The Illinois School Board Journal, March/April 2015 by IASB Publications

M A R C H / A P R I L

2 0 1 5

Vol. 83, No. 2

Administrator Salaries PART II:

Salaries reflect regional disparities

P L U S : H I G H S T A K E S T E S T I N G • P R E P A R I N G F O R P A R C C , P E R A

hether you are a new board

Point School District, an elemen-

test data” on page 20, researcher and

member reading the maga-

tary district in Carbondale, began

statistician Steve Cordogan brings a

zine for the first time, or one of many

preparing years ago. By literally

note of caution and advises readers to

continuing your service, welcome to

breaking the standards down into

take media reports on standardized

the March/April issue of The Illinois

action verbs, the Unity Point team

tests with a grain of salt.

School Board Journal. New board

was able to prepare its teachers and

Soon after PARCC hits, so fol-

members will soon realize what vet-

staff for the assessment without

lows PERA. Implementation of the

erans already know — there will be

“starting over” with its curriculum.

Performance Evaluation Reform Act,

much to learn and tough questions

Read more about Unity Point’s efforts

covering teacher and principal evalu-

to tackle. Public education in Illinois

in “Transitioning to Common Core

ation and employment, begins Sept.

is dynamic.

State Standards: One district’s story”

1, 2015 for some districts and one

starting on page 17.

year later for others. Facilitator Joe

For example, as you read this, the first round of Partnership for the

Plainfield Community Consol-

Matula shares the decisions early-im-

Assessment of Readiness for College

idated School District 202 actively

plementing districts are making in

and Careers (PARCC) assessments

approached the challenge of inform-

“Early PERA implementations strike

is underway. In January, PARCC

ing its community about Common

similar chords,” starting on page 25.

was breaking news nationally. As

Core. The team developed a commu-

Finally, as promised, in this

implementation approached, some

nication plan, highlighted by a “Road

issue of The Journal we bring readers

states dropped out. Some school

Map” and a continuing series of com-

up-to-date on administrator salaries

districts balked and other school

munity events. Read “Connecting

and trends within Illinois. Read

leaders expressed serious concerns

Common Core with the community”

“Administrator Salaries, Part II: Cur-

even as they pressed on with PARCC.

on page 12 to discover how and why

rent salaries reflect regional dispar-

The Illinois State Board of Educa-

District 202 carried out this plan.

ities” on pa ge 6. H ir i ng a nd

tion sent a letter to board presidents

Another consideration as PARCC

supporting quality superintendents

and superintendents, reiterating Illi-

approaches is how high-stakes test-

and administrators is an essential

nois’ commitment. At press time,

ing data is used and disseminated.

challenge for boards of education.

the headlines had subsided but the

Public school stakeholders must

This challenge ultimately presents

realities of PARCC will not come fully

understand that new standards

some of the toughest questions a

into focus for months — or years.

present challenges to teaching and

board member will consider.

Meanwhile, two school districts

learning. The first rounds of data will

shared stories of working towards

reflect those challenges. Beyond that,

— Theresa Kelly Gegen, Editor

successful implementation. Unity

in “A buyer’s guide to high-stakes

tgegen@iasb.com

TABLE OF CONTENTS

COVER STORY 6 Administrator Salaries, Part II: Salaries reflect regional disparities Current administrative salary data in Illinois reflect significant regional differences. Adding supply and demand factors to this data, the authors raise concerns that some areas of the state will have a difficult time filling administrative positions in the future. By Lora Wolff and Dean Halverson

FEATURE ARTICLES 12 Connecting Common Core with the community A community engagement program is helping Plainfield Community Consolidated School District 202 reach out to families to ensure stakeholders are “on board” with adapting to Common Core State Standards. By Glenn Wood and Thomas Hernandez

15 Sidebar: State holds firm on PARCC implementation 17 Transitioning to Common Core State Standards: One district’s story Unity Point School District 140 developed a framework for teachers and staff to incorporate Illinois Learning Standards into the curriculum. Their purpose is to prepare students for this spring’s PARCC implementation — and beyond. By Kerry Glenn, Maria Deaton and Lori James-Gross

20 A buyer’s guide to high-stakes test data Staying informed about high-stakes testing requires a critical eye. School leaders should become “educated consumers” and consider a source’s accuracy and reliability before forming conclusions about test scores. By Steve Cordogan

25 Early PERA implementations strike similar chords Facilitator Joe Matula finds common themes in the decisions schools are making as PERA implementation draws near. By Joe Matula

REGULAR FEATURES

H /

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Vol. 83, 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 $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director

Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover

Theresa Kelly Gegen, Editor

Practical PR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Heath Hendren, Contributing Editor

Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Kara Kienzler, Design and Production

Gary Adkins, Contributing Editor Dana Heckrodt, Advertising Manager

Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover TOPICS FOR UPCOMING ISSUES www.iasb.com May/June

Rural schools face distinct challenges

July/August

School board basics, not just for newcomers

@ILschoolboards

PRACTICAL PR

Engage elected officials, leaders to build support for schools By Carla Erdey

Carla Erdey is director of communications for Consolidated High School District 230, based in Orland Park. She is a past president of the Illinois Chapter of the National School Public Relations Association.

onnecting with stakeholders

officials, and state legislators. Seg-

alumni highlights, and a virtual

and fostering strong relation-

menting the events by high school

tour of the school;

ships within a school community

community resulted in meetings

are important for all school districts.

of 35 to 45 participants, instead of

In Consolidated High School

groups of more than 100 if organized

• Time for leaders and students to

District 230 — three large suburban

district-wide. Personal contact by

interact informally, share stories

high schools that serve 156,000 resi-

school board members, following

and ask questions.

dents, 65,000 households, 8,500 stu-

mailed invitations, proved successful

dents, 11 municipalities, six partner

in engaging elected officials. Turnout

School leaders quickly found

school districts and multiple legisla-

included nearly 100 percent repre-

that while most of the attendees —

tive districts — one of the ways that

sentation from governmental units

or a spouse, child or grandchild —

challenge is best met is by engaging

and agencies.

had attended one of the high schools,

liaisons within the community. T h r o u g h it s c ol l a b or at ive goal-setting process, the District

dents; and

A 90-minute presentation was

many had not been inside the school

prepared to maintain consistency

in years, or decades in some cases.

across each of the three events:

They were impressed with the qual-

230 school board and administration

• Introductions by each partici-

ity of school facilities, the maturity

chose to engage elected officials and

pant, including a personal con-

and talent of the students, and the

leaders from each of its high school

nection to the host school or

breadth and variety of academic and

district;

co-curricular offerings.

attendance areas. The purpose was to share achievements and chal-

• An overview by the school board

After seeing the school firsthand

lenges, listen to feedback and seek

president including geographic

and learning about the accomplish-

support in maintaining high quality

boundaries, school enrollments,

ments and challenges, attendees

learning for all students.

collaborative goal-setting pro-

were prepared to share what they

District 230 held three “Com-

cesses, and financial highlights;

heard with their constituents, many

munity Connections” events — one

• A spotlight by the superinten-

in each high school — and invited

dent, focused on academic

elected officials and leaders from

accomplishments, social and

the host school’s attendance area.

emotional learning programs,

This included school board mem-

and communication and engage-

bers, superintendents and principals

• Musical performances by stu-

ment efforts;

from partner districts, community

• A presentation by the host school

college leaders, mayors, municipal

principal and student leaders,

boards, police and fire chiefs, county

featuring student, staff and

Columns are submitted by members of the Illinois Chapter of the National School Public Relations Association

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

of whom do not have children in school.

The seating of new officials following local elections provides a

Each participant was asked to

great reason to host similar events.

complete an exit slip to provide feed-

Veteran and newly elected officials

back on the event, to volunteer for

have an opportunity to interact

school programs, to join the district’s

across the community, learn about

email list and to support the district

the successes and challenges of each

as it faces the challenges ahead.

district, and become liaisons for

The success of Community

schools, staff and students.

Connections is evident in the sup-

For more information about pub-

port shown at subsequent town hall

lic engagement, including examples

meetings related to legislative issues,

from districts around the country,

through involvement in school pro-

check out the National School Public

grams, and in the expanded reach of

Relations Association’s resources

district communications. Commu-

at nspra.org/public_engagement. Also,

nity Connections opened the door

make sure your district’s commu-

to future collaboration and support.

nications professional is a member

Ultimately, attendees agreed

of both the national NSPRA (www.

that schools are a centerpiece of

nspra.org) and local INSPRA (www.

the community. Successful schools

inspra.org) organizations.

attract and retain residents and busi-

IASB offers school board mem-

nesses, prepare the future workforce

bers opportunities for community

and citizens, and are a key to the

engagement education. To learn

success of municipalities, counties,

more, start here: www.iasb.com/

the state, and our country.

training/connecting.cfm.

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

DuPage Rosemary Swanson

Wabash Valley Tim Blair

Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Western Sue McCance Chicago Board Jesse Ruiz Service Associates Glen Eriksson

Kishwaukee Mary Stith

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

M A R C H - A P R I L 2 0 1 5 / 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

INSIGHTS

Finding the keys to achievement “Our Student and Career Suc-

directly into classrooms, reforming

tests. We must ensure that the amount

cess Package will lift the cap on pub-

the education bureaucracy and roll-

of time we test our students doesn’t get

lic charter schools and give parents

ing back costly mandates.

in the way of high-quality instruction.”

and students more options. Next to

Our education bureaucracy

being a parent, teaching is the most

stands between state resources and

important job in the world. We must

the classroom. We must find ways to

support our many good teachers.

reduce it. Our students and teachers

“The potential benefits for

That means putting more resources

today are overwhelmed by too many

schools transitioning to digital cur-

— Governor Bruce Rauner, State of the State address, Springfield, Feb. 4, 2015.

riculum — specifically, replacing their print textbooks with digital ones — remain compelling. As schools move to the Common Core, and Pluto shifts in and out of planetary status, information can be updated on the OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

IASB OFFICES 2 921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

www.iasb.com 4

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Jennifer Nelson, Director, Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Assistant Director/ Production Services Gerald R. Glaub, Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

fly. Interactive quizzes, comments, and discussions live within the text itself. The addition of video, audio and interactivity allows for multi-modal, personalized, accessible and interactive learning; it’s lightweight for backpacks; and there are cost savings down the road from not printing.” — “Are digital textbooks worth it? Early digital textbook adopters share their pros and cons,” by Mary Axelson, eSchool News, Daily Tech News & Innovation, Jan. 28, 2015.

“Simply put, we must implement the Common Core State Standards. Therefore, school districts must have a continuous cycle of reviewing and revising curriculum based on standards. A more engaged community results in improved teaching and learning. A school district’s community engagement program should aim to improve student achievement by building trust, confidence and support with stakeholders. A strong curriculum and community engagement plan together will produce outstanding results for students. — “Connecting Common Core with the community,” By Glenn Wood and Thomas Hernandez, Plainfield Community Consolidated School District 202, page 12.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

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F EOAVTEURR ES TAORRTYI C L E C

Administrator Salaries, Part II:

Salaries reflect regional disparities By Lora Wolff and Dean Halverson

Lora Wolff is an assistant professor of educational leadership at Western Illinois University. Dean Halverson is a professor of educational leadership, also at Western.

he authors have a confession

of Illinois school administrator

can set aside our bias and opin-

to make. We are both retired

salaries with fresh eyes. We also

ions about Illinoisâ&#x20AC;&#x2122; financial woes,

Iowa school administrators (one

come from a system where the pen-

pension debate and cost shift, and

a superintendent and one an ele-

sion is solid, although not nearly

differences in salaries and retire-

mentary principal). You might ask

as lucrative. We come from a state

ment systems. We need only to

why this is significant and why we

with much lower average salaries,

examine the data.

would even make a confession in

but in which retired educators also

The Illinois School Board Jour-

earn Social Security. Thus, when

nal. First, we come to the topic

we examine data, we believe we

When we do that, the word disparity comes to mind. An example: The highest-paid superintendent salary in Illinois for 2014-2015 was $336,350, according to the Illinois State Board of Education. The highest superintendent salary in Iowa, in a district with 33,200 students, was $260,000, according to the Iowa Association of School Boards. Why is there a significant difference? Take Chicago and its suburbs out of Illinois and you have two similar Midwestern states. Illinois elementary and secondary administratorsâ&#x20AC;&#x2122; salaries, according to the U.S. Bureau of Labor Statistics (2013), are similar to those in Washington, Oregon, California, A laska, Minnesota, New York, Pennsylvania, R hode Island, Connecticut, New Jersey, Delaware, Maryland, and Washington, D.C. Excepting Minnesota and Illinois, these states are on

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

the east and west coasts. Mean-

Regional comparisons

salary of $192,275 was also in the

while, Iowa elementary and sec-

In examining average elemen-

northeast region. The lowest high

ondary administrators’ salaries are

tary principals’ salaries (see Table

salary for elementary principals was

smaller, comparable to Nebraska,

3), the lowest-paid principals, at

in the east central region, result-

Missouri, Wisconsin, Michigan, Virginia, Georgia, Florida, Wyoming, and Nevada.

“We believe we can set aside our bias and opinions

Table 1 shows data for Illinois and its five bordering states. The Illi-

about Illinois’ financial woes, pension debate and

nois average salary is $5,000 more

cost shift, and differences in salaries and retirement

than in Wisconsin and over $11,000

systems. We need only to examine the data. When

greater than the next highest state,

we do that, the word disparity comes to mind.”

Missouri. The disparity is even higher when examining salaries at the 90th percentile: a difference of over $40,000 top to bottom. The focus of this article is not

$76,898, were in the southeast

ing in a gap over $81,000. Between

administrator salaries across states.

region of Illinois, with the highest

the two years studied, there was an

However, the comparison should put

average of $109,679 in the north-

increase in salaries for elementary

perspective on Illinois school admin-

east region. The highest elementary

principals in four of five regions,

istrator salaries. Principal salaries F r o m 2 01 2 - 2 013 t o 2 013 2014, the number of elementary, middle school and hig h school principals with salaries reported remained stable (see Table 2). However, reported numbers were down from previous reports from 2007 and 2011. We caution read-

Table 1: Elementary and Secondary School Administrators Salaries

Illinois and Bordering States State Illinois Indiana Iowa Kentucky Missouri Wisconsin

Average Salary $99,640 $81,890 $86,850 $81,810 $88,640 $94,690

50th Percentile Salary $95,210 $82,460 $87,810 $82,290 $86,540 $93,650

90th Percentile Salary $147,150 $107,040 $116,090 $109,490 $120,790 $123,600

Source: National Survey of Salaries and Wages in Public Schools

ers against assuming that there was a significant decline in the

Table 2: 2012-2013 and 2013-2104

number of principals; we can only

Illinois Principal Salaries

say that fewer principals reported

Level

in 2012-13 and 2013-14. The gap

Elementary

in salaries (both high salary and average salary) between elementary, middle school and high school salaries closed during 2013-2014 with average salary increases at the elementary and high school levels.

Number

Year

High Salary

Average Salary

Percent Change

2163 2159

2012-2013 2013-2014

$181,056 $192,275

$99,056 $99,857

0.79%

Middle School

501 504

2012-2013 2013-2014

$181,094 $186,975

$100,531 $99,883

-0.65%

High School

694 698

2012-2013 2013-2014

$215,298 $214,096

$101,546 $102,841

1.26%

Source: ISBE

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Table 4: 2012-2013 and 2013-2104

Illinois Superintendent Salaries Level

Number

Year

High Salary

Average Salary

Percent Change

Elementary

367 368

2012-2013 2013-2014

$321,476 $316,616

$140,450 $139,530

-0.66%

High School

95 101

2012-2013 2012-2013

$317,311 $336,350

$167,115 $163,584

-2.16%

Unit

371 365

2012-2013 2013-2014

$294,514 $297,700

$118,938 $120,066

0.94%

Source: ISBE

with a decrease in average salaries (down 2.76 percent) in the east cen-

Superintendent salaries From 2012-2013 to 2013-2014,

the southeast region reporting low-

there was a decline in avera ge

est average salary for unit superin-

Middle school principals in

superintendent salaries at both ele-

tendents.

the west central region had the

mentary district and high school

Superintendent salaries show

lowest average salary, $ 80,048,

district levels. Superintendents

variance in fluctuation. The percent-

with the highest of $110,332 in

of unit school districts enjoyed a

age of salary change for elementary

the northeast region, or a gap of

slight increase in average salary, but

superintendents ranged from -4.62

over $ 30,000. Interestingly, the

reported the lowest average salary,

percent in the west central region

nor theast, nor thwest and west

$120,066. Unit superintendents

to 9.16 percent in the southeast.

c ent ra l re g ion s a l l rep or t e d a

also had the lowest high salary,

For high school superintendents,

decrease in average salaries. In

$297,700. High school superinten-

salary change was even more dis-

examining highest reported salary,

dents reported the highest salary

parate, ranging from -6.06 percent to

the northeast region topped the list

and largest average salary. When

14.61 percent. The gap ranged from

at $186,975, with lowest reported

exploring high salaries there is a gap

-5.95 percent to 7.45 percent for unit

high salary in the east central, at

of approximately $39,000. A gap of

superintendents.

$110,115. The gap in high salaries

over $43,000 is reported in average

at the middle school level is over

salaries (see Table 4).

tral region.

$76,000. The nor thea st h ig h school

high school superintendents with

Other considerations When looking at Illinois admin-

Regional comparisons

istrator salaries across the state, we

principals had both the highest

The northeast region had the

avera ge sa la r y, $118,6 82, a nd

highest superintendent salaries of

note the following key points: â&#x20AC;˘ In recent years, there was an

t he h i g he st s a l a r y, $ 214,0 9 6 .

all three district configurations,

increase in salaries in all but

Southwest high school principals

along with highest average sala-

one region for principals and

reported the lowest average salary,

ries (see Table 5). The southeast

superintendents at all three lev-

$83,810 and the lowest high salary,

region had the lowest high salary for

els. This is not the case when

$130,243. The disparity in high

elementary and high school super-

analyzing 2012-13 and 2013-14

salary is almost $ 89,000. Aver-

intendents. The southwest region

data.

age salaries increased in the east

reported the lowest high salary for

â&#x20AC;˘ T he nor t he a s t r e g ion h a d

central, northeast, and southwest

unit superintendents. The south-

declines in salary at both prin-

regions (See Figure 1 for regions

west region had lowest averages for

cipal and superintendent levels

listed by county).

elementary superintendents and

(in five of six categories).

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

Table 3: 2012-2013 and 2013-2014 salary data

Table 5: 2012-2013 and 2013-2014 salary data

Level/Region N Elementary East Central 12-13 131 East Central 13-14 133 Northeast 12-13 1455 Northeast 13-14 1460 Northwest 12-13 188 Northwest 13-14 180 Southeast 12-13 65 Southeast 13-14 60 Southwest 12-13 120 Southwest 13-14 122 West Central 12-13 204 West Central 13-14 204

High Salary

Low Salary

Average % Salary Change

High Salary

Low Salary

Average % Salary Change

$112,090 $111,092 $181,056 $192,275 $139,620 $137,627 $120,399 $127,623 $114,253 $117,101 $126,547 $132,349

$14,760 $12,619 $12,856 $10,666 $10,000 $14,674 $11,000 $30,042 $13,703 $18,710 $11,580 $11,869

$80,312 $78,153 $108,866 $109,679 $82,387 $83,133 $75,086 $76,898 $76,356 $78,732 $77,344 $77,618

$164,927 $163,200 $321,476 $316,616 $137,892 $140,650 $120,000 $126,436 $151,783 $151,015 $139,753 $144,637

$25,000 $25,445 $16,200 $11,038 $28,325 $40,000 $20,000 $20,000 $34,425 $30,000 $36,183 $37,388

$100,654 $98,533 $171,517 $168,664 $88,249 $94,051 $76,283 $83,979 $83,407 $80,267 $93,119 $89,008

Middle School East Central 12-13 42 East Central 13-14 39 Northeast 12-13 298 Northeast 13-14 300 Northwest 12-13 62 Northwest 13-14 59 Southeast 12-13 13 Southeast 13-14 15 Southwest 12-13 33 Southwest 13-14 34 West Central 12-13 53 West Central 13-14 57

$122,482 $120,893 $181,094 $186,975 $130,301 $138,119 $120,772 $141,301 $108,310 $110,115 $117,914 $122,083

$50,518 $61,646 $15,226 $10,151 $23,350 $40,241 $59,867 $63,459 $57,040 $14,807 $51,870 $25,000

$85,418 $88,062 $111,777 $110,332 $85,682 $85,532 $83,373 $85,381 $83,304 $85,519 $81,585 $80,048

Illinois principal salaries by region

High School East Central 12-13 59 East Central 13-14 58 Northeast 12-13 333 Northeast 13-14 371 Northwest 12-13 91 Northwest 13-14 85 Southeast 12-13 47 Southeast 13-14 41 Southwest 12-13 66 Southwest 13-14 56 West Central 12-13 98 West Central 13-14 87

$142,230 $141,355 $215,298 $214,096 $130,815 $139,260 $126,409 $134,232 $128,735 $130,243 $157,491 $147,885

$27,350 $23,315 $20,342 $12,200 $10,000 $10,600 $11,523 $18,254 $36,437 $12,360 $17,239 $12,000

$87,155 $85,120 $120,191 $118,682 $88,408 $89,051 $75,784 $78,134 $84,240 $83,810 $83,064 $84,839

-2.76% 0.74% 0.90% 2.36% 3.02% 0.35%

3.00% -1.31% -0.17% 2.35% 2.59% -1.92%

-2.39% -1.27% 0.72% 3.01% -0.51% 2.09%

Illinois superintendent salaries by region Level/Region N Elementary East Central 12-13 30 East Central 13-14 32 Northeast 12-13 228 Northeast 13-14 231 Northwest 12-13 34 Northwest 13-14 34 Southeast 12-13 10 Southeast 13-14 10 Southwest 12-13 38 Southwest 13-14 32 West Central 12-13 27 West Central 13-14 29

-2.15% -1.69% 6.17% 9.16% -3.91% -4.62%

High School East Central 12-13 8 $185,938 $66,409 $125,503 East Central 13-14 8 $175,000 $69,730 $121,242 -3.52% Northeast 12-13 58 $317,311 $69,000 $198,273 Northeast 13-14 65 $336,350 $13,982 $186,961 -6.05% Northwest 12-13 9 $156,030 $65,179 $128,301 Northwest 13-14 9 $149,000 $69,090 $128,109 -0.15% Southeast 12-13 3 $132,907 $111,760 $125,574 Southeast 13-14 3 $145,832 $122,292 $134,148 6.39% Southwest 12-13 8 $180,209 $25,000 $108,745 Southwest 13-14 7 $161,236 $19,615 $107,728 -0.94% West Central 12-13 9 $159,184 $10,716 $107,855 West Central 13-14 9 $178,534 $57,957 $126,314 14.61% Unit East Central 12-13 East Central 13-14 Northeast 12-13 Northeast 13-14 Northwest 12-13 Northwest 13-14 Southeast 12-13 Southeast 13-14 Southwest 12-13 Southwest 13-14 West Central 12-13 West Central 13-14

Source: ISBE Division of Data Analysis and Accountability

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

49 48 59 60 79 77 45 44 52 49 87 87

$250,000 $229,200 $294,514 $297,700 $212,180 $215,787 $188,231 $199,524 $180,000 $197,204 $250,209 $242,872

$36,161 $50,000 $51,765 $10,500 $11,290 $11,667 $37,021 $20,000 $24,000 $24,000 $32,775 $11,375

$116,638 $118,534 $161,233 $152,178 $112,364 $109,904 $105,971 $107,036 $108,014 $116,712 $110,675 $116,508

1.60% -5.95% -2.24% 1.00% 7.45% 5.01%

Source: ISBE Division of Data Analysis and Accountability

• The southeast region had in-

• As in previous years, the average

of approximately $3000 with

creases in salary at all three

salaries of elementary, middle

high school principals having

principal and superintendent

school and high school princi-

the highest average salary.

levels.

pals are quite close, with a span Supply and demand is another concern. The additional demands of the new teacher evaluation system may deter those considering an

A system of

administrative career. Furthermore,

EVALUATION starts at the TOP with the

SCHOOL

BOARD!

these demands may push veteran principals and superintendents to retire, which would affect administrator salaries as districts recruit replacements. New Illinois admissions standards for those entering principal preparation programs, demands of the new internship experience (on principal candidates and mentor principals) and licensure requirements (TAP400 and two principal tests) may also serve as a deterrent for hig h- quality potential candidates. The numbers show that fewer potential principals

How do you score?

are enrolling in principal preparation programs. In FY12 there were 2855 candidates entitled,

___

Annual board self-evaluation

th is dw i nd led to 1731 i n F Y13

___

Clear mission, vision and goals

and declined even further based

___

Solid community connection

o n p r oj e c t io n s f r o m t h e f i r s t

___

Productive meetings

___

Strong board-superintendent relationship

half of FY 14 (512 entitlements).

___ 100% Does your score add up?

Classroom teachers may not be willing to jump through the additional hoops of certification, for increa sed responsibilities of a school leader that include longer

Contact your IASB field services director today!

hours for not much more money.

Springfield - 217/528-9688 Lombard - 630/629-3776

ing the state’s retirement systems,

With uncertainty surround-

Field Services

it may become more difficult to recr u it qu a l it y school leaders from out-of-state. As principals

July/Aug 2014 Nov/Dec 2014 March/April 2015

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

“The extreme salary disparities in Illinois need to be taken off the table so that school leaders throughout the state are thinking about the important work of student learning and not that their counterpart makes $90,000 more.”

and superintendents retire at an

enough to take the issue of money

share teachers, eliminate unnec-

increasing rate, it may be difficult

off the table: Pay people enough

essary duplication of services and

to fill leadership positions. Illinois

so that they’re not thinking about

reduce administrators. This could

State University reported the need

money and they’re thinking about

make financial sense without neg-

for new principals increased from

the work.”

atively affect the learning envi-

339 in 2010, to 410 in 2011 and

The extreme salary disparities

ronment. It might also be one way

439 in 2012. This increasing trend

in Illinois need to be taken off the

to reduce disparity by improving

is unlikely to change.

table so that school leaders through-

administrator salaries in districts

out the state are thinking about the

at the low end of the pay scale. This

Conclusions and

important work of student learning

is not an easy discussion to have,

recommendations

and not that their counterpart makes

but it is one worth thinking about

$90,000 more.

long and hard.

The theme of this article is disparity in administrator sala-

With the difficulty some regions

ries. In general, Illinois school

have in attracting superintendents

administrators make more than

and principals, school boards might

The authors wish to thank Mark

do their counterparts in border-

consider a “grow your own” super-

Hobneck of ISBE’s data and prog-

ing states, a definite disparity. But

intendent and principal program.

ress reporting division for providing

more concerning is the disparity

However, boards need to realize that

raw data and advice on sorting data

in principal and superintendent

the compensation package for “grow

by regions. For information about

salaries within the state of Illinois.

your own” leaders needs to be at or

ISBE’s data collection process, vis-

Yes, cost of living varies across the

above the state average so these lead-

it www.isbe.net/research/htmls/

state, but that only goes so far in

ers choose to stay rather than seek a

salary_report.htm.

justifying the regional disparities

higher salary with increased benefits

in salaries.

elsewhere.

Notes

T h a n k s a l s o t o S er e n a Ju Huang, graduate assistant at West-

A hard look at salaries across

With Illinois school districts

the state is in order. We’re remind-

in the dire financial straits they

ed of what author Da n iel P i n k

are reporting, some school boards

For Part I of this two-part series,

wrote in his book Drive: The Sur-

might also consider consolidating

and for the administrative salary

prising Truth About What Moti-

small elementary and small high

reports covering 1998 to 2007, visit

vates Us, “The best use of money

school districts in the same com-

the IASB website at www.iasb.com/

as a motivator is to pay people

munity. A unified district could

services/adminsalaries.cfm.

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

ern Illinois University, for sorting and organizing the data.

FEATURE ARTICLE

Connecting Common Core with the community By Glenn Wood and Thomas Hernandez

Glenn Wood

he Common Core State

the Illinois State Board of Education

Standards (CCSS) have the

adopted CCSS in June 2010. Inte-

potential to be a positive force in

gration of the Common Core into a

superintendent

education, but the success of stu-

district’s curriculum is a multi-year

for curriculum

dents will rise and fall depending on

process with no easy answers. Sim-

and instruction,

how the standards are locally inte-

ply put, we must implement the

and Thomas

grated into curriculum, instruction

Common Core State Standards.

Hernandez

and assessment in school districts

Therefore, school districts must

is director of

across Illinois.

have a continuous cycle of review-

is assistant

community

To ensure successful implemen-

ing and revising curriculum based ©iStock/Thinkstock

relations, at

tation, school leaders must clarify

Plainfield

and community members must

Community

understand two important facts:

to become critical thinkers who

results in improved teaching and

Consolidated

State governors and state education

demonstrate perseverance while

learning. A school district’s com-

School District

leaders — not the federal government

problem-solving.

munity engagement program should

202.

— created the Common Core State

The Common Core State Stan-

aim to improve student achieve-

Standards. The State of Illinois — not

dards, like all previous learning stan-

ment by building trust, confidence

local school districts — adopted the

dards, set expectations for academic

and support with stakeholders. A

standards.

on standards. A more engaged community

achievement. The fact that Illinois

strong curriculum and communi-

CCSS are designed to provide

adopted CCSS does not usurp local

ty engagement plan together will

English literacy and math skills

school authority to write curricula

produce outstanding results for

necessary for students to compete

or choose teaching materials, nor

students.

in the 21st-century global market.

does it hamper creativity of teachers.

New standards match academic

A district’s school board-approved

expectations for students held by

curriculum is the map to achieve the

The National Governor’s Asso-

higher-performing countries and

standards. Local boards of education

ciation and Council of Chief State

aim to assure that all high school

continue to adopt curricula devel-

Schools Officers led the initiative

graduates are prepared for first-year

oped specifically for their districts,

to establish the Common Core State

college classes or rigorous career

as well as purchase texts and sup-

Standards — a single set of clear edu-

training. Common Core standards

porting materials most appropriate

cational standards for kindergarten

are higher, clearer and deeper than

for children in their district.

through 12th grade in English lan-

Why CCSS and PARCC?

previous standards. They are more

Illinois school districts began

guage arts and mathematics. Rais-

challenging and require students

implementing the standards after

ing standards for students is not a

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

In response to states lowering standards to meet NCLB progress A ssociation wanted a common that all states would agree to join. Governors and state superintendents of education enlisted experts to draft and review the standards before opening them up for public comment and finalizing them. The Association released the Common Core State Standards on June 2, 2010 ; later that month Illinois adopted the standards. By 2011, encouraged by the federal Race to the Top initiative, 45 states adopted

Implement Math Standards

Last year, District 202 implemented the CCSS math standards. This year, we are implementing the English Language Arts standards.

- --

Here is a “road map” of our progress with this significant change in public education…

FALL 2012

Introduce Common Core

-- - - - - - - -

set of standards and assessments

FALL 2013

SPRING 2013

Professional Development; Ongoing

-----

goa l s, t he Nationa l G over nors

Language Arts Standards

NE Th Lan

---

standards.

SU Th ga sup tea clo

we are here

FALL 2014

- --

with different proficiency levels and

-----

MO Th cu

--- - -

states to established assessments

Illinois is one of 45 states that are replacing their state learning standards with the new Common Core State Standards for learning. A consortium of state education and business leaders developed the Common Core standards to provide a more rigorous and uniform set of academic expectations nationwide. Individual states and school districts then decide how best to implement the standards, and create their own curriculums to reach the new academic targets.

LO Th sta im

FO Th cat

Community CCSS Meetings September 3, 2014 - 7 p.m., Indian Trail Middle School 14723 S. Eastern Ave., Plfd.

September 10, 2014 - 7 p.m.,

Drouden Point Middle School 1911 Drauden Road, Plfd.

- --

in 2002. However, NCLB allowed

- -

and No Child Left Behind (NCLB)

Common Core

-- -

including Nation at Risk in 1983

The Road to the

and improve student achievement

- - - - ---

have attempted to raise standards

new idea. Several federal initiatives

SPRING 2015

DIS Dis dis yea

First Common Core Test

DO -F -S

September 24, 2014 - 7 p.m.,

--- ---

Heritage Grove Middle School 12425 S. Van Dyke Road, Plfd.

October 1, 2014 - 7 p.m.,

John F. Kennedy Middle School 12350 S. Essington Rd., Plfd.

Graphic courtesy of Plainfield CCSD 202

the benchmarks that detail what students should learn at each grade

American classrooms stayed mostly

American classrooms began to hit

level.

out of the public spotlight until 2013,

the mainstream. The Common Core

Beginning in the current 2014-

when backlash began to grow. In New

State Standards became a hot topic

2015 school year, Illinois students

York, new Common Core tests sent

on Facebook, Twitter and YouTube

will take the Partnership for Assess-

scores plummeting. In Indiana, con-

and provided material for television

ment of Readiness for College and

servatives were leery of the Obama

pundits and comedians.

Career (PARCC) assessment to

administration’s support of the stan-

Public opposition has come from

measure their learning. As PARCC

dards. In early 2014, the changes in

both bi-partisan political groups who

gets closer to implementation, Common Core has received much more attention.

“Public opposition has come from both bi-partisan Support for CCSS slipped While most states remain com-

political groups who fear expanded federal

mitted, a number of public polls indi-

control and from teachers unions worried about

cate that support for Common Core

consequences for teacher evaluation.”

slipped noticeably between 2013 and 2014. The change to CCSS in

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

fear expanded federal control and

Politicians are using Common Core

community engagement as new ini-

from teachers unions worried about

as a political platform.

tiatives are implemented.

consequences for teacher evaluation.

School board members must

Elected officials, including school

strive to ensure that their districts

Curriculum development at

board members, have received push-

have processes and systems in place

District 202

back from community members.

for curriculum development and

Plainfield Community Consolidated School District 202 implemented its new CCSS -alig ned mathematics curriculum in 2013 and English/language arts curriculum in 2014 using a multi-year curriculum development process.

Policy Services

That work began in the fall of 2011 and involved teachers, administrators and community members in the process to write curriculum and common outcome assessments, design professional development and review resources. This process

Using technology to enhance your board effectiveness through online services, such as...

allows curriculum teams to respond to changing needs of students. During the curriculum development process, it became apparent

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the district would need to teach Common Core to parents and students alike. Community engagement plan At Plainfield 202, we have a comprehensive community engagement plan, which includes regular community forums, an updated website and regular correspondence with stakeholders using email, newsletters, letters and press releases. Based on the significant shift of public response to and support for CCSS, we felt it necessary to develop a long-term focus on Common Core. By design, our Common Core communications plan fostered a welcoming environment for families, created predictable community meetings that made it

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

State holds firm on PARCC implementation As the dates for administering the Partnership

A January letter to parents from Trisha Kocanda,

for Assessment of Readiness for College and Careers

superintendent of Winnetka School District 36, was also

(PARCC) approach, conversation has turned to school

featured in national media, and echoes Cross’s message.

districts’ readiness and willingness to implement PARCC.

“We recognize the need for assessments and

PARCC is an assessment of the Common Core State

accountability. District 36 is committed to complying

Standards (CCSS). Originally, 45 states committed to

with State mandates, including the PARCC. However,

CCSS, and 26 of those, including Illinois, were using

we believe that this test continues the over-emphasis

PARCC. At press time, the number of states that plan

on standardized assessments as evaluation tools for

to implement PARCC as scheduled has dropped to 10,

students and schools … It is important that we stay

plus the District of Columbia.

informed and understand the impact of reform on our

In late January, the Illinois State Board of Education

students. We often share stories about District driven

reiterated Illinois’ commitment to PARCC testing in a

goals and initiatives. I believe it is equally important

strongly worded letter to school superintendents and

to shed light on State requirements that influence local

school board presidents.

decisions and ultimately our students’ experiences.”

In Illinois, PARCC assessments in English Lan-

Both Peru Elementary School District 124 and Winnetka

guage Arts and mathematics will be administered to all

School District 36 plan to implement PARCC as scheduled.

students in grades 3-8. High school students will take

In November, the United States Department of Edu-

PARCC assessments based on enrollment in English

cation responded to an ISBE inquiry and confirmed that

III for English Language Arts and in Algebra II/Math

school districts are not allowed to “take a year off” from

III for mathematics. Most Illinois school districts are

assessing students and that all students must take the

proceeding as planned, although not without concerns.

same assessments.

Among the concerns: having the necessary technology

In mid-January, Chicago Public Schools proposed

to implement the tests, emphasizing testing instead over

to withdraw from the PARCC assessment, after requests

classroom teaching and learning, and the time that must

for exemptions and delays were denied. CPS then indi-

be devoted to the assessments.

cated that PARCC implementation would take place in

National media picked up on concerns expressed by Peru Elementary School District 124 Superintendent Mark Cross in a letter to parents in August:

10 percent of its schools. In a Jan. 30 letter to school superintendents and school board presidents, ISBE spelled out its determi-

“Unfortunately, there are many federal and state

nation on moving forward with PARCC testing, and the

education initiatives that can very much be a dis-

potential penalties for not doing so. The letter, signed

traction from what matters most. These initiatives

by State Superintendent of Education Christopher Koch

are based on good intentions and are cloaked in the

and ISBE chair James T. Meeks, said:

concept of accountability, but unfortunately, most do

“We write in response to the position certain dis-

little to actually improve teaching and learning. Most

tricts have taken or are threatening to take regarding

are designed to assess, measure, rank and otherwise

the administration of the Partnership for Assessment

place some largely meaningless number on a child or

of Readiness for College and Careers, or PARCC assess-

a school or a teacher or a district. That is not to say

ment. We send this letter to make it clear that all dis-

that student growth data is not important. It is very

tricts must administer the PARCC assessment to all

critical, and it is exactly why we have our own local

of their students unless the students are specifically

assessment system in place. It is what our principals

exempt under federal law.”

and teachers use to help guide instruction and meet

The letter further spelled out the financial penal-

the needs of your kids on a daily basis. In other words,

ties that the state and school district would face by not

it is meaningful data to help us teach your child.”

administering the PARCC assessment. continued on page 19

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

easy for community members to be

• Mass mailing /letter from the

• Special “Common Core” web-

involved, and included parents in

superintendent to all district

site with links to many parent

the decision-making process. Over 2

addresses (November 2012)

resources • One-way email address so that parents can share concerns /

“By design, our Common Core communications plan fostered a welcoming environment for families, created

questions directly with district administrators.

predictable community meetings that made it easy

These communications efforts

for community members to be involved, and included

— most especially the communi-

parents in the decision-making process.”

ty forums — have helped parents understand the transition to CCSS. Still, many parents found themselves frustrated by CCSS when they sat

1/2 years, district and building per-

• Flier posted on all 31 websites

down to help their children with

sonnel held 12 evening community

and promoted in district email

math homework. Based on feedback

forums around the district. Specific

newsletter reaching 38,000

from the community forums, we have

events around CCSS and PARCC

email addresses (Winter

taken a multi-pronged approach to

include:

2013)

getting the word out to parents: the

• Initial distribution of 30,000

• Held the first of three rounds of

Common Core standards will change

specially-produced fliers, map-

community forums, each with

what and how students learn. That

ping “The Road to the Common

four meetings. The first round

approach includes family math nights,

Core,” to all parents during

was titled, “What’s coming …”

letters to parents about Common Core

parent-teacher conferences

(Spring 2013)

math, videos that describe curricular

(November 2012)

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

• Community forums were pro-

changes, and posting detailed parent

moted in press releases to local

math guides for each grade level on

and regional media and web-

school websites. Teachers also send

sites, in the district’s Spring

home one- to two-page newsletters

2013 newsletter and in a series

for each new unit students are doing

of Connect-ED calls.

in math class.

• A second round of community forums emphasized “Math standards/teacher experience.” (Fall 2013)

Conclusion The road to the implementation of the Common Core State Standards

• The third round of community

in school districts is continuing. It

forums included “English stan-

has been filled with curves and speed

dards / PARCC” and a status

bumps along the way. Higher, clear-

update focusing on the shifting

er, deeper standards are a good thing.

political and public reaction to

When implemented properly in a

CCSS. (Fall 2014)

school district, and by developing

• A fifth forum will take place

parent support for the change, stu-

in Spring 2015 to highlight

dents will become self-directed prob-

the results from the first-ever

lem solvers better prepared for the

PARCC assessment

world of work or college.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

FEATURE ARTICLE

Transitioning to Common Core State Standards:

One districtâ&#x20AC;&#x2122;s story By Kerry Glenn, Maria Deaton and Lori James-Gross

new era in educational stan-

As learning standards and student

Achievement Test (ISAT). Over the

dards and assessment prac-

expectations changed, so did the

past 17 years, students in grades 3-8

tice is sweeping into school districts

testing measure. In 1988, Illinois

have been tested using ISAT to meet

across Illinois. For many districts,

Goal Assessment Program (IGAP)

requirements of the federal No Child

the new Illinois Learning Standards

testing began. Illinois adopted new

Left Behind Act of 2001.

(Illinoisâ&#x20AC;&#x2122; version of Common Core

learning standards in 1997, which

Now, teachers and students are

State Standards) are being incor-

led to transition to a new assessment

preparing to take the newest assess-

porated into classrooms throughout

known as the Illinois Standards

ment, known as PARCC.

the state. The new standards are designed to be rigorous, clear and uniform to ensure that students

Figure 1 Unity Point Common Core Progression

are prepared to be college and career ready. As with any new set of standards, the Illinois Learning Standards come with a new standardized assessment that many

Kerry Glenn is a curriculum specialist at Unity Point School District 140. Maria Deaton is lead mentor and language arts teacher for grades five and six at Unity Point. Lori James-Gross is the Unity Point superintendent.

students will soon experience : Partnership for the Assessment of Readiness for College and Careers (PARCC). Measuring student achievement in Illinois schools is not a new concept and it has been well documented over the years. In the late 1970s, the state introduced the Illinois Inventory of Educational Progress (IIEP) as a means of collecting information on educational achievement. Results were readily available to teachers and administrators and used in decision-making practices for the betterment of students and school.

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

While there are many critics of

school districts across the state

setting provides unique challenges to

the state’s implementation of Com-

continue to struggle to find time,

the school district. Student mobility

mon Core State Standards, very few

resources and funding to implement

hovers around 20 percent and about

people will argue against the fact that

effective change. Unity Point School,

10 percent of the student population

high standards are a worthy goal for

a small rural district in southern Illi-

is English Language Learners. Nearly

the state’s schools. As the inaugural

nois, has faced these challenges and

57 percent of students are considered

date of PARCC assessment quickly

found that the most powerful and

low income and qualify for free and

approaches, classroom teachers will

ample resources for change lie within

reduced lunch programs. Despite

be the first to tell you that curricu-

their own teachers.

these many challenges, faculty, staff,

lar preparations began months and

Un it y Po i nt S c h o o l h o u s -

administration and school board

even years ago. While there has been

es roughly 710 pre-kindergarten

members are dedicated to providing

a shift in the focus of education in

through eighth-grade students and is

quality education, with limited fund-

order to meet the demands of these

located Carbondale, home to South-

ing, and have openly assisted with

new standards and assessments,

ern Illinois University. The college

the transition to the new standards. W h i le b e i n g r i g or o u s a nd emphasizing depth over breadth, the new Illinois Learning Standards set expectations of what teachers should teach, not how they should teach. Building on the notion that teachers are still in control of their classrooms, Unity Point grade-level teams took on the task of deconstructing

Field Services

the standards. Teachers worked through a self-designed framework

The Superintendent Evaluation Process

that allowed them to deconstruct standards and target specific learning goals and instructional levels. This process began over four years ago and allowed Unity Point’s teachers to engage and interact with the standards at each grade level, while working within their team to ensure

School boards have a responsibility to evaluate their superintendent to: • Demonstrate accountability, • Strengthen the board-superintendent relationship, • Provide the superintendent with professional development opportunities, and • Make contractual and compensation decisions. Your field services director can support your school board and superintendent team in this critical governance work. Call today! Lombard: 630/629-3776

Springfield: 217/528-9688

a deeper understanding of the expectations (see Figure 1). Teacher leaders emerged from these groups and each has played an important role in moving the district into this transitional phase of education. Effective leadership must be a joint effort, and it establishes a school-wide vision of commitment to the success of all students. School boards play an important role is this vision. Research in school leadership

Nov/Dec 2014

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

Figure 2 Unity Point Transitional Responsibility

indicates that when teachers and staff members become involved in meaningful change, students reap the benefits. Turning over the leadership role can be uncomfortable for administration and school boards, but the outcomes speak for themselves. When teachers and students understand what is expected of them, the quality of the educational experience increases tenfold. Unity Point has found this philosophy of leadership to be especially beneficial as the school implements the new learning standards. As a way to move the district forward, Unity Point’s school board, administration and faculty work together to create a school climate in which educational responsibility is shared and nurtured. This type of atmosphere has allowed teachers to interact and engage with each other and build a network of knowledge and support. As the district continues to tackle the new initiatives of CCSS and PARCC, this teacher leadership is imperative in getting the district moving in the right direction (see Figure 2). Teachers

district’s assessments allow students

take an active role and lead profes-

to demonstrate their knowledge of

sional development, so that they can

the standards and their readiness to

make connections to the standards,

progress through grade levels. Ongo-

the assessments and the students

ing communication with community,

Resources

within their district. Teachers and

school board, administration and fac-

The clarification letter from the

administrators engage in conversa-

ulty is critically important in moving

U.S. Department of Education:

tions about best practices already

the district forward.

www.isbe.net/assessment/pdfs/

PARCC implementation continued from page 15

occurring in classrooms, and how

There is no doubt that the new

the standards can be met using these

Illinois Learning Standards and

best practices. Teachers are also able

PARCC assessments pose challeng-

to articulate with grade levels both

es for both teachers and students.

ISBE information and updates

above and below their assignments

However, by working together, Unity

regarding PARCC assessments:

in order to ensure consistency dis-

Point teachers feel supported by the

www.isbe.net/assessment/

trict-wide. Content-area teachers

school community and are ready for

parcc.htm.

work together to ensure that the

the challenges that lie ahead.

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

USED-ESEA-asmt-clarification -1214.pdf.

FEATURE ARTICLE

A buyerâ&#x20AC;&#x2122;s guide to high-stakes test data By Steve Cordogan

Steve Cordogan, Ed.D., was previously director of research and evaluation at Township High School District 214 in Arlington Heights. He is a researcher, consultant and an adjunct professor of graduate educational statistics and research at Aurora University.

or many years, we have strug-

Common Core State Standards and

of an entire state or country. So, as

gled to make sense of the vol-

tests built to assess whether students

we stand on the threshold of a new

umes of high-stakes test data that

have mastered them. Additionally, we

testing era, we have to get it right.

surround us. We have our homegrown

will soon utilize these tests not only for

school-based tests, federally mandat-

student and school evaluation, but also

ed state accountability tests, nation-

for formal teacher evaluation. Despite

We expect a lot out of tests. In a

al tests, international tests, college

current backlash against high-stakes

relatively brief time (as short as a few

entrance tests, workplace readiness

testing, it is not going away.

minutes for some computer-adaptive

Even the best test data have limits

tests and a variety of other tests

Test data are vital for measuring

tests), we expect to know how much

which can have a profound influence

student, school and district academic

a student knows across a complex

on test-takers and their schools.

performance. Test data can identify

subject area.

Because test data are more import-

at-risk students and guide their reme-

But most standardized tests

ant than ever, we ingest more test data

diation. Data provide a reality check

were never meant to solely define

than ever, particularly from local,

to a schoolâ&#x20AC;&#x2122;s perception of its per-

student achievement. They were

national and social media. For most

formance by providing comparison

meant as additional data points to

subjects, we read articles and adver-

data with other schools. Schools can

supplement student learning as mea-

tisements with a critical eye, forming

use such data to guide improvements

sured by classroom grades. When

opinions about their accuracy and

in academic performance, such as

they were developed, we did not

reliability. However, we do not always

identifying which curricular changes

expect brief standardized tests to

think of articles on test data the same

enhance student learning. The data

be as accurate a measure of student

way. We assume test data are somehow

are the most accessible measures of

ability as a teacherâ&#x20AC;&#x2122;s appraisal of stu-

objective, scientific and significant.

school accountability.

dent performance over nine months

As a statistician, I say that we

High-stakes testing truly is high-

of observation and testing. Almost

need to read much more critically

stakes. It usually requires many

every research study ever conduct-

when evaluating what we read about

hours of student and teacher time.

ed has shown that future student

test data. This article looks at issues

It provides students with stressful

classroom performance, whether in

surrounding current and future high-

hours of testing and labels them with

primary, secondary or post-second-

stakes test data.

a score rating that can have life-long

ary educational institutions, is best

implications. Aggregate scores can

predicted by past classroom perfor-

High-stakes tests:

label schools as desirable or unde-

mance as measured by grades, not

More important than ever

sirable, impact teacher and admin-

test scores. In our quest to improve

We are entering a new world of

istrator careers, and ultimately be

accountability, we have lost sight of

testing, with the introduction of the

used to judge educational systems

this extremely important fact.

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

However, we cannot compare

to evaluate school performance. For

underperforming initially, while

grade data between schools. Test

example, if a school grows from a stu-

the initially high-performing school

scores are one of the best ways we can

dent average ACT EXPLORE score of

has much less room for growth. An

compare overall performance of stu-

12 to a score of 18 over the course of

increase in at-risk student popu-

dents across schools, states and coun-

the first three years of high school, it

lation will usually lower academic

tries. Measurements of college and

is equal to the performance of a school

performance, a change that cannot

career success might ideally be more

whose students grow from 15 to 21.

be attributed to school quality. Math-

authentic comparison measures, but

However, demographics also

ematically identifiable changes in a

the data are harder to gather. Test scores cannot be used to measure school quality without important reservations. The most

“Test scores cannot be used to measure school

important factor in understanding

quality without important reservations. The most

test scores is student demograph-

important factor in understanding test scores is

ic characteristics. In Illinois, the

student demographic characteristics.”

percentage of students in a school receiving free and reduced lunches — that data alone — can predict over 70 percent of the variance in school ACT performance. In an area

predetermine most growth levels.

school’s performance may mean lit-

even more specifically defined, the

Students with more academic at-risk

tle in terms of actual instructional

Chicago suburbs, a combination of

characteristics have both lower ini-

improvement.

the percentage of adults in the com-

tial scores and lower growth. For

There are other issues. Some

munity with bachelor’s degrees and

example, I found that students enter-

tests are more accurate than oth-

the percentage of students who are

ing a large suburban high school dis-

ers. Different versions of tests are

black, Hispanic or Native Ameri-

trict with an average score of 12 on

not always consistent. And random

can can explain 93 to 95 percent of

the ACT EXPLORE test grew only an

fluctuations in data can cause sub-

the difference in district ACT per-

average of four points to their PSAE

stantial differences in school perfor-

formance. That means school and

ACT score, while students with an

mance between years, particularly

district performance is largely deter-

average EXPLORE score of 21 grew

for smaller schools and subgroups

mined by the students who enter the

by more than eight points. Growth

like special education students.

school, not what the school does for

models will not compensate for dif-

With assessments as with any

the students. Some schools do sig-

ferences in student characteristics,

product, consumers must be edu-

nificantly outperform expectations

and any use of growth levels to eval-

cated to understand what the data

set by their demographics, and some

uate schools or teachers which does

really mean. Test data can provide

underperform, but no open-enroll-

not consider demographics or ini-

us with useful answers if we use truly

ment public school in Illinois can

tial performance levels will penalize

high-quality tests that are taken seri-

escape the reality of demographics

those who work with at-risk students.

ously by students, and we then consid-

determining academic performance.

Tracking school improvement

er the possible impact of demographic

One proposed way around demo-

across years also is confounded by

considerations. But when testing com-

graphic determination of school per-

consideration of where the school

panies and media outlets release data,

formance is to use growth models,

was performing initially and demo-

they will report the data with few, if

such as where average of student

graphic changes in its student body.

any, caveats. This means that we

growth over several grades is used

For example, it is much easier for a

cannot — and should not — believe

instead of a final performance score

school to improve if it was seriously

everything we read about test data.

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Media outlets are businesses,

and score much lower than the rest of

of whether they are for-profit or

not public servants

the students, were included in reported

technically not-for-profit, they are

There certainly is nothing wrong

average for the first time. In reality,

businesses whose survival depends

with being a business, competing

ACT scores in Illinois for students

on selling products. The distinction

and trying to make a profit — this

without extended-time accommo-

between for-profit and not-for-profit

is a vital part of the economy of any

dations (those included in all ACT

may be meaningless in terms of cred-

country. But because media outlets

reports in all decades prior to 2013)

ibility (the National Football League

are in the business of making money,

had reached a 12-year record high

is legally classified as a not-for-profit

even content as seemingly objective

since universal testing began. In other

organization too).

as test data needs to contribute to

words, the headline was the opposite of

W hen or ga n i zat ion s ma ke

that bottom line.

the truth. In the year since, ACT scores

announcements about test results,

in Illinois increased to another record

they want to receive publicity. Public-

high, as shown in the graph below.

ity helps sell products. Unfortunately,

A most unfortunate reality of modern media coverage is that negative news gets more attention

Attempts to prompt newspaper

again, negative news gets more atten-

than neutral or positive news. While

publishers in all major metropolitan

tion than neutral or positive news.

local education news, often based

areas of Illinois in 2011 and 2014

So most releases of test data from

on school press releases, may be

to publish the data on record-high

testing companies stress negative

positive, statewide news is dispro-

performance levels were mostly

aspects; students are not improving,

portionately negative.

ignored, despite the fact that the data

doing worse than before, or failing

There have been countless exam-

were public and could be verified.

to meet standards. This reportage

ples of such reporting in the past few

Jim Broadway’s State School News

continues a demand for their prod-

years, but I will focus on one article,

Service was the only media outlet to

ucts, either to continue to monitor

“Illinois ACT scores post biggest drop

report the findings.

the situation through further testing,

in a decade,” printed in the Chicago

or through purchase of the organi-

Tribune on Aug. 21, 2013. The story

Testing companies are businesses,

zation’s other products, which are

ignored the fact that extended-time

not public servants

touted to improve student learning —

accommodated students, who com-

Testing companies are too often

or at least improve test performance.

prise 10 percent of Illinois ACT takers

assumed to be altruistic. Regardless

The most compelling example of such reporting is the ACT Cor-

ACT Composite Score Performance in Illinois by Graduating Class

poration. ACT used its test findings to create a set of benchmark score levels in each test subject area. Students had to achieve this score level to be considered college-ready. The methodology was seriously flawed, but that issue is beyond the scope of this article. For the past few years, ACT has issued a press release near the end of summer to announce the most recent graduating class test findings. ACT uses the occasion to claim that, according to its benchmarks, only

(extended time students excluded) Graphic courtesy of Steve Cordogan

around 25 percent of U.S. students are ready for college. This figure is

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

invalidated by all other research

Behind showed that we did not

chance that our conclusions, like the

I have seen, and has been refuted

understand the limitations of such

data upon which they are based, will

by ACT’s own research. In fact,

data. Forming a conclusion, and even

be inaccurate. That’s why school

the study ACT conducted to vali-

an emotional reaction, around a

leaders, the media and public need

date the benchmarks (available at

piece of data that we see in the media

to become more educated consumers

www.act.org/research/policymakers/

is natural, but there is a very good

of test data.

pdf/2005-2.pdf) found that 65 percent

of students who met none of the benchmarks persisted to a second year in college with a better than C+ average. Almost 2/3 of the very lowest-testing students succeeded,

Policy Services

according to ACT’s own standard. Obviously, the benchmarks’ value in predicting first-year college success is limited and utterly unworthy of a press release. Furthermore, ACT omitted its

Plus

own reading test from the study. The

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only possible reason I can identify is that the reading test did not have any predictive value. Despite such knowledge, ACT continues to use the same reading test.

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The accuracy of using tests to measure student performance is not simply a debate on test psychometrics and academics. Testing and report-

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ing of test data is big business, with multi-million and even multi-billion dollar companies. This is about money, jobs and even the survival of major organizations when a new test like PARCC (flawed but promising) is introduced. If a new test is accepted, an old test will be shoved aside, and a testing company will be substantially downsized or cease to exist. Conclusion We need to have objective measures of student and school performance. However, the serious use of high-stakes test data that followed

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MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

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FEATURE ARTICLE

Early PERA implementations strike similar chords By Joe Matula

for school board members at www.

independently made the decisions

like the man who fell out of a

iasb.com/law/PERAoverview.pdf.

described below.

ten-story building. As he passed the fifth floor, he said, “So far, so good.”

All five districts chose to forgo Early decisions

the state’s phase-in option of imple-

PER A is the acronym for the

Many school districts in Illi-

menting the student growth part of

Performance Evaluation Reform Act

nois are seeking direction for PERA

PERA. Each could have implemented

concerning terms and conditions of

implementation. A lthough this

student growth at 25 percent for the

teacher and principal evaluation and

report includes only five districts’

first two years, but all chose to start

employment. PERA became Illinois

plans, these early decisions can

directly with a 70 percent profession-

law in 2010, followed by additional

provide a good starting point. Four

al practice and 30 percent student

reforms. It requires that, in every

of these districts must implement

growth split. The phase-in option was

Illinois school system, principals

PERA by Sept.1, 2015, so their joint

deemed so insignificant that the full

and assistant principals be evalu-

committees recently completed their

measure was not worth postponing.

ated by trained, pre-qualified eval-

180-day bargaining sessions. One

uators (often the superintendent),

is not required to implement until

and evaluations must include data

2016. Although all five are elemen-

For the two required assess-

and indicators of student growth as

tary districts, most of the following

ments, schools could choose from

a significant factor. Teachers must be

decisions could apply to high school

three types. Type I assessments are

evaluated by trained evaluators (usu-

districts or unit districts.

the most standardized, most reli-

Determining assessments

ally the principal), and again, student

As a facilitator, I have no stake

able, least reflective of the

growth must be included. Principals,

in decisions a joint committee makes

classroom curriculum, and

assistant principals and teachers must

regarding its PERA

be evaluated using four rating cate-

teacher evaluation

gories: Excellent, Proficient, Needs

plan. Because my

Improvement, or Unsatisfactory.

t a sk is to wave a

With some exceptions, PER A

red f lag if I see a

implementation begins Sept. 1, 2015

decision that may

for districts whose student perfor-

backfire, I do not

mance ranks in the lowest 20 percent

push any certain

of their type; and Sept. 1, 2016, for all

agenda. Given that,

remaining districts. For more infor-

and to my surprise,

mation, see IASB’s PERA overview

all five school districts

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Joe Matula was a high school mathematics teacher and principal before serving as superintendent for 26 years. Now retired, he has been a member of the state’s Performance Evaluation Advisory Council (PEAC) since July 2010 and serves as a PERA facilitator.

©Thinkstock

ERA implementation may be

scored by an outside entity. Type II

district uses NWEA MAP, another

a messy and disparate evaluation

assessments — which the districts at

uses Terra Nova, one uses easyCBM

process. This is a major concern of

hand did not choose — are approved

assessments, and two use STAR. Three

all teachers’ associations.

or adopted by a district and are typi-

school districts will base Type I growth

This decision also requires each

cally a common assessment given by

on the higher of reading growth and

teacher to be responsible for only one

all teachers in a grade level. Type III

math growth. One district will let the

Type III assessment, rather than two.

assessments are the least reliable, but

teacher choose. One will average read-

most reflective of classroom curric-

ing and math growth scores.

ulum, and must be agreed to by the teacher and the evaluator. PER A requires at least one

All five school districts have

All districts opted for the second

made this assessment worth 5 per-

assessment to be a Type III, decid-

cent of the total rating.

ed by teacher and evaluator. This

assessment be a Type I or II, and

A commitment to Type I for all

assessment is based on teaching

one a Type III. If no Type I or II can

teachers motivates everyone and

a unit with a minimum interval of

be identified, both can be Type IIIs.

draws concern to performance of the

instruction of four weeks. This allows

Any Type I or II may qualify as a

district’s students on the standard-

each teacher to schedule the unit

Type III if it aligns to curriculum

ized assessment, the most visible and

to best suit the instructional calen-

and measures student learning in

publicized assessment. This com-

dar. Setting the unit at a minimum

that subject area.

mitment also builds instructional

of four weeks fits most naturally with

collaboration throughout the district,

the regular flow of instruction, and

which encourages cross-disciplinary

teachers will not have to manipulate

instruction.

any instruction and assessments just

Assessment #1 All districts opted to make one

Assessment #2

of their two assessments a Type I

For example, a physical educa-

for PERA’s sake.

assessment for all teachers — class-

tion teacher is more likely to contact

room teachers in addition to art,

fourth-grade teachers and ask, “What

music, physical education, etc.

are your students doing in math?” The

Another decision the five joint

For their Type I assessments for

fourth-grade teachers may say, “We

committees faced was whether to

language arts and math, one school

are starting a unit on measurement.”

assess all students a teacher faces, or

The P.E. teacher can decide to inte-

just one class. One district decided

grate concepts of perimeter and area in

to include all students. For example,

fourth-grade P.E. classes. Students see

a junior high teacher would have to

mathematics concepts everywhere,

assess all students who met the atten-

not just in math class. This focus on

dance criteria, which could easily

math and reading can pervade all cur-

be over 125 students. Four districts

riculum and instructional discussions.

decided to give junior high teachers

The se c ond rea son T y p e I

and special area teachers (such as

assessment works for all teachers

art and music) the choice of classes

is that it makes implementation of

for these unit lessons. Grades K-5

PERA fairer and more consistently

teachers, mostly with self-contained

applied. Everyone is judged by the 5

classroom groups, will use the same

percent, rather than some teachers

students either way and are mostly

evaluated by a Type I and a Type

unaffected by this issue. However,

III some by a Type I and a Type II,

the self-contained classroom teacher

and so on. Separate combinations of

is allowed to select the subject area

various assessments, all with differ-

of his or her choice (not necessarily

ent levels of reliability, would make

reading or math).

Student inclusion

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

Three districts set a 90 percent

not allow small groups, even as small

The simple growth scale would,

attendance rate and two an 85 per-

as three or four students, they would

counting all students who met the

cent rate, based on the instruction-

be unable to comply with PERA, as

attendance requirement, realize the

al lessons in the designated unit.

PERA does not allow for exceptions

following rankings:

This means that if a student misses

due to small sample sizes.

the lesson, his /her data does not count for that teacher. The prem-

• Excellent = Average Student Growth of 50 percent or more

Superintendent review

• Prof icient = Average Student

ise is that it is unfair to evaluate a

For teacher reviews, all dis-

Growth of 25 percent to 49 percent

teacher on student performance

tricts opted to establish a manda-

• Needs Improvement = Average

when the student is not present

tory review by the superintendent

Student Growth of 10 percent to

for lessons. One school district

or designee of all ratings of Needs

24 percent

decided to use school attendance

Improvement or Unsatisfactory. Both

rather than classroom attendance,

teachers and administrators support-

because it is easier to maintain

ed the logic behind this requirement.

accurate records.

• Unsatisfactory = Average Student Growth of 1 percent to 9 percent

Teachers with the most at-risk rat-

Four school districts chose to

A significant dilemma for joint

ings would feel more comfortable to

develop Student Learning Objectives

committees is how to handle students

know someone other than a single

(SLOs). This process allows a teacher

who are taught the same subject by

individual reviewed their evalua-

to identify an expected growth level

two or more teachers. By allowing

tions. Superintendents supported

for each student or group of students.

a teacher to select the group of stu-

this, because of the opportunity to

The teacher, based on knowledge and

dents of his or her choice, general

review principals’ thoroughness and

information he or she has about the

education teacher and specialist may

evaluation skills. Superintendents

students, can set differentiated growth

end up assessing the same student(s)

also liked the chance to review a rat-

targets. The teacher is evaluated on

for Type III assessment.

ing that holds potential for objection

the students who meet or exceed tar-

In one situation a specialist,

by the teacher. In effect, it was like

gets. This is a more time-consuming

such as a special education teacher

saying, “If we have to go to battle over

process for teacher and evaluator, as

or reading specialist, who goes into

this, I want to make sure we have a

it requires time to meet and agree on

the classroom and teaches a student

good case.”

growth targets. Since the evaluator,

or small group of students, could use

typically the principal, can’t know

a student’s data for both teachers,

Simple growth or

each student as well as the teacher

or the general education teacher

Student Learning Objectives

does, the evaluator must trust the

would not be allowed to teach that

Among the five school districts,

teacher’s judgment. Trust is the key

subject as the unit to be assessed. In

one opted for a simple growth model,

to the student growth process. SLOs

other situations, a specialist pulls a

the average difference between the

can be computed as below:

student or group of students out of

pre-test and the post-test scores.

the classroom. This is simpler as the

Average growth is computed and

specialist would establish assess-

placed on a tiered growth scale as

ment independent of the general

below:

education teacher.

Pre-Test Post-Test

ple. Unfortunately, this has to be

Student A 80 Student B 50 Student C 50 Student D 30 Student E 20 Averages 46

accepted. If the evaluation plan did

20 divided by 46 or 43% growth

Some teachers, special education for example, may have small groups of students, which would not provide a valid statistical sam-

90 60 80 40 60 66

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

Student A Student B Student C Student D Student E

Pre- Growth Post- Yes/ Test Target Test No

80 50 50 30 20

20 10 30 40 40

90 60 80 40 60

no yes yes no yes

3 of 5 students or 60% met their growth targets

The student learning objectives scale would, counting all students who met the attendance

requirement, realize the following

post-test interval, teachers may

rating in a narrative definition by

rankings:

file an Extenuating Circum-

establishing criteria for the profes-

stances Report for the evaluator

sional practice part by domain. For

students met targeted growth

to consider an adjustment.

example, three domains rated as

• Prof icient = 51 percent to 75

• Teachers will grade all Type III

Excellent and one domain as Pro-

• Excellent = 76 percent or more of

percent of students met targeted

assessments.

ficient would equal a final rating of

• All completed Type III assess-

Excellent. The remaining ratings are

• Needs Improvement = 25 percent to

ments will be stored in the

defined in similar fashion. Nobody

50 percent of students met targeted

respective classroom or school

liked this one.

growth

office, not the district office.

The second choice was a matrix,

• Unsatisfactor y = Less than 25

• In three distr ict s, tenured

with each rating level (from 4 to 1) of

percent of students met targeted

teachers will complete Type

professional practice weighted at 70

growth

III assessments during their

percent and each rating level of stu-

off-evaluation years. In the other

dent growth weighted at 30 percent.

two districts, tenured teachers

These values were added together to

will not complete Type IIIs in

create each cell in a 4-by-4 matrix.

an off year.

Nobody liked this one either.

Other considerations A few miscellaneous decisions made by the joint committees were: • Post-tests will count for student grades because that will motivate students to put forth greater effort.

Each committee chose the third Final rating

option, a mathematical one (see

Each joint committee reviewed

chart). It measures the professional

three options for determining the

practice portion of PERA using the

• If some rare occurrence takes

final rating. The first one, the defi-

Danielson Framework. This option

plac e du r i n g t he pre -t e st /

nition model, describes the final

continued on page 31

Sample

PERA Final Rating Worksheet Professional Practice Evaluation

Danielson Components 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments, 2a Creating a Climate of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 3a Communicating with Students 3b Using Questioning/Prompts, Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism

70% 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 84

Student Growth Evaluation

30%

Student Growth 5% Average Growth of 50% or more Average Growth 25% to 49% Average Growth 10% to 24% Average Growth 1% to 9%

Type I 6 5 4 3

Student Growth 25% 76% or more met targeted growth 51% to 75% met targeted growth 25% to 50% met targeted growth Less than 25% met targeted growth

Type III 30 25 20 15

TOTAL POSSIBLE POINTS = 120 FINAL RATING 108 to 120 Excellent 84 to 107 Proficient 60 to 83 Needs Improve 38 to 59 Unsatisfactory

90% 70% 50%

Sample worksheet courtesy of Joe Matula

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

Milestones

continued from page 32

Robert L. Frank, 96, died Jan.

Ray Lynn, 70, died Jan. 29, 2015.

George Arnold “Bub” Roquet,

18, 2015. He served on the Deer

He was an 18-year board member of

88, died Jan. 23, 2015. He was a

Creek-Mackinaw school board for

the West Richland CUSD#1. He taught

Winola School Board member.

two terms.

automotive classes at Wabash Valley

John V. Schwarzentraub, 89,

Barbara Busse Lawson Hales,

College and at Olney Central College

died Jan. 1, 2015. He was a former

88, died Dec. 31, 2014. She was very

for 30 years. Lynn was active in local

member of the Washington CHSD

active in the community and served

pilot and flying clubs, and flew 300

308 Board of Education.

as the second female member of the

area students in the Young Eagles Pro-

Isabella “Ruth” Stark, 81, died

Kenilworth SD 38 Board of Education.

gram in his Piper Tri-Pacer airplane.

Dec. 2, 2014. She served on the Fox Lake Grade School board from 1971

Ronald D. Henning, 82, died

Richard L. Maloney, 83, died

Jan. 4, 2015. He formerly served on

Dec. 31, 2014. He previously served

the Meridian School Board.

on the Ridgway school board.

to 1974. Paul W. Sunderland, 95, died

Donald Gene Henry, 82, died

Fredrick J. Porzelius, 81, died

Jan. 16, 2015. A physician, he was

Dec. 26, 2014. He previously served

Dec. 9, 2014. He had formerly served

former member of Gibson City Board

as a school board member for the

on the Gridley High School board.

of Education.

Walter E. Pyle Sr., 82, died Jan.

Robert J. Taylor, 81, died Jan.

Harold E. “Butch” Hoagland

17, 2015. A career teacher, he was the

7, 2015. He served several terms on

Jr., 65, died Dec. 23, 2014. He was a

former vice president of the Wood Riv-

the Riverton CUSD 14 Board of Edu-

member of the Ashland and A-C Cen-

er-Hartford District 15 school board.

cation.

tral school boards for many years,

Shirley Mae Rauschenberger,

Robert Joseph Verdun, 68, died

including over 16 years as board

88, died Dec. 15, 2014. She was a for-

Dec. 2, 2014. He was a member of

president.

mer Community Consolidated SD 46

the board of education for Odell

Oakland district.

David C. Holliday, 88, died Jan.

school board member. She was also

Community school districts 435 and

6, 2015. He was a past member of the

one of the first editors of the Elgin

160. He also served as superinten-

Pana school board.

Free Press, which became the Elgin

dent of schools in Colfax, Robinson,

Mark Johnson, 66, died Dec. 13,

Herald. After retiring, she remained

Argenta, Tonica Spring Valley, and

2014. He was a current Board of Edu-

active in political campaigns, espe-

Shelbyville until his retirement in

cation member at Willowbrook High

cially her son Steve’s campaigns for

2011. He also served on the board

School District 88. He served on the

Illinois State Senate.

of directors and legislative commit-

board since 1999 and was president

Carlton L. Redfern, 92, died

from 2003 to 2011. He received the

Dec. 9, 2014. He was a former mem-

school’s distinguished alumni award

ber of the Northwestern CUSD 2

in 2012. Johnson also served as dep-

Board of Education.

uty chief of police for the Villa Park Police Department Harold R. Keleher, 90, died Dec. 28, 2014. He previously served on the Scales Mound school board.

Charles Rice, 55, died Dec. 19, 2014. At the time of his passing he was a sitting member of the DuQuoin CUSD 300 Board of Education. Leslie “Clyde” Robertson, 92,

tee for Illinois Association of School Administrators. William L. Wagoner, 87, died Dec. 29, 2014. He previously was a member of the Sherrard school board for 13 years John James Warner, 81, died Dec. 18, 2014. He formerly served on the school board for Mattoon

Vernon L. Laird Jr., 85, died Dec.

died Jan. 12, 2015. He served two

2, 2014. He had formerly served on the

terms on the Marion Unit 2 school

Dennis L. Whitten, 68, died Jan.

school board for Rankin High School.

board and was active in communi-

20, 2015. He was a former member of

CUSD 2.

Clarence “Red” Lowery, Jr., 88,

ty service in his hometown of Creal

the Vandalia CUSD 203 school board.

died Jan. 16, 2015. He was an active

Springs. In 1996 an annual award,

Alfred Wilson Jr., 80, died Jan.

member of the Benton community,

called the Clyde Robertson Commu-

8, 2015. He previously served on the

serving on the Benton High School

nity Service Award, was established

North Chicago District 64 Board of

board for more than a decade.

in his honor.

Education.

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

A Directory of your

IASB Service Associates IASB Service Associates are businesses which offer school‑related products and services and which have earned favorable repu tations 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.

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro - 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/787-1199; email: rmitchell@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com 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 - 847/742-4063; 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: tsjolander@dlrgoup.com

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

Architects/Engineers

RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.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 — Full service architectural firm providing planning, design, construction observation and interior design. Burr Ridge - 630/455-4500

ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake - 847/223-4804

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien - 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com

FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Park Ridge - 847/292-1039

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

FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria 309/669-0012; O’Fallon - 618/624-3364; St. Louis - 314/439-1601 website: www.fgmarchitects.com

WOLD ARCHITECTS AND ENGINEERS — Specializing in Pre-K-12 educational design including master planning, sustainable design, architecture, mechanical and electrical engineering, quality review, cost estimation and management. Palatine - 847/241-6100

ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355

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

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: smchassee@ arconassoc.com

HEALY, BENDER & ASSOCIATES, INC. — Archi tects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dhealy@healybender.com JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com

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

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

KENYON AND ASSOCIATES ARCHITECTS, INC. — Complete architectural services for education. Peoria - 309/674-7121

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

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

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

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design & Technology. Rockford - 815/484-0739, St. Charles - 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby. com

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

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 - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987 BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com

LEGAT ARCHITECTS, INC. — Architectural and Educational planners who specialize in creating effective student learning environments. Chicago 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545

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

PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012

CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; email: rmont@cordogan clark.com 30

PERKINS+WILL — Architects; Chicago - 312/755-0770

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

Building Construction

POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; email: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

Computer Software

Financial Services

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

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

Consulting eRATE PROGRAM, LLC — consulting services assisting districts in processing applications for receiving government funds to cover up to 90% of costs for local, long-distance and cellular phone service (purchased by the school), internet access and web hosting. St. Louis, MO - 314/282-3665 SEGAL CONSULTING — A comprehensive array of consulting services including Health & Welfare; Retirement Plan; Claims Audit; Compliance; Communications; Administration & Technology; and Compensation and Bargaining. Chicago 312/984-8512

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 866ALPHA-01 (866-252-4201); website: www.alphaACS. com; email: info@alphaacs. com CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www. thectsgroup.com; email: rbennett@thectsgroup. com DEFRANCO PLUMBING, INC. — Plumbing service work including rodding, sewer camera work, domestic water pumps, testing rpz’s, green technology as related to plumbing. Palatine - 847/438-0808

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 312/281-2014; email: rvail@bernardisecurities.com

ing 84 points, for 21 of the 22 Danielson components. The student

FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington - 309/829-3311; email: paul@first midstate.com

of points. When added to the pro-

GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenz cpa.com 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 SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial.com; email: dphillips@ speerfinancial.com

GCA SERVICES GROUP — Custodial, janitorial, maintenance, lawn & grounds, and facility operations services. Downers Grove - 630/629-4044

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

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

WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Rosemont 630/560-2120

HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; email: janet.rivera@honeywell.com

Human Resource Consulting

RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstenschmidt@ radonresults.com

uses ratings of 4, 3, 2, and 1, total-

growth portion is described in the

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

OPTERRA ENERGY SERVICES — 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. Oakbrook 312/498-7792; email: sharon@opterraenergy.com

continued from page 28

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com

STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; email: noblea@stifel.com

IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington - 309/828-4259

PERA

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

right-hand column. Each student growth portion provides a number fessional practice part, this gives a total that can be compared to the final rating chart in the bottom righthand corner. Note all cut score levels would be determined by the joint committees (the ones in the sample are arbitrary). Each of these school districts plans to collect survey data from teachers during a pilot phase in early 2015 to adjust cut scores. For more about the Danielson framework, visit danielsongroup. org/. Conclusion Described above are the primary decisions to be considered by joint committees implementing PERA. I am a five-year member of PEAC (Performance Evaluation Advisor y Council), an Il linois superintendent of 26 years and a tenured university professor who taught many teacher evaluation classes and Danielson training sessions. Most importantly, as a facilitator, I listened to the five joint committees independently analyze

Insurance

the above decisions. Given that

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

b a ck g rou nd , I fe el t he mo del described above is the fairest, the most practical and the most educa-

Superintendent Searches HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/318-0072

MARCH-APRIL 2015 / THE ILLINOIS SCHOOL BOARD JOURNAL

tionally sound way to meet the PERA requirements.

Milestones Achievements Je f f M ay s, a

the federal government. He says he

he will compete for the $1 million

former Illinois state

has worked with Rauner previously

Varkey GEMS Foundation Global

representative and

and is excited for the opportunity.

Teacher Prize. Vondracek, a Gurn-

sitting Quincy SD

The remaining six members of the

ee resident, is one of 50 teachers

172 school board

Quincy School Board appointed

worldwide placed on the shortlist

member and board

Steve Krause, a former board mem-

for the award, which is given to one

vice president, has been named to

ber, to fill Mays’ term. Krause will

exceptional teacher who has made

Governor Bruce Rauner’s cabinet.

serve until four new board members

an outstanding contribution to the

Mays will oversee state unemploy-

are seated after the April 7 election.

profession. Vondracek is in his 17th

ment insurance and benefits in his

M a r k Vo n d -

year of teaching at ETHS, and he

capacity as director of the Illinois

r acek , president

sponsors or coaches seven different

Department of Employment Security,

of the Woodland

science and physics-related academic

pending Senate confirmation of his

CCSD 50 Board of

teams or contests. The 46-year-old

appointment. He resigned his school

Education, has been

Ph.D. also publishes regularly. The

board position on Jan. 13. Mays says

nominated for a $1

winner of the prize will be announced

it will be a challenge to sustain the

million prize. A physics teacher at

in March at the Global Education and

state agency given funding cuts from

Evanston Township High School,

Skills Forum in Dubai.

In memoriam Robert “Bob” Bogard, 72, died

Barbara Jean (Sewell) Burwash,

Charles “Chuck” E. Diehl, 87,

Jan. 6, 2015. Bogard was the sitting

79, died Dec. 10, 2014. She was a for-

died Dec. 9, 2014. Diehl was a former

president of the Board of Education

mer member of the Bismarck-Henning

Mt. Morris school board member.

in Knoxville CUSD 202, serving in

school board, serving for 10 years.

his third term. His leadership was

Robert I. Butler, 88, died Dec. 2,

24, 2014. He served on and was for-

instrumental in several projects with-

2014. He formerly served as a mem-

mer president of the District 50 Board

in the school district, including the

ber and president of the Saybrook-Ar-

of Education in Sunnyland.

construction of the sports complex

rowsmith school board for 12 years.

David R. Endress, 89, died Dec.

Ronald Cornelius, 73, died Dec.

21, 2014. He formerly served on the

and the new high school.

Ralph E. Durham, 89, died Dec.

Richard Bokor, 66, died Jan. 4,

18, 2014. He was a former member

Sparland District 3 Board of Education.

2015. A former teacher, he was the

of the Joliet Township High school

Donald “Don” James Foster, 76,

vice president of the Palatine District

board.

died Jan. 23, 2015. He was a former

15 school board. Among his many

Richard “Dick” Cronholm, 79,

member of the Sterling Unit 5 school

accomplishments and community

died Dec. 18, 2014. He previously

board, serving as board president for

and educational involvements, Bokor

served Taft School District as a school

two years.

was an IASB Master Board Member.

board member for 12 years.

continued on page 29

THE ILLINOIS SCHOOL BOARD JOURNAL / MARCH-APRIL 2015

ASK THE STAFF

IASB offers essential workshops for new board members By Nesa Brauer

uestion: What can new school

Illinois law also requires that

and OMA workshops will complete

board members do to launch

newly elected school board mem-

the admission requirements into the

bers complete Open Meetings Act

Academy.

their board career successfully? Answer: Congratulations to all

(OMA) training within 90 days of

For more information, including

taking the oath of office. IASB focus-

a list of New Board Member work-

Every other year, the Illinois Asso-

es on both the Open Meetings Act

shop dates and locations, see page

ciation of School Boards offers New

and the School Code as they apply to

24 or visit www.iasb.com/calendar/

Board Member Workshops to help its

school board members and meetings.

newBMworkshops2015.pdf.

newest members acquire the knowl-

All sessions covering state require-

To register online, determine the

edge, skills and resources to become

ments take place on Friday of each

workshop you wish to attend, and find

effective school leaders. Workshops

New Board Member Workshop.

its registration link on the calendar

new board members!

fulfill state-mandated training and

Board members only need to

provide a “fast-track” for admission

take PDLT, PERA and OMA train-

into IASB’s LeaderShop Academy.

ing one time.

New Board Member Workshops

In addition to mandated train-

— IASB offers 20 this year, more

ing, New Board Member Workshops

than ever before — will take place

also offer Basics of Governance, with

across Illinois on Fridays and Satur-

a focus on board and board member

days in May, June and July.

roles and responsibilities, plus net-

State law mandates that every

working and decision-making skills.

school board member elected for

The Basics of Governance compo-

the first time in 2015 complete Pro-

nent of these workshops occurs on

fessional Development Leadership

Saturday of each event.

Training (PDLT) in the first year

Along with valuable training

of his/her term. Re-elected board

and essential information, New

members who have not already done

Board Member Workshops offer a

so must also complete PDLT. New

“fast track” to becoming a mem-

Board Member Workshops include

ber of the LeaderShop Academy,

PDLT, covering education and labor

IASB’s professional development

law, financial oversight and account-

and recognition program. To qualify

ability, and fiduciary responsibili-

for the LeaderShop Academy, the

ties. This training will also include

Basics of Governance workshop is

a component on the Performance

required, along with two additional

Evaluation Reform Act (PERA).

courses. The state-mandated PDLT

at www.iasb.com/calendar/.

Nesa Brauer is a trainer in IASB’s Board Development department. She 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

No other search professionals know your area of the state better than the Executive Search team at IASB. In the past 6 years the IASB team has assisted 167 member districts within 64 different counties with their superintendent search. For the complete list of districts and counties served go to www.iasb.com/executive Represents the 64 counties served.

For further information regarding the IASB Executive Search process, please contact: 217/528-9688, ext. 1217 or 630/629-3776, ext. 1217. Mar-Apr 2015