who might
qualities students could bring to the
M A R C H - A P R I L 2 0 1 8 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L
President Joanne Osmond
Treasurer Linda Eades
Vice President Thomas Neeley
Immediate Past President Phil Pritzker
BOARD OF DIRECTORS Abe Lincoln Bill Alexander
Kishwaukee Mary Stith
Blackhawk David Rockwell
Lake Ann Dingman
Central Illinois Valley Tim Custis
Northwest Chris Buikema
Cook North Barbara Somogyi Cook South Denis Ryan
Shawnee Sheila Nelson Southwestern Mark Christ
Cook West Carla Joiner-Herrod
Starved Rock Simon Kampwerth Jr.
Corn Belt Mark Harms
Three Rivers Rob Rodewald
DuPage Thomas Ruggio
Two Rivers Tracie Sayre
Egyptian John Metzger
Wabash Valley Dennis Inboden
Illini Michelle Skinlo
Western Sue McCance
Kaskaskia Linda Eades
Service Associates Glen Eriksson
Board of directors members are current at press time.
IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.
3
table, and, most importantly, about
to close its enrollment gap, and the
As part of Glenbard South’s
the growth mindset needed for both
work, to increase the number of
outreach plan, Coughlin and her
students and staff.”
under-represented students enrolled
team looked at student data and
in AP classes in all four high schools,
then selected students to recruit.
continues.
“We spoke with students and had
Last year, Glenbard South was one of seven high schools in Illinois
them explore AP courses they were interested in and had them enroll,” Coughlin said. “As part of our outreach programming to support students, we conducted team-building www.iasb.com OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Office of General Counsel Kimberly Small, General Counsel Maryam Brotine, Assistant General Counsel Debra Jacobson, Assistant General Counsel Executive Searches Thomas Leahy, Director Jim Helton, Consultant Dave Love, Consultant Alan Molby, Consultant Catherine Finger, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/ Chief Financial Officer ADVOCACY/GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Director Shanell Bowden, Assistant Director
BOARD DEVELOPMENT Dean Langdon, Associate Executive Director Sandra Kwasa, Director Nesa Brauer, Trainer Angie Peifer, Consultant COMMUNICATIONS/ PRODUCTION SERVICES Kara Kienzler, Associate Executive Director Gary W. Adkins, Director/Editorial Services Jennifer Nelson, Director/Information Services Theresa Kelly Gegen, Director/Editorial Services Heath Hendren, Assistant Director/Communications Katie Grant, Assistant Director/Production Services FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Dee Molinare, Director Reatha Owen, Director Patrick Rice, Director Policy Services Ken Carter, Consultant Boyd Fergurson, Consultant Angie Powell, Consultant Brian Zumpf, Consultant
activities to be sure students had a sense of belonging and belief in themselves.” The following are additional outreach activities that proved successful: • A P student break fast or lunch with an exit slip indicating which AP class students are interested in • AP night for families • Letter mailed home with a recommendation for an AP course • College night for minority students and families • College visits for minority students In September 2016, the White House and U.S. Department of Education recognized Glenbard District 87 for committing to closing the enrollment gap in AP courses. Glenbard South was honored for being among the less than 1 percent of high schools nationally that have closed their Advanced Placement enrollment gap. We are proud of how our instructors have changed the life trajectories of hundreds of students by intention-
IASB OFFICES 2921 Baker Drive, Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831
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One Imperial Place, 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940
ally setting a goal to close the enrollment gap in AP courses by race and income.
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
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P R O U D L Y
S E R V I N G
T H E
P U B L I C
S E C T O R
COVER STORY
Why equity, and why racial equity? By Corrie Wallace
Corrie Wallace is a consultant, anti-oppression educator, and community organizer who works with school districts in Illinois.
I
t’s 2018. Why are we still talking
Fundamental to understanding
speaking their mother tongue, stu-
about race and what’s all this talk
equity work is clarity regarding the
dents of color have been intention-
about equity in schools?
historical context which informs
ally and negatively impacted by the
Equity is about fairness, jus-
our current situation, where the
United States school system.
tice, and individuals getting what
racial predictability of achieve-
Point 2: According to the 2017
they need and deserve in order to
ment and disciplinary outcomes
Illinois School Report Card, there are
reach their full potential. This is as
in schools is pervasive nationally
2,028,162 students in 3,796 schools
opposed to equality, which is about
and locally.
in Illinois, and over half of them are
sameness and treating everyone in exactly an identical manner regard-
students of color. Black and HispanWhy are we talking about this?
ic students comprise 43 percent of
less of their differences or unique
Point 1: Throughout U.S. his-
the total student population. Eleven
situations. Focusing on racial equi-
tory, racially discriminatory pol-
percent are limited English profi-
ty acknowledges that race is one of
icies and practices in housing,
cient, 50 percent are from low-in-
the first visible indicators of identi-
healthcare, and education have
come households, and 14 percent
ty, while recognizing that students
systematically disenfranchised
have IEPs (Individualized Education
hold multiple, intersecting iden-
black people and people of color,
Program for special education and
tities such as mental or physical
impacting schools and our chil-
related services). Disproportionate
ability, sexual orientation including
dren. Tuskegee’s syphilis experi-
academic outcomes for students
gender identity and/or expression,
ment, Illinois’ sundown towns, and
who are black or Hispanic reflect
religion, economic status, national
the forced sterilization of Puerto
this trend in Illinois as evidenced by 10th- through 12th-grade students taking advanced coursework such as
Seek balance in perspectives, first to understand, then to be understood.
Advanced Placement, International Baccalaureate, or Dual Credit. High school dropout rates show similar racially predictable patterns. Scholar Sonia Nieto asserts,
6
origin, and many other personal
Rican women are just a few exam-
“Simply desegregating schools will
characteristics.
ples. From laws prohibiting anyone
not make a difference until the power
As historian Robin D. G. Kelley
teaching kidnapped and enslaved
relations within such settings are
says, “Racism isn’t about how you
African people to read and write,
challenged.”
look, it’s about how people assign
to the Native American boarding
Therefore, ack nowle d g i n g
meaning to how you look.”
schools that forbade children from
the history of white supremacy in
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
U.S. schools is a fundamental step
Here are eight essential elements
towards building understanding
for board members to consider to
community who’ve helped
and addressing the persistent racial
support racial equity in schools:
8. Remember we’re not talking
achievement gap. The tenets of Glo-
1. Be humble. Acknowledge
about pizza or pie. Empower-
you out.
ria Ladson-Billings’ CRT (Cultur-
that you don’t know
ing traditionally underrepre-
ally Relevant Teaching) reminds
everything.
sented g roups of people
us that creating a more equitable
2. Self-reflect. What are you good
learning environment will require
at and what will you need help
respect at the most basic level, stu-
with? Where will you go to get
dent empowerment, cultivating cul-
the help you need?
tural capital and honoring student
3. Listen and be open to learning.
backgrounds and social identities,
4. Seek balance in perspectives,
including but not limited to gender
first to understand, then to be
expression, religion, and ethnicity.
understood.
Additionally, adults must model
5. Strive for loving accountability.
lifelong learning through sustain-
6. Honor those who have come
able professional development to
before you and upon whose
enhance skills and knowledge along
shoulders you stand.
with a commitment to collaborate
7. Ack nowledge where you
and model loving accountability for
get things from. Name and
all of our children.
thank people in your school
improves quality of life for everyone. Resources Sonia Nieto, Affirming Diversity: The Sociopolitical Context of Multicultural Education. Robin D. G. Kelley, Distinguished Professor and Gary B. Nash Endowed Chair in U.S. History, UCLA. www.history.ucla.edu/ faculty/robin-kelley Gloria Ladson-Billings, Kellner Family Chair in Urban Education, Department of Curriculum & Instruction, University of Wisconsin-Madison. lmcreadinglist. pbworks.com/f/Ladson-Billings%20 %281995%29.pdf Illinois Report Card: www.illinoisreportcard.com/
Our Mission is Your Success A PREEMINENT EDUCATION LAW FIRM REPRESENTING PUBLIC SCHOOLS THROUGHOUT ILLINOIS 310 Regency Centre, Collinsville, IL 62234 618.301.4060 618.301.4080 Fax www.gmschoollaw.com
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MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
12/13/2017 3:15:01 PM
7
COVER STORY
Ten ways school boards can champion racial equity By Pat Savage-Williams
Pat SavageWilliams is the president of the Evanston THSD 202 Board of Education and special education coordinator, SEED facilitator, equity team co-chair and PEG affiliate at New Trier THSD 203, Northfield.
S
chool board members are
barriers and obstacles to opportunity,
Many school districts and com-
expected to understand board
interrupt their negative impact, and
munities across our state and in the
structure, board functioning, and the
eliminate persistent disparities in stu-
country are experiencing a move to
board’s role. They are responsible for
dent outcomes. When we look at racial
raising awareness of equity issues
approving policy decisions that affect
achievement data in our nation, we see
with a particular emphasis on racial
the educational environment in many
disparities in education pervasively
equity. The long-term impact of race
ways. These decisions include how stu-
across all areas. We must never make
and racism on student achievement,
dents learn, how students are taught,
excuses for those disparities in our
how instruction is delivered, disci-
how learning is measured, how teach-
schools or lower our expectations for
pline, resource allocation, etc. is
ers are supported with professional
any students.
discussed and debated at many dif-
development, how funds are allocated
Our purpose is to successfully
ferent levels. Getting school boards
based on district priorities, and how
educate all the students who attend
to commit to implementing racial
effectively the community at large is
our schools — all the children in
equity work within a school district
engaged around student learning.
our community — and implement
requires more than finding people
If we consider these roles using
improvements to address racial dispar-
with assumed good hearts to serve
an equity lens, we quickly understand
ities. It is essential that we, as school
on the board. Most school board
that unless board members are “on
board members, focus our work on
members want to provide opportu-
board” with the implementation of
racial equity in schools and identify
nities for students and community
racial equity within their school dis-
all forms of racial inequity for two
members. However, securing a real
trict, there are many opportunities
reasons:
impact on student achievement
for failure.
1. To increase awareness of sys-
requires skills, courage, strength,
All students should have equal access to a high-quality education.
8
temic barriers that disadvantage students of color.
and determination. Moving the equity work from
As long as race, class, and ethnicity
2. To encourage and support educa-
theory to practice at the board level
continue to be strong predictors of
tors as they seek to adapt instruc-
means that school board members
student achievement, college suc-
tional and leadership practices to
must be willing to craft policies that
cess, and successful life experiences,
respond more effectively to the
encompass equity and empower the
school board members must work
needs and aspirations of all the
district to undertake the work of
within their school systems to identify
children they serve.
racial equity.
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
Here are 10 ways school board members can move the district
AP courses, with 51 percent earning
level of understanding about the inter-
a 3 or higher on AP exams.
section of race and education to make
towards racial equity.
Without the clear commitment
decisions about important district-wide
of the school board, the superinten-
equity initiatives in order to approve
The school board must have
dent will be unable to make large-
the expenditures for the large-scale
a strong commitment to
scale, systemic changes that will
changes. Data must be disaggregated
impact the district. The board will
by race.
1
racial equity. Members of the school board
need to be solid in its commitment
School board members should
must be willing to commit to creat-
to the importance of racial equity
understand the community and rele-
ing a school culture that embraces
work and endorse the efforts of the
vant demographic data as well, includ-
and implements racial equity prac-
superintendent to move forward.
ing housing patterns and the history of
tices, with board members holding themselves accountable to progress towards equity. A key example is Evanston
these housing patterns. They should be
2
Adopt an Equity Statement.
able to discern where most people of
The Equity Statement will
color live in the community and what
serve as a guidepost for the
schools students of color attend. Data
Township High School (ETHS). In
equity work of the district and
can help school board members discuss
2010, ETHS dramatically changed
provide the framework to focus on
and ask questions about achievement
its curriculum for incoming fresh-
racial equity at every level. This
patterns: which student groups partic-
man-year students. ETHS de-tracked
statement is meant to guide the
ipate in various programs, the racial
freshman humanities classes (English
equity work and is not an actual
make-up of classes, who is in special
and history) and biology. The goal of this dramatic change was to remove barriers that historically caused the under-representation of students
As long as race, class, and ethnicity continue to be
of color in Honors and Advanced
strong predictors of student achievement, college
Placement (AP) classes. The district
success, and successful life experiences, school board
believed that students who have
members must work within their school systems
access to, and are successful in, highly rigorous courses have greater
to identify barriers and obstacles to opportunity,
opportunities to be accepted to, and
interrupt their negative impact, and eliminate
successful in, colleges and universi-
persistent disparities in student outcomes.
ties. Moreover, they will have a greater likelihood of successful life experiences in general. Since there was so much dialogue regarding these changes, the
policy. Samples of the statements
education, who participates in extra-
school board’s public commitment
ETHS has developed can be found
curricular activities and clubs, atten-
empowered the superintendent to
at www.eths.k12.il.us/Page/978
dance patterns, graduation rates, and
move forward. In the last five years,
and www.eths.k12.il.us/Page/955.
which students are being disciplined
there has been a 61 percent increase in the number of African American students taking AP courses, with 91 percent of them earning a 3 or
3
most and why. Identify trends that
Know your district
run through the school district and
demographics.
community. Be aware of classes and
School board members should
activities that tend to be comprised of
higher on the AP exams. There has
know the racial demographics of the
been a 48 percent increase in the
district — both staff and students.
At this level, try to avoid explain-
number of Latinx students taking
It is necessary for the board to have a
ing or excusing why you believe these
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
racially homogeneous students.
#ILjac17 9
disparities exist. There are many
lear ning in school systems. A s
is sponsored by the Pacific Educa-
theories and opinions that you will
school board members become
tional Group. Seeking Educational
review, debate, and consider. What
awa re of t hei r ow n i nd iv idu a l
Equity and Diversity (SEED) is a
truly matters is the board having
biases, they will reflect upon their
professional development oppor-
the determination to address the
personal life experiences. This will
tunity designed to create equitable
disparities. Consequently, it is
equip them to determine how these
experiences and outcomes for all
important to have a clear under-
experiences have shaped those
students and staff. Find and attend
standing of your district and the
biases and how they have affected
workshops on unconscious bias and
breakdown of the experiences of
interactions with others. They will
culturally competent pedagogy in
racial groups in your community.
develop better ability to weigh and
educational institutions. These
consider the perspectives of others.
trainings will provide you with tools
School board members
Be ready to share your perspectives
to undertake your personal jour-
must be willing to engage
4
and listen thoughtfully and respon-
ney and will give you a context and
in their own personal journey
sibly to colleagues and community
language to engage in courageous
to expand their knowledge and
members.
conversations about race.
understanding of issues of race.
Engage in formal training such
These board trainings should
The first critical step of this
as Beyond Diversity and SEED.
be done as a group with facilita-
journey is expanding your racial
Beyond Diversity is a powerful,
tor-led discussions to debrief and
consciousness. Unconscious biases
two-day seminar designed to help
follow-up. School board members
influence institutional and struc-
participants understand the impact
will be encouraged to challenge the
tural racism and impact student
of race in academic institutions and
internal and external systems — that have been in place for decades in the district and in the community — that maintain the disparities between students of color and white students. The trainings develop the capacity to systematically change and challenge insensitive policies that serve to impede the success of students of color. It is essential that school board members take
IASB — A nationwide search with Illinois experience
training and courageous conversations about race to deepen their
• IASB works with the National Affiliation of Superintendent Searchers (NASS), with over 110 consultants located in 40 states
understanding of how the district’s
• NASS annually assists hundreds of districts and school boards with superintendent and other administrative searches
school district.
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10
t he ti me to enga ge i n ongoi ng
governing body can create a more welcoming and culturally conscious In addition, consider a book study to help further the school b o a rd ’s le a r n i n g a b o ut r a c i a l impact. A list of suggested titles is below, but it is not an exhaustive list. It is essential to make a point to review relevant literature
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
board member, dream and create a different narrative, a counter-narrative with different outcomes. For example, if your district is separating students by “ability level” in classes, look at the traditions and the outcomes of this. Challenge the policies and practices that maintain and uphold this. Look at where students are separated by race and talk to your superintendent and board colleagues about the impact and outcome of these separations. Consider how to work backward to dismantle the structures that hold this together.
6
As a board, commit to develop goals and policies
with a strong equity lens, and identify and dismantle the policies that support the disparities. Because every student in your district deserves the right to excel, be compelled to assure that all students have an opportunity to achieve. As school board members, we must
on institutional racism and class
identifying the structures that hold
ensure that students are on track
bias in public schools. In addition,
them together. Finding these dispar-
to graduate and attend college and/
attend lectures and find articles
ities will lead you to determine the
or pursue successful careers. This
that are written about your com-
structures that support these dis-
accountability to all learners means
munity, various cultures, and topics
parities. Because you are consider-
that we promote high academic stan-
around equity to read as a board
ing the history of the district and
dards and outcomes for all, embrac-
and discuss at board meetings. It
community, you may be learning
ing and accommodating differing
is important for the staff and com-
about the long trends and decades
characteristics of the students,
munity to see the board engage in
of patterns set. In addition, some of
always having high expectations
this learning process.
these patterns have been in place for
for all students, not just for some.
a long time; therefore it is difficult
Thus, an equitable education that
Be able to initiate and create
for many to see them as problemat-
will increase each student’s academic
structural changes that
ic. Tradition and customs are often
and functional trajectory to realize
challenge the status quo and
named as “reasons” for patterns that
college/career readiness and inde-
support equity for all.
usually support racial inequities. In
pendence should be included in the
Look at the areas of disparities
collaboration with the superinten-
goals. Striving to eliminate the pre-
within your district with the goal of
dent and within your role as school
dictability of academic achievement
5
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
11
based upon race should be embedded
Highly qualified staff and facilities
student academic performance,
within the mission, goals, and vision
— including learning environments,
discipline, attendance, dropout
of the district.
technology, and instructional support
and graduation rates, involvement
— should be dispersed with racial
in extracurricular activities, special
Fiscal accountability:
equity considerations. The distribu-
education classification, and access
Change the school budget
tion of resources in an equitable and
to student services. Identify areas
options to prevent disparities.
7
fair manner assures that all learners
of inequity in student success and
Every district is facing challeng-
have equal opportunity to achieve
participation, disaggregating data
es and threats that could impact its
high academic standards. Equitable
by race/ethnicity, socioeconomic
financial stability. School board
allocations of resources is paramount
status, gender, disability, and English
members should partner with the
to equity in a school district.
language proficiency. Develop statis-
superintendent and collaborate with the chief financial officer to assure that equitable resources are allotted for all students. Be certain that all
8
tical measures to assess equity in
Be data informed.
these areas. Remember, the patterns
Require the superintendent
established have been in place for
to develop inclusion practices and
decades if not hundreds of years. It
funding, staffing, materials, equip-
methods to measure, report, inter-
is unlikely that disparities will dis-
ment, facilities, space, school trips,
pret, and analyze data regularly for
appear within a few years.
and all other resources are carefully
the purpose of improvement and
Recognize and understand the
established with an equity-based lens.
transparency. Examine data on
intersection of race, socioeconomics,
Using technology to enhance your board effectiveness through online services, such as
Policy Services
PRESS, the IASB sample policy and procedure service – Use the newly upgraded interface and navigation tools to receive 24/7 internet access to PRESS, IASB’s sample board policy and administrative procedure service. Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time-saving links embedded in the policies and procedures. School Board Policies Online – Let IASB publish your board policy manual online and easily navigate your manual with keyword searches, jumps to cross references, and links to legal references by using the same newly upgraded interface and navigation tools used for PRESS online. Place the IASB-supplied link to your manual on your district website to provide increased community access and awareness of your district’s governing document. BoardBook® – Learn about the advantages of electronic board packet preparation made possible through use of IASB’s BoardBook® service by scheduling a demonstration for yourself, your administrators, or your entire board.
Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688, ext. 1214 or 1154; bzumpf@iasb.com or apowell@iasb.com
12
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
mobility, gender, and sexual ori-
Develop allies by partnering with
incorporate their thoughts into the
entation/identity through district
community organizations such as
plan may transform these critics into
data. Determine how you will gain
local universities, faith-based insti-
supporters.
evidence of success, and be willing to
tutions, and city government to pro-
Most important, do not lose your
make changes or tweaks if the data
mote racial equity in the district.
focus or your resolve to do what is
indicates the need to do so.
Invite members of these groups to
right for all students. Every student
the school for training and other
deserves to have access to the best
Develop partnerships and
professional development activities
opportunities and the best educa-
allies to achieve equity.
to model this work, and encourage
tion we can provide in our schools.
9
Communicate clearly through-
other agencies and organizations to
When our schools are lacking equity,
out the community the district’s
implement similar goals and strate-
we are obligated to address inequi-
strategies and efforts to promote
gies in their organizations.
ties or we are failing to do our jobs
equity, diversity, and a safe environment. Acknowledge challenges and problems where they exist within the district and the history behind
10
properly. Our students are relying Expect opposition. Change is difficult and
not always welcomed by everyone.
on us to assure equity for them in our schools. That is the purpose of public education.
the patterns of disparities. Elicit
Many will engage in vocal discus-
“Ethics and equity and the prin-
community support for racial equi-
sions and conversations about
ciples of justice do not change with
ty. Celebrate successes and accom-
racial disparities, but proposals
the calendar.”
plishments of all students and staff,
for structural and policy changes
particularly those who don’t often
towards dismantling what has been
get the spotlight.
in place for decades are not often
— D. H. Lawrence Suggested reading
Find a way to focus specifi-
met with universal approval. This
cally on programs for parents and
can divide a community as there is
Between the World and Me by
gu ard ia ns of ch i ldren who are
significant controversy surround-
Courageous Conversations
struggling in school, or who are
ing racial equity work. This does
About Race : A Field G uide for
experiencing lower rates of suc-
not help the equity-centered school
Achieving Equity in Schools by
cess and participation in school.
board members or superintendents
Glenn Singleton
Reach out to parents who do not
gain confidence. Board members are
Despite the Best Intentions:
typically come to school or speak
elected officials and members of the
How Racial Inequality Thrives in
at meetings. Ask parents how they
community. The fact that this con-
Good Schools by John Diamond and
feel most comfortable connecting
troversy is almost exclusively gen-
Amanda Lewis
with your school and be willing
erated by white parents, educators,
The New Jim Crow: Mass Incar-
to make changes to meet their
policymakers, and other community
ceration in the Age of Colorblind-
needs. It could be that joining the
stakeholders, most of whom have
ness by Michelle Alexander
PTA, for example, does not work
never personally engaged in racial
Waking Up White, and Finding
for all parents. Identify what does
equity training, presents another
Myself in the Story of Race by Debby
work for them. Work with staff to
significant challenge.
Irving
Ta-Nehisi Coates
make sure these parents feel they
While it is important to contin-
What Does It Mean To Be White?
are welcome in school and see
ue engaging with them as commu-
Developing White Racial Literacy
the school as working on behalf
nity members, employ careful and
by Robin DiAngelo
of their students’ best interests.
thoughtful responses and strategies.
Why Are All The Black Kids
Promote parent involvement as the
Listening to their concerns, provid-
Sitting Together in the Cafeteria?
cornerstone of students’ success
ing opportunities to share and hear
(20th Century edition) by Beverly
in all facets of school life.
other perspectives, and working to
Daniel Tatum
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
13
COVER STORY
Coming to terms By Theresa Kelly Gegen
Theresa Kelly Gegen is editor of The Illinois School Board Journal.
I
t’s a relatable image, and a
commitment to bringing about
individuals, in organizations, and
familiar one to those embarking
equitable and empowering change
in our society as a whole.”
on a study of equality and equity:
to organizations, our communities,
Hack man redefines busi-
three people of different heights,
and our society as a whole.” When
ness-as-usual as institutional rac-
usually children, trying to peer over
she speaks of “The Urgency of Now:
ism and acknowledges that it makes
a fence. What each can see depends
Developing and Utilizing an Equity
people uncomfortable — in having
on how tall they are and what size
Lens for 21st Century Education,”
existing systems challenged and in
boxes they have to boost them.
her work starts with coming to
being part of a system that is unjust. But it’s a necessary discomfort.
Heather W. Hackman, a featured
terms with a framework centered on
speaker at IASB’s upcoming Equity
social justice and equity, as opposed
“Why? The long-term answer
Event, isn’t a fan of this image — she
to diversity or cultural competency.
is, because this is untenable in
calls it “tired” but for the purposes
“Diversity work is fantastic for
education,” Hackman says. “We
of dicussion, she’s willing to work
what it’s designed to do, and that is
aren’t learning the real history,
with it and, indeed, take it a step
to create awareness and apprecia-
we aren’t able to make engaged
farther. If equality is when every
tion of difference. And we need that
decisions. We need to drill down
child has the same box, and equity
in our society,” Hackman says. “But
into the system and structures,
is when each has what they need
it’s not enough to substitute diversi-
because that’s what’s killing these
to see, then social justice is getting
ty work for social justice and equi-
students.”
rid of the boxes and “tearing the
ty. It’s not a sufficient substitute,
Hackman acknowledges anoth-
fence down.”
because social justice and equity
er, more practical discomfort: “It’s
Hackman’s team at Hackman
work does what diversity does not:
a lens, not a list. People want a list.
Consulting Group has an “unyielding
it looks at systems, power, privilege,
Developing a lens is harder than
and access to resources.
developing a list. We must funda-
Hack ma n says the sa me is true for cultural competency —
EQUALITY
EQUITY
Courtesy of the Interaction Institute for Social Change | Artist: Angus Maguire. interactioninstitute.org and madewithangus.com
14
mentally shift how we view these dynamics.”
cross-cultural skill development.
It’s harder, but for school dis-
It ’s wor thwhi le, fant a stic, and
tricts, each in a unique situation
invaluable in society. But it too,
relative to equity and social justice
does not look at systems, power,
work, it’s better.
privilege, and access to resources.
“Starting in the right spot,”
The only framework that can
Hackman says, “means every dis-
address the issues — the big-scale
trict can engage and work their way
issues like sexism, and classism,
into this concept at their local lev-
and racism, is a social justice and
el. The framework and cognition is
equity framework. That is the path-
non-negotiable, but how they apply
way to create substantive change, in
it is.”
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
! Y A D
O
T R E IST
REG
What, Why, and How of Equity Issues in Education This unique learning event for IASB school board members and superintendents will address the “what, why, and how” of equity issues in education and provide an opportunity to •
Understand the various equity issues present in public education (including race, socio-economic, gender, etc.)
•
Gain insight and practical applications from Illinois school districts actively working on equity issues.
•
Learn critical steps for developing and implementing an equity approach in school board work.
•
Be inspired by one man’s personal journey of resilience, determination, and vision.
There is no charge to attend this event designed exclusively for IASB school board members and their superintendents.
Speakers: Presenting school districts: • Berwyn North SD 98 • Joliet PSD 86 • River Forest SD 90 • Evanston THSD 202 • Evanston/Skokie SD 65
Dr. Heather Hackman
Steve Pemberton
Corrie Wallace
April 28, 2018, 9 a.m.–3 p.m. Hyatt Regency Lisle •
1400 Corporetum Drive • Lisle, IL 60532
Register online at www.iasb.com/equity. For more information contact Peggy Goone, pgoone@iasb.com, 217/528-9866 ext. 1103.
School board members receive one credit in the LeaderShop Academy program.
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
15
COVER STORY
From division, towards unity By Dan Naumovich
Dan Naumovich is a freelance journalist based in Springfield.
“I
believe that all things are possi-
Last year, Carson was elected
MacArthur high schools. It was a
ble. I’m certainly a believer of sec-
to his first term as a member of the
brief altercation that resulted in no
ond chances. I just want to see people
Decatur Public Schools Board of Edu-
serious injuries, but in accordance
better. I want to see the world better.”
cation. It’s the same district that he
with the district’s then “zero toler-
Reverend Courtney Carson
attended as a child and young man,
ance” policy, the students received
relayed that sentiment after telling
back when he was troubled and con-
an automatic two-year expulsion.
the story of how he almost didn’t get
fused, and oftentimes angry. It was
That’s when the battle really began.
his second chance, at a moment in
then, as a high school student, that
The community quickly became
his life when he needed it most. But
he found himself caught in the mid-
divided on the appropriateness of
because someone refused to give up
dle of a controversy that reverberated
the disciplinary action. Headlines
on him, a countless number of people
throughout the nation.
coming out of Decatur eventually
are better off today thanks to the
In 1999, Carson and six other
reached Chicago, where the Rever-
lessons he learned growing up, and
students were involved in a fight
end Jesse Jackson’s Rainbow Push
his unique ability to teach them to
while attending a football game
organization is headquartered. The
others in need.
between Decatur’s Eisenhower and
“Decatur Seven,” as the expelled students came to be called, caught the attention of Jackson, at the time the nation’s most prominent proponent for civil justice. He and busloads of his supporters descended upon Decatur to protest the school district’s decision. And with them came the national spotlight. “I wasn’t familiar with Reverend Jackson at the time, but when I saw the man, he had a halo over his head. There was a glow. He had this ‘it’ factor and an authority when he spoke,” Carson said. To Jackson and his supporters, the Decatur Seven presented a case study of how society views minorities
Reverend Courtney Carson shares the lessons of experience with his hometown of Decatur. Photo courtesy of Reverend Carson
16
as expendable, and its willingness to forfeit their future by taking away the
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
opportunity to earn a high school
individual to work with kids, and I
potential and promise, the different
diploma. For those defending the
don’t think I’m that person,’” he said,
dimensions of human existence that
expulsions, the hardline stance was
with a laugh.
shape people.”
necessary to maintaining discipline
If he doubted the suitability
Carson’s brand of self-improve-
and eliminating disruptive influences
of his temperament to work with
ment goes well beyond encouraging
that hinder the educational process.
children, he never once questioned
words and pats on the back. He’s a
The controversy brewed, at one
the call he heard to do so. Carson
student of psychology, with a deep
point leading to a two-day closing of
answered by becoming actively
interest in the complexities of the
all three Decatur high schools over
involved — as a preacher, teacher,
human condition and how people
fears of civil dissent. Eventually,
and mentor in preparing young peo-
interact with one another. This curi-
then-Governor George Ryan inter-
ple for life and providing them the
osity has resulted in insights that
vened and a compromise was reached
wisdom and courage to pursue their
serve him well as a member of a
in which the expulsion was reduced
dreams.
school board that must look out for
to a single year, during which time
“When I really took a look at
the best interests of students from
the students would be provided an
young people’s lives and how they’re
diverse backgrounds and with dif-
opportunity for alternative education.
easily led astray and feel unloved and
ferent abilities.
The decision wasn’t immedi-
unappreciated, I decided that I had
“For a straight-A student who is
ately life-changing for Carson, who
to do something about it,” Carson
used to success, a single bad grade
continued to struggle in school, and
said. “So this provided an opportuni-
can be detrimental to their confi-
with the law. He also still didn’t fully
ty to expand on the work that I do on
dence. For a kid who lives in poverty,
grasp the magnitude of the national conversation that he had helped spark. But after the TV cameras and reporters left Decatur, he was aware that Jackson was still by his side. His continuing advice and encouragement instilled in Carson the will to persevere. “Reverend Jackson took us under his wing to show us a dif-
IASB Field Services offers board development opportunities for board and superintendent teams in YOUR district.
Field Services
ferent side of life. He really helped me,” Carson said. “The fight and the expulsion definitely changed my life. But the response to all of that really provided me a positive understanding of what life can be. If I hadn’t been threatened with expulsion and the reverend hadn’t come, I don’t know where I’d be today.” His journey from expelled and indifferent student to respected school board member isn’t the only unlikely turn that his life has taken. “I can’t help but to love kids.
Model continuous learning Commit to continuous improvement Call your IASB field services director today! Springfield: 217/528-9688 Lombard: 630/629-3776
But I always said, ‘it takes a special
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
March/April 2017
17
Reverend Courtney Carson combines experiences in national civil justice issues with local application of trauma studies and motivational interviewing. Photos courtesy of Reverend Carson
18
much of the trauma they experi-
Carson is also a big believer in
ence comes from the things they
the use of Motivational Interviewing
know if they’ll get dinner tonight,”
bring in from outside the school,”
(MI) in teacher/student interactions.
When Carson got his life turned
he said.
Carson said.
MI is a goal-oriented technique for
around and graduated from college,
The impact of trauma on the
promoting behavioral changes by
he planned a move to Atlanta. He had
ability to learn is of special interest
asking open-ended questions to
no desire to return to the scene of his
to Carson, and a major concern in
engage students, while also provid-
earlier life, but Jackson told him that
a school district where the major-
ing affirmations.
that is exactly what he should do.
ity of students live in poverty. Six
“I believe when teachers chal-
Coming back home made him realize
years ago, he went to Washington
lenge themselves and utilize moti-
how much he loved the community.
D.C. for training on how to recog-
vational interviewing, then they
Despite this commitment to his
nize the trauma behind a person’s
get the best out of the student,”
hometown, he was initially reluctant
actions and decisions, and how to
Carson said. “It’s a therapeutic
when people first started encourag-
connect with them on a personal
approach and a form of counseling.
ing him to run for school board, to
level. Teachers in Decatur public
You become an aid in the change
bring a fresh perspective and share
schools have since received similar
process and express acceptance of
his unique expertise. But as with so
training.
the student. It’s a way of interact-
many decisions before, his mind was
“I love that we have trauma-in-
ing with substance, especially when
changed when he received a sign.
formed schools,” Carson said. “Our
dealing with a student experiencing
teachers are getting training on recog-
trauma.”
After tentatively throwing his hat in the ring, the lottery that
nizing trauma because it’s such a scary
With MI, the goal is to encour-
determined the order candidates’
thing. You might have a child in your
age students to “win” the present
names would appear on the ballot
class worried about when he’s going to
moment, rather than focusing on
placed him fourth on the list. While
get his next meal. How can he learn
the long-term consequences of their
most politicians covet the top spot,
when he knows that the electricity
negative behavior. By doing so, the
Carson saw providence in his draw.
might not be on when he gets home?
student becomes better prepared to
“The election was on the fourth
How can we expect him to focus on his
win the next time a situation arises.
day, of the fourth month. There were
work when there’s someone at home
“Threatening a student with
four open seats. That was enough
who’s molesting him? That student is
the possibility of not graduating in
being disobedient because his brain
a few years isn’t going to mean too
After his first year as a board
is being numbed by the trauma.”
much to someone who doesn’t even
member, Carson is pleased with the
for me,” he said.
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
direction the district is heading. The
action be placed in an alternative
church in Joliet, to speak to students
district is currently working closely
education setting. The practice of
and congregations. He also played a
with the community on a new stra-
putting people in an empty room
big role at an event at Antioch that
tegic plan, and a residency rule has
with nothing to do to serve out a
brought together five area churches
been passed for district employees.
detention is akin to tossing them in
to honor the civil rights leader.
Decatur SD 61 has also hired a direc-
a holding cell at the county jail, an
“I spent a lot of time determining
tor of curriculum to bring consisten-
experience that instills in them a
how to best articulate the spirit of
cy to the coursework being offered at
sense of hopelessness.
Dr. King to an audience so they could
different schools so that when stu-
In January of this year, Reverend
gain a better understanding of who
dents transfer, they don’t fall behind.
Carson had more on his plate than
he was,” Carson said. “And to convey
He credits these accomplish-
usual. In addition to his job as a busi-
my own personal charge to assassi-
ments, at least in part, to the unity
ness developer for the Springfield
nate racism by activating love,
that has been established among
Urban League, his duties as associ-
moment by moment. I want to see
board members.
ate minister at Antioch Missionary
the white brothers and sisters, and
“We’ve been able to for m a
Baptist Church, and his work mento-
the black brothers and sisters, and
bond. Not that we don’t have some
ring young men through his 20 Men
however else people like to identify
strong arguments in closed sessions,
organization, Carson found himself
themselves, to come together and
but those usually produce the best
in demand at Martin Luther King Day
practice unity. That’s the one thing
results. And everyone is working
events. He traveled to Blackburn Col-
we seldom try, but when we do, we
towards a common goal — to edu-
lege in Carlinville, and up north to a
always see progress.”
cate our children,” he said. As for the issue that cast a cloud over the school district all those years ago, the defenders of the Decatur Seven may have finally found the justice they had sought. In 2015, Illinois passed Senate Bill 100, legislation that eliminates public school “zero tolerance” policies regarding suspensions and expulsions, along with implementing other reforms. The bill
A new in-district workshop available now
Monitoring District Performance: Saying What We Mean & Doing What We Say
received wide bipartisan support.
Where do we say it?
“SB 100 is doing a phenomenal
Our written board policy manual!
job in making sure that our kids
How do we know if we are doing it? By effectively
remain in a position to receive an education. I’m wholeheartedly a
monitoring our board policy!
supporter of that law,” Carson said. “That wasn’t offered to me when I was in school. There was no alternative plan for the seven of us. When we were expelled, we were expelled out of an education. We couldn’t even go to the public library.” Carson believes that it is crucial that students facing disciplinary
Contact your IASB field services director or a policy consultant today for more information! Springfield: 217/528-9688 Lombard: 630/629-3776
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
19
COVER STORY
Towards a more perfect state: Teacher diversity in Illinois By Theresa Kelly Gegen
Theresa Kelly Gegen is editor of The Illinois School Board Journal.
I
n 2016, National Public Radio
Nationa l ly, wh ite st udent s
are slightly less diverse than their
p ubl i she d a “p er fe c t st at e
are 48 percent of public school
national cohort: 80 percent of pub-
index,” based on a premise that
enrollees, followed by Hispanic
lic school teachers in the U.S. are
used race, education, age, income,
(27 percent), African-American
white.
and religion to consider which state
students (16 percent), and Asian
should “go first” in national elec-
(6 percent).
For those curious about gender demographics, 77 percent of Illinois
tions. Equal parts data journalism,
In Illinois 83 percent of the
teachers are female and 23 percent
sociological study, and election
state’s 130,000 teachers are white,
are male; these percentages have
news, the story placed Illinois atop
6 percent are black, another 6 per-
not changed since 2008.
the “perfect state index” and named
cent are Hispanic, and 2 percent
A lthoug h there are more
it the winner of the “most average”
Asian. Although these percentages
minority teachers in the U.S. now
award. The Land of Lincoln “won”
are mostly unchanged over the past
than 10 years ago, it’s not keeping
primarily because the index gave
10 years, there is a slight decrease
up with the increasingly diverse
extra weight to each state’s racial
in the percentage of black teach-
student population. For Illinois’
composition as a strong indicator
ers since 2008. Illinois teachers
teacher population to match its
of likely voter behavior. And Illinois population “closely mirrors that country’s racial portrait … almost perfectly.” What’s not perfect is that Illi-
Students
ILLINOIS
nois, like most states, has a gap
5%
ASIAN
2%
between the racial diversity of its
17% BLACK
6%
student population, and that of its teachers.
Teachers
25% HISPANIC 6% 49% WHITE 83%
The numbers Enrollment of students in Illinois public schools reached the minori-
NATION
ty-majority mark in 2014, and that
6%
ASIAN
20%
mark holds true today. According
16%
BLACK
20%
to Illinois School Report Card data,
27% HISPANIC 20%
of the state’s 2 million public school
48%
WHITE
80%
students, 49 percent are white, 25 percent Hispanic, 17 percent black, and 5 percent Asian. 20
Data source: Illinois School Report Card data THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
“perfect” racial and ethnic diver-
in the Journal’s “Rigor to Reali-
between different ethnic and racial
sity, public education in the state
ty” series, changes to the “rigor”
groups.
wou ld need 14,000 more black
of the requirements for admission
According to “High hopes and
teachers and 28,000 more Hispanic
to teacher preparation programs
harsh realities: The real challenges
teachers.
resulted in the “reality” of a dra-
to building a diverse workforce,” by
I n a 2 016 rep or t , t he U. S .
matic decline in candidates, espe-
Hannah Putman, Michael Hansen,
Department of Education noted,
cially minority candidates seeking
Kate Walsh, and Diana Quintero,
“Diversity decreases at multiple
an education degree.
published by the Brown Center on
points across the teacher pipeline in which teachers progress through
Education Policy at the Brookings Why does it matter?
Institution and the National Council
postsecondary education, teacher
Addressing the teacher/student
on Teacher Quality:
preparation programs, and reten-
diversity gap addresses the achieve-
“F irst, sa me -race matches
tion.” There are fewer minority
ment gap that is the persistent dif-
between students and teachers are
students enrolled in education
ference in academic performance
associated with greater student
programs, and “bachelor’s degree completion rates for students who major in education are lower for black and Hispanic students than
Plus
for white students.” The report
PRESS
a d d it ion a l ly not e d t h at fewer minority students, especially black students, are choosing education a s a major, compared to other
Policy Reference Education Subscription Service
majors. This is cyclical: minority children without minority teachers may not recognize education as a career path. Illinois has a teacher shortage
goodbye
hello
Say to paper & to a digital, full-maintenance policy updating service!
on top of and including a shortage of minority teachers. The pathways are imperfect as well. In Illinois teacher preparation programs, the most recent data available show 74 percent (10,142 of 13,797) of the individuals enrolled in Illinois teacher preparation programs were white, 11 percent Hispanic/Latino and 6 percent black. Intensifying
With a PRESS Plus subscription, we will clearly identify suggested updates (based on PRESS) for your unique district policies and incorporate board-adopted changes into your manual, saving your staff valuable time.
To see how it works, view the video tutorial available at www.iasb.com/policy. If your policy manual is more than three PRESS Issues behind, we will help you determine which of our services can best help you get updated and ready for PRESS Plus.
the problem is that, since 2012, the number of students in Illinois teacher prepa ration prog ra ms dropped from 18,000 in 2012-2013 to under 14,000 in 2014-2015. The situation was exacerbated in Illinois
Policy Services
Contact Angie Powell at 217/528-9688, ext. 1154 or apowell@iasb.com for more info.
in 2010. As James Rosborg noted
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
21
achievement … Next, same-race
may have also led to teacher short-
research at hand to again enhance
teachers are more likely to view
ages. African-American and His-
the field of education,” as stated in
students’ behaviors and prospects
panic parents and families value
the “Rigor to Reality” series.
in a positive light. … Finally, stu-
having teachers of color who can
NPR’s Perfect State Index plac-
dent behaviors and attitudes are
help mentor, guide, and serve as
es its hig hest pr ior ity on race,
also associated with teacher race.
role models. Sadly, black students
“because it often correlates with
Students assigned to a same-race
have but a few — if any — teachers
income, education, and, perhaps
teacher have significantly fewer
who can fill these roles. It is often
even religion.” For Illinois K-12
absences and suspensions, and
difficult for non-minority teachers
schooling to exist in a “more per-
are less likely to be chronically
to build relationships with black
fect state” of matching the diver-
absent.”
students. In some cases, non-mi-
sity of its teacher population with
Add itiona l ly, a 2016 study
nority teachers are not afforded
that of its students, will take time,
demonstrates the importance of
the opportunity to work with black
effort, and change.
minority teacher recruitment and
peers who would be instrumental
retention. In “The Importance of
in assisting them in working with
Resources
Minority Teachers: Student Per-
black students.”
NPR’s “Most perfect index” article can be read here: www.npr. org/2016/01/29/464250335/ the-perfect-state-index-if-iowa-n-h-aretoo-white-to-go-first-then-who
ceptions of Minority Versus White Teachers,” researchers Hua-Yu
22
Potential for change
Sebastian Cherng and Peter F. Halpin
Nationally, closing the teacher/
said, “we find that students perceive
student diversity gap will require
minority teachers more favorably
“substantial patches to the teach-
than white teachers [and] there is
er pipeline,” according to “High
mixed evidence that race matching
hopes and harsh realities,” and even
is linked with more favorable student
then, it won’t be a quick fix. The
perceptions.”
study offers suggestions aimed at
Another study indicates that
closing the gap (although strongly
black teachers, in this case ele-
suggesting there won’t be a perfect
me nt a r y s c ho o lt e a c her s , c a n
match for decades if ever): hiring
improve outcomes for black stu-
and retaining more minority teach-
dents. “The Long-Run Impacts of
ers, increasing the proportion of
Same-R ace Teachers,” by Con-
minority college students inter-
stance Lindsay, found having a
ested in teaching, and increasing
black teacher in the third through
college graduation rates for those
fifth grades “significantly reduced
students.
the probability of dropping out of
Addressing the teacher short-
high school among low-income
age in general, the Illinois Council
black males by seven percentage
of Professors of Educational Admin-
points, or 39 percent.”
istration is seeking to “Increase the
IASB Field Services Director
overall candidate pool and strength-
Patrick R ice, leading a team of
en the overall professional quality
writers on a piece for Black His-
of the education workforce.” In
tory Month, said, “Reforms … may
doing so, it encourages “… leaders
have led to a third generation of
in the state of Illinois to look at the
racial, ethnic, and socio-economic
current regulatory rules and make
segregation in public schools, but
the proper adjustments using the
Illinois School Report Card: www.illinoisreportcard.com/state. aspx?source=profile&Stateid=IL “High hopes and harsh realities: The real challenges to building a diverse workforce,” by Hannah Putman, Michael Hansen, Kate Walsh, and Diana Quintero published by the Brown Center on Education Policy at the Brookings Institution and the National Council on Teacher Quality, August 2016. www.brookings.edu/wp-content/ uploads/2016/08/ browncenter_ 20160818_ teacherdiversityreportpr_hansen.pdf Read more on the “From rigor to reality, revisited: State regulation and its impact on teacher, administrator ed candidates,” by James Rosborg in the March/ April 2016 and July/August 2017 issues of The Illinois School Board Journal: www.iasb.com/ journal/j070817_04.cfm. Sources for national data nces.ed.gov/fastfacts/display. asp?id=372 journals.sagepub.com/doi/ pdf/10.3102/0013189X16671718 www2.ed.gov/rschstat/eval/highered/ racial-diversity/ state-racial-diversity-workforce.pdf www.brookings.edu/wp-content/ uploads/2016/08/browncenter_ 20160818_teacherdiversityreportpr_hansen.pdf
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
COMMENTARY
Our schools have an equity problem: What should we do about it? By Danielle Gonzales and Ross Wiener
W
hat is educational equity,
poverty is at its lowest since the
whereby all students have
ESEA was enacted.
Much has changed even since the passage of ESSA. The last year
equal access to opportunities for a
In 1960, 85.7 percent of public
brought not only a new president and
high-quality education? What does
school students were white. Today,
a new U.S. secretary of education,
it look like when it’s successful, and
according to estimates from the
but also a documented increase in
what does it take to achieve it? These
National Center for Education Sta-
racial tension and hate crimes, sever-
questions have been driving our work
tistics, the majority of public school
al high-profile police shootings, and
at the Aspen Institute’s Education &
students are students of color. More
a number of state legislative bodies
Society Program for the past several
than half of public school students
that have or are considering “bath-
years, and even more so for the last
also qualify for subsidized meals
room bills” affecting transgender
18 months, as the result of a shift in
because of low family income. In
individuals’ ability to use the bath-
the federal role in public education
2014, 20 percent of school-age
room that matches their identity.
and concerns from the state leaders
children were in families living in
And the stubborn persistence of
with whom we work.
poverty, and children of color are
disparities in student opportunities
For most of the last half-century,
more than twice as likely as their
and outcomes remains.
the role of the federal government
white counterparts to be poor. By
What would true education equi-
has been to protect “the education
any objective measure, inside and
ty look like? One thing is certain:
of disadvantaged children,” as artic-
outside schools, public education
State leaders would need to play
ulated in the original Elementary and
has not served these students ade-
a key role. Even before ESSA was
Secondary Education Act of 1965
quately or equitably.
enacted, states had primary authori-
(ESEA). The bipartisan passage of
These challenges have an effect
ty for education as enshrined in each
the Every Student Succeeds Act
on students’ academics. The 2015
state’s constitution. As the federal
(ESSA), in 2015, maintains several
average reading scores of black and
role recedes, this generation of state
components of earlier versions of the
Latino U.S. students on the Program
education leaders will write a crucial
ESEA, but it also gives more flexibili-
for International Student Assessment
chapter, with profound implications
ty and responsibility to state leaders
fall below the U.S. average and are
for equity and broader implications
to define accountability and deter-
comparable with some developing
for our country and society. They
mine the interventions and supports
countries. And in 2013, students
will redefine state education policy,
for underperforming schools.
from high-income families were eight
as federal rules become less pre-
Just as our federal education
times more likely to have a bachelor’s
scriptive and federal political cover
laws have changed and evolved, so
degree by age 24 than their peers
shrinks.
too have our nation’s demographics.
from low-income families, according
Defining a clear state role in edu-
It is significant that the federal role is
to a 2015 report from the Pell Insti-
cational equity is not a small task.
downsized just as economic inequal-
tute for the Study of Opportunity in
To do this, we must get past talking
ity is at its highest and mobility from
Higher Education.
about and around equity and address
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
Danielle Gonzales is the assistant director for policy at the Washingtonbased Aspen Institute’s Education & Society Program. Ross Wiener is the institute’s vice president and the executive director of the Education & Society Program.
23
it directly. This is among the first rec-
and in the leadership of education
public education. We heard support
ommendations in our recent report,
reform organizations.
for charters, choice, and vouchers;
“Leading for Equity,” which was pub-
Inequity, education leaders told
and we heard concern that those
lished in partnership with the Coun-
us, is reflected in the presence of
policies can drain resources from
cil of Chief State School Officers, or
inexperienced or ineffective teach-
traditional public schools.
CCSSO, in February. To develop this
ers or a revolving door of substitutes
And then we asked for ideas about
report, which identifies 10 priority
in the classrooms of low-income
how to upend inequity. To facilitate
areas and 68 discrete actions state
students and students of color.
these discussions, we used a com-
leaders can take to address inequity,
Inequity is kids of color not having
mon definition of equity, used by the
we interviewed dozens of education
access to rigorous, relevant, and
National Equity Project: “Educational
leaders at the school, community,
culturally sustaining curricula or
equity means that each child receives
district, state, and national levels,
advanced courses. We heard about
what he or she needs to develop to
who represent broad demographic
dangerous schools and dilapidated
his or her full academic and social
and political diversity.
facilities, computers, books, and
potential.” We agree: Equity is about
We asked school leaders to
gym equipment. Many described a
giving every student what they need,
define and describe equity and
patent unfairness inside our public
not giving every student the same.
i n e q u it y i n t h e i r ow n t e r m s .
institutions, which they defined
In thinking about this work, it
There was no one answer. Equity
a s im mora l, demea n ing of ou r
is also important to acknowledge
is weighted student-funding for-
democratic values, and ultimately
that our schools and administra-
mulas; students having the social
undermining of our shared econom-
tive offices are full of committed
capital to have someone review
ic prosperity and growth.
and hard-working leaders giving
their college applications ; and
There was also disagreement.
it everything they’ve got. We need
students having school access to
We heard from some leaders who
them to continue that. We also need
recreational facilities and health
thought a focus on students of color
to support them.
care. Equity is having people of
and low-income students was detri-
We are excited to have been a
color represented in political office
mental to the universal mission of
part of these conversations so far and look forward to continuing the dialogue, so that together we can make sure that every student truly succeeds in education and in life. We hope to encourage a larger conversation — one that includes more voices. It’s true that ESSA provides opportunities for us to try new approaches to getting equity right, but it is not enough. We all must do more. Editor’s Note This commentary first appeared in “Education Week” on May 31, 2017 and was reprinted with permission from the authors. Learn more about the Aspen Institute’s Education & Society Program at www.aspeninstitute.org/programs/ education-and-society-program/.
24
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
Milestones
continued from page 28
Delbert Hack man, 98, died
Virginia Larsen, 84, died Janu-
Oronzo Peconio, 67, died January
December 24, 2017. He served on the
ary 26, 2018. She previously served
14, 2018. He was serving as president
Havana CUSD 126 Board of Education
on the Sycamore school board.
of the Fenton CHSD 100 Board of Edu-
for 18 years.
Paul Edwin “Pud” Leesman, 91,
cation in Bensenville. Superintendent
Thomas Michael Patrick Han-
died December 31, 2017. He served on
James Ongtengco said, “Oronzo was
nigan, 73, died December 17, 2017.
the Hartsburg-Emden Board of Edu-
not only a warm and caring human, he
He formerly served as treasurer of
cation for 15 years, eight as president,
was a fine board member and leader. He
the Illinois Association of School
and then served 20 years as an elected
was a Bison and bled Orange and Blue”
Boards (2003-2005), following a
representative on the Regional Board
Samuel C. Rinella Jr., 89, died
stint as an at-large officer of the
of School Trustees for Logan, Mason,
January 7, 2018. He formerly served
Lake Division of the Association. An
and Menard Counties.
as school board president for Quincy
attorney, he had previously served on
Richard A. “Dick” Liebig, 94,
Public Schools, and later as the board
the Fremont Board of Education for
died January 12, 2018. He was a past
president of the Catholic Boys High
five years and, subsequently, on the
president and a longtime member of
School, now Quincy Notre Dame.
Mundelein High school board for 20
the Quincy school board.
Allan W. Rosenberg, 71, died Jan-
years (1985-2005). He served several
Nancy McGaw Lindquist, 90,
uary 7, 2018. He was a former member
years as board president. Hannigan
died January 3, 2018. A resident of
of the Hawthorn District 73 Board of
was actively involved in the Munde-
Rockford, Nancy served on the school
Education.
lein community, serving on multiple
board for over 35 years, and previous-
Kenneth G. Russell, 98, died Jan-
business and community boards. One
ly taught in the public schools there.
uary 23, 2018. He was a member of the
of his greatest honors was winning
Irene Lillian Luck, 90, died
a Those Who Excel award from the
January 15, 2018. She served her
Roger C. “Doc” Stephens, 86, died
State Board of Education in 1996 for
community as a Glenview CCSD 63
January 25, 2018. A veterinarian, he
outstanding contributions to schools.
school board member, and as a Park
was a past president of the Mendon
He also was extremely proud of a Spe-
Ridge-Niles District 64 teacher.
CUSD 4 school board, and a member
cial Achievement Award presented
George L. Martens, 85, died Jan-
by the University of Dayton Alumni
uary 18, 2018. He previously served
Association.
on the Forreston school board.
Burlington Central school board.
of the Mendon Lions Club. James L. “Jim” Story, age 79, died January 27, 2018. Retired from Lock-
Paul Adam Heimrich, 94, died
Ronald Metzger, 64, died Janu-
port Township High School where he
December 20, 2017. He previously
ary 23, 2018. He served on the Jamai-
was a dedicated teacher and coach for
served for 10 years on the Freeburg
ca school board from 1997 to 2013,
33 years, he also served on the Lock-
CHSD 77 Board of Education.
including a stint as board president.
port Township High school board for
Arnold K. Hinrichs, 90, died
Allan O. Miller, 90, died Janu-
December 4, 2017. He had served on
ary 10, 2018. He served the Belleville
Judith Ann Thomson, 78, died
the Armstrong THSD 225 Board of
community with two terms on the
January 7, 2018. Thomson was the first
Education.
local school board.
woman elected to the Northwestern
12 years.
Ralph M. Johnson, 88, died
Carl W. “Bill” Nickerson, 97,
December 8, 2017. He formerly
died December 4, 2017. His commu-
served as a school board member for
nity involvement included serving as
Rudy Wilson, 82, died December
15 years in Maine Township District
school board president for Evergreen
4, 2017. He was the first black member
207 (Park Ridge). His 37-year career
Park ESD 124.
of the Edwardsville school board, even-
CUSD 2 Board of Education, serving one term.
in education was spent in Skokie/
Charles Nolte, 89, died Jan-
tually becoming board president, and
Morton Grove District 69, where he
uary 6, 2018. He was formerly a
serving a total of 18 years. Wilson was
was a teacher, principal, and super-
Brussels school board member for
also a professor in the education depart-
intendent of schools.
over 30 years.
ment at SIUE.
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
25
GREENASSOCIATES, INC. — Architecture/construction services. Deerfield – 847/317-0852, Pewaukee, WI – 262/746-1254; website: www.greenassociates.com; email: greig@greenassociates.com HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dpatton@healybender.com
A Directory of your IASB Service Associates IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable reputations for quality and integrity. Only after screening by the Service Associates Executive Committee is a business firm invited by the IASB Board of Directors to become a Service Associate.
Appraisal Services
INDUSTRIAL APPRAISAL COMPANY — Building and fixed asset appraisals for insurance and accounting purposes. Oak Brook – 630/575-0280
Architects/Engineers
ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning and design, architectural and interior design, and construction administration with a specialization in K-12 facilities. Springfield – 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture, and environmental consulting. Lombard – 630/495-1900; website: www.arconassoc.com; email: rpcozzi@arconassoc.com BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg – 847/352-4500; website: www.berg-eng.com BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur – 217/429-5105; Champaign – 217/3569606; Bloomington – 309/828-5025; Chicago – 312/829-1987 BRADLEY & BRADLEY — Architects, engineers, and asbestos consultants. Rockford – 815/968-9631; website: www.bradleyandbradley.net CANNONDESIGN — Architecture, Interiors, Engineering, Consulting. Chicago – 312/332-9600; website: www.cannondesign.com; email: sbrodsky@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities, and commercial facilities. Columbia, MO – 573/874-9455; website: www.cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and Engineers. Aurora – 630/896-4678; website: www.cordoganclark. com; email: rmont@cordogan clark.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture, and engineers. Peoria – 309/282-8000; Elgin – 847/695-5840 DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner’s rep services. Itasca – 847/7424063; website: www.dla-ltd.com; email: info@dla-ltd.com DLR GROUP — Educational facility design and master planning. Chicago – 312/382-9980; website: dlrgroup.com; email: mengelhardt@dlrgoup.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake – 847/223-4804; Chicago – 312/463-0551; Mokena – 708/614-9720; website: www.eea-ltd.com; email: geriksson@eea-ltd.com FANNING HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Oak Brook – 847/292-1039 FARNSWORTH GROUP — Architectural and engineering professional services. Normal – 309/663-8436 FGM ARCHITECTS, INC. — Architects. Chicago – 312/942-8461; Oak Brook – 630/574-8300; O’Fallon – 618/624-3364; St. Louis, MO – 314/439-1601; website: www.fgmarchitects.com 26
HURST-ROSCHE, INC. — Architecture, engineering, planning, and interior design. Hillsboro – 217/532-3959; East St. Louis – 618/3980890; Marion – 618/998-0075; Springfield – 217/787-1199; email: dpool@hurst-rosche.com JH2B ARCHITECTS — Architects. Kankakee – 815/933-5529; website: www.JH2B.com JMA ARCHITECTS — Full service professional design firm specializing in K-12 educational design, construction management, strategic/ master planning, health/life safety compliance, building commissioning, and interior space design. South Holland – 708/339-3900; website: www.jmaarchitects.com; email: allison@jmaarchitects.com THE GARLAND COMPANY — Complete building envelope solutions to extend the life of existing building assets (walls, roofing, waterproofing, sealants, and floors) Facility Asset Management programs and US Communities Vendor. Cleveland, OH – 815/922-1376; website: www.garlandco.com KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia – 630/406-1213 LARSON & DARBY GROUP — Architecture, Engineering, Interior Design, and Technology. Rockford – 815/484-0739, St. Charles – 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby.com LEGAT ARCHITECTS, INC. — Architectural and educational planners who specialize in creating effective student learning environments. Gurnee – 847/622-3535; Oak Brook – 630/990-3535; Chicago – 312/258-9595; website: www.legat.com PCM+DESIGN ARCHITECTS — Provide a full range of architectural services including facility and feasibility studies, architectural design, construction consulting and related services. East Peoria – 309/694-5012 PERFORMANCE SERVICES, INC. — An integrated design and delivery engineering company serving the design and construction facility needs of K-12 schools. Schaumburg – 847/466-7220 PERKINS+WILL — Architects. Chicago – 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford – 815/398-1231; website: www.rljarch.com SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design, and asbestos consultants. Springfield – 217/585-9111 STR PARTNERS — Architectural, interior design, planning, cost estimating, and building enclosure/roofing consulting. Chicago – 312/464-1444 TRIA ARCHITECTURE — An architectural planning and interior design firm that provides services primarily to School Districts in the Chicago-Land area with an emphasis on service to their clients, as well as their communities. Burr Ridge – 630/455-4500 WIGHT & COMPANY — For over 77 years, Wight & Company has provided design and construction services for the built environment. As a pioneer of integrated Design & Delivery, we’ve worked with our clients to create exceptional, enduring buildings and spaces that enrich people’s lives and enhance the environment; Darien – 630/969-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights – 618/624-2080 WOLD ARCHITECTS AND ENGINEERS — Specializing in PreK-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine – 847/241-6100
Building Construction
CORE CONSTRUCTION — Professional construction management, design-build, and general contracting services. Morton – 309/2669768; website: COREconstruction.com
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
F. H. PASCHEN — A General/Construction Manager with extensive experience in new construction and renovation of educational and institutional facilities in the public/private sectors. Chicago – 773/4441525-3535; website: www.fhpaschen.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison – 630/628-8500; website: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea – 618/277-8870 PEPPER CONSTRUCTION COMPANY — Construction management and general contracting services. Barrington – 847/381-2760 POETTKER CONSTRUCTION COMPANY — Specializing in Construction Management, Design/Build, Construction Consulting Services, and Energy Solutions for education clients. Breese – 618/526-7213; website: www.poettkerconstruction.com ROSS CONSTRUCTION, INC. — A full-service construction management firm specializing in educational institutions. Marion – 618/993-5904 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail, and industrial clients. St. Louis, Mo – 314/645-9595; website: www.smwilson.com; email: judd.presley@smwilson.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook – 630/734-6033
Computer Software, Supplies, Services
SONITROL GREAT LAKES — Verified electronic security. Northbrook – 847/205-0670; website: www.sonitrolverified.com
Consulting
The Concord Consulting Group of Illinois, Inc — A team of highly skilled professionals specializing in the fields of Project Management, Cost Management, Development Services, Cost Segregation, Real Estate Advisory Services, and Insurance services; Chicago – 312/424-0250
Environmental Services
ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866/ALPHA-01; website: www.alphaACS.com; email: info@alphaacs.com
RADON DETECTION SPECIALISTS — Commercial radon surveys. Westmont – 800/244-4242; website: www.radondetection.net; email: kirstens@radondetection.net
Financial Services
AMERICAN FIDELITY ASSURANCE COMPANY — Specializing in Section 125 compliance, 403(b) plan administration, flexible spending accounts, health savings accounts, dependent audits, and health care reform. Fairview Heights – 855/822-9168 BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights – 618/2064180; Chicago – 312/281-2014; email: rvail@bernardisecurities.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Chicago – 312/638-5250; website: www.ehlers-inc.com; email: abooker@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington – 309/829-3311; email: paul@firstmidstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria – 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenzcpa.com ICE MILLER, LLP — Nationally recognized bond counsel services. Chicago – 312/726-7127 KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monticello – 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton – 630/653-1616 SIKICH, LLP — Professional services firm specializing in accounting, technology, and advisory services. Naperville — 630/364-7953 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago – 312/346-3700; website: www.speerfinancial. com; email: dphillips@speerfinancial.com STIFEL — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; referendum and legislative assistance. Edwardsville – 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago – 312/364-8955; email: ehennessey@williamblair.com
CTS GROUP — Dedicated to assisting K-12 education meet the challenge of providing healthy, safe, and educational appropriate learning environments. St. Louis, MO – 636/230-0843; Chicago – 773/633-0691; website: www.ctsgroup.com; email: rbennett@ ctsgroup.com
WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont – 630/560-2120
ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca – 630/773-7201; email: smcivor@ energysystemsgroup.com
NELS JOHNSON TREE EXPERTS — full service tree maintenance and plant health company. Evanston– 847/475-1877
GCA SERVICES GROUP – Custodial, janitorial, maintenance, lawn and grounds, and facility operations services. Downers Grove – 630/629-4044 GRP MECHANICAL CO., INC. — Renovating buildings through energy savings performance contracting to provide the best learning environment. HVAC, Plumbing, Windows, Doors, and Mechanical Services. Bethalto – 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting, and security. St. Louis, MO – 314/548-4136; Des Plaines – 847/770-5496; Maryland Heights, MO – 314/548-4501; email: Doc.Kotecki@Honeywell.com; Kevin.Bollman@Honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington – 309/828-4259 ILLINOIS ENERGY CONSORTIUM — Sells electricity and natural gas to school districts, colleges, and universities. Dekalb – 815/7539083; website: www.ILLec.org; email: hwallace@iasbo.org ENGIE SERVICES U.S. — Turnkey partnership programs that enable K12 school districts in Illinois to modernize their facilities, increase safety, security and efficiency, reduce operations costs, and maximize the lifespan of critical assets. Chicago – 312/4987792; email: sharon@opterraenergy.com
Grounds and Maintenance
Human Resource Consulting
BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, and insurance consulting. Effingham – 217/3423042; website: www.bushuehr.com; email: steve@bushuehr.com
Insurance
THE SANDNER GROUP — Insurance program management, marketing & claims services for workers’ compensation, property & liability. Chicago – 800/654-9504 MEEMIC INSURANCE — For over 66 years, Meemic has offered auto, home, and umbrella insurance products tailored specifically for the educational community. Auburn Hills, MI – 856/495-9041
Office Equipment
FRANK COONEY COMPANY, INC. — Furniture for educational environments. Wood Dale – 630/694-8800
Superintendent Searches
ECRA Group & HYA — Superintendent searches, board and superintendent workshops. Schaumburg – 847/318-0072
MARCH-APRIL 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
27
MILESTONES
Achievements Mary McDade,
first black person elected to public
board of education
a judge for the Illi-
office in Peoria. The awards commit-
of Algonquin-based
nois Third District
tee also stated, “Long before there
Community Unit Dis-
Appellate Court
was a phrase ‘school-to-prison pipe-
trict 300, including a
(Ottawa), recently
line,’ she was taking a stand against
term as the board’s
received the Martin
unwarranted school expulsions; she
vice president, was
Luther King Jr. Commemorative
kept on taking stands after she left
recently chosen as Maple Park’s top
Leadership Award from Peoria’s
the school board, but she eventually
law enforcement officer. Stiegemei-
King Holiday Committee. “Her life
found new stages.” McDade, who is
er’s previous job was as chief of the
has been wrapped up in housing,
now completing the end of her sec-
South Beloit Police Department, but
education, jobs, and justice,” the
ond 10-year term on the court, was
he is known in the Fox Valley for his
committee’s comments stated. Fifty
Illinois’ first black female appellate
34-year tenure in the Carpenters-
years ago, McDade became the first
court judge outside of Cook County.
ville police department, including
African-American elected to Peo-
Dean Stiegemeier, who spent
considerable time spent as deputy
ria’s board of education; she was the
nearly six years ser ving on the
chief of police.
In memoriam Carlyle V. Alexander, 93, died
Richard John Brashler, 94, died
Dr. Douglas A. Drake, 99, died
December 29, 2017. He formerly served
January 5, 2018. He formerly served
December 25, 2017. He formerly
on the Bryce Ashgrove school board
on the Geneva school board, including
served on the Belvidere school board
with the Iroquois Special Education
a time as president.
for 14 years, including three years as
Association.
Donald Alfred Callaby, 88, died
president.
Michael Glen Bailey, 70, died
January 5, 2018. After retiring as
Eldred “Eldie” Ehlert, 81, died
December 8, 2017. He previously served
an educator in 1990, he served on
Wednesday, January 24, 2018. He had
as president of the Wilmington CUSD
the school board of Big Hollow SD
served on the Meredosia school board.
209U Board of Education and served on
38, including service as board pres-
Myron Edward Erdman, 89,
the Wilmington Library Board.
ident. He previously spent 35 years
died January 17, 2018. He served
Crystal Ann Bedwell, 56, died Jan-
as a teacher, business manager, and
nine years on the Fairbury-Cropsey
uary 4, 2018. She was a former mem-
assistant superintendent in the Lake
school board.
ber of Bushnell-Prairie City CUSD 170
Zurich area, where he was affection-
Violet Frances Fletcher, 99, died
school board. Bedwell donated and vol-
ately nicknamed “Cashbox Callaby.”
January 3, 2018. She was a former
unteered in her community schools and
Vince E. Cruthis, 94, died Decem-
member of the Collinsville CUSD 10
for many other community purposes
ber 6, 2017. He previously served on
and gave time and financial assistance
the Bond Co CUSD 2 school board.
Board of Education. John M. Floyd Jr., 56, died
Sue Darby, 81, died December
December 17, 2017. He was a past
5, 2017. She had served on the East
president of the Limestone-Walters
Charles Donnelly Boak, Jr., 85,
Aurora USD 131 school board and for-
CCSD 316 school board.
died January 4, 2018. He previously
merly taught seventh-grade science
Donald F. Gal lup, 86, died
served on the Johnsburg CUSD 12
for 21 years in the West Aurora school
December 17, 2017. He previously
Board of Education for 27 years.
district.
served on the Leaf River school board.
to many underprivileged students and their families.
Continued on page 25 28
THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2018
ASK THE STAFF
Talking about equity: Why now, and is it board work? By Dean Langdon
A
cross the nation, schools are
Heather W. Hackman, a pro-
paying more attention to
fessor and consultant (hackman-
equity. Some say it’s about resourc-
Equity is about the entire
consultinggroup.org) on social
es — who has greater access and
educational system and
justice issues, will be a featured
why? That may be true, but it’s only part of the problem. It’s easy for school boards to view the solu-
the lens through which we view it.
speaker at The Equity Event. She says, “This is about going beyond awareness, drilling down into the
tion as pull-out programs, extra
system and structures that are in
activities, or special events. After
place that cause harm and leave
all, that’s how most problems are
discussion. Consider joining us on
problems untouched. We have to
fixed in our school districts — hire
April 28 in Lisle for this unique event
be willing to have honest conver-
the right people, provide them with
for Illinois school board members
sations about equity issues. Every
resources, approve the curriculum,
and superintendents. We’re plan-
district can engage and work their
and tell them to get working!
ning a day of keynotes and panels,
way into these concepts at the
Equity, however, is different
all designed to help you identify and
local level.”
and it is the work of the board.
understand inequities in your district
So, why equity? Because it
Equity is about the entire educa-
and what you can do to address them.
impacts all of your students and
tional system and the lens through
You will learn the various equity
therefore your community. Why
which we view it. What practices
issues in public education, consider
now? Because as we look at the
are so embedded in our system that
your approach as members of the
haves and the have nots, the gaps
we overlook them as being a hurdle
board, and hear how Illinois dis-
have never been wider. W hy the
to minority students? What poli-
tricts are addressing equity in their
board? Because you govern your
cies have inadvertently provided
communities. This event is free to
entire school system and you rep-
a roadblock to the very students
attend, but advance registration is
resent all the kids. And as repre-
we intend to help? What programs
required. Participants can register
sent at ive s of you r com mu n it y
(even those viewed as successful)
now at www.iasb.com/equity.
— it’s time to get working.
continue to operate “because we’ve always done it that way?” An equity lens will provide a new focus on board work by considering current policies and practices for all children. The Equity Event, a new event presented this year by the Illinois A s sociation of S chool B oa rd s, is intended to help you start the
ADVANCING PUBLIC EDUCATION 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.
Dean Langdon, IASB associate executive director for Board Development, answers the question in this issue of the Journal.
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
. . . y l l a e r Tell us what you think. No,nt to know! w e wa The Illinois Association of School Boards announces its upcoming
• Member Survey • Superintendent Survey, and • Administrative Professionals Survey.
April 2
These online surveys will open on for board members, superintendents, and administrative professionals that serve their school boards. All input will help IASB assist the Association in developing programs and offerings to meet the needs of school boards and those that work most closely with them.
Please! Help us make this project a success and watch your email for the link to participate.