The Illinois School Board Journal May/June 2012 by IASB Publications

A Y

Vol. 80, No. 3

READING • WRITING • ARITHMETIC • BEANS • BALLS • BUSES

his issue, which focuses on

classes in Algebra II, a key subject on

class offerings first, particularly to

the SAT and for other indicators of

note whether the district offers Alge-

college readiness. Four times that

bra II.

many students never have access to

Equity: Exposure to higher lev-

a calculus class in high school, accord-

el courses can translate into long-

ing to the report.

term gains for minority and low income

math, is the third in our year-

In his 1999 study “Answers in

students. Whatever the strategy,

long series to examine the three Rs

the Toolbox: Academic Intensity,

increasing rigor in classes should be

and the three Bs of board work. For

Attendance Patterns and Bache-

across the board and available to

those of us who work with words, the

lor’s Degree Attainment” and again

all students.

Rs of reading and writing come eas-

in a 2006 study “The Toolbox Revis-

Funding: Look to state and fed-

ily. And then there is math …

ited: Paths to Degree Completion

eral sources to help fund initiatives

What’s apparent from these first

From High School Through College,”

like the AP Incentive Program or dual

three cover stories is that students

Clifford Adelman found that “taking

enrollment opportunities with local

are being asked to achieve at high-

a math course beyond the level of

community colleges and universities.

er levels than ever before. As a con-

Algebra II (such as trigonometry or

Advocacy: Monitor trends as the

sequence, school boards that do not

pre-calculus) doubled the odds that

Common Core State Standards are

ask questions about the rigor of their

a student entering college would com-

being implemented or provide direct

curriculum may be dooming their

plete a bachelor’s degree.”

input about development of the new assessments.

students to problems for a lifetime.

However, a study from the Nation-

The Center for Public Education

al Center for Education Statistics

K-12/college links: Ask to see

(CPE) released a report in March 2012

completed in 2007 found that only

data on how the district’s gradu-

that asked the following question: Is

one-third of students from disad-

ates perform in their first year of col-

the high school curriculum tough

vantaged families take math beyond

lege to determine if the district’s

enough? The report focuses on strate-

Algebra II, compared with 72 percent

curriculum is providing the proper

gies that are “capable of toughen-

of affluent students. Even more trou-

preparation.

ing up the high school curriculum.”

bling is that those who do have access

Data: Cooperate with national

One of the biggest challenges

to those courses may not be getting

efforts to collect data on programs

comes from defining “rigor.” As Glenn

the same rigor. According to the Nation-

such as Advanced Placement, Inter-

“Max” McGee, current president of

al Center for Educational Account-

national Baccalaureate, dual enroll-

the Illinois Mathematics and Science

ability, even though certain groups

ment and early college programs to

Academy in Aurora, says in this issue’s

of Texas students had Algebra II and

help identify if resources are being

cover story: “‘Algebra I’ looks differ-

geometry on their high school tran-

well-spent for the results.

ent in different parts of the state.”

scripts, more than two-thirds of African

“No matter the precise defini-

And what one district may define

American students and 60 percent

tion, the academic rigor of a student’s

as “rigorous” is not what passes for

of low-income students failed to pass

high school coursework has a long-

rigor in another, whether it’s with Illi-

their state math assessments that

lasting impact on future careers and

nois State Learning Standards or

only cover Algebra I concepts.

earnings,” the CPE report stated. By

The CPE report offered six prac-

asking the right questions, like those

Even more troubling in the CPE

tical suggestions for school board

above and those included with this

report, which is based on informa-

members who wish to ensure that

issue’s cover story on math, board

tion from the U.S. Department of Edu-

district students are presented class-

members have the opportunity and

cation’s Office for Civil Rights, is that

es with the correct rigor to achieve

the responsibility to help ensure that

3,000 high schools serving nearly

their lifetime goals:

students are prepared for their lives

Common Core State Standards.

500,000 students do not offer any

Access: Address the issues of

beyond high school.

TABLE OF CONTENTS

COVER STORY 12 Figuring out a way to make math ‘cool’ Those who love math keep looking for ways to keep math achievement from dipping once many students reach middle school. Linda Dawson

14 Sidebar: Questions for board members to ask about math instruction 15 Sidebar: Recognizing mathematics proficiency

FEATURE STORIES 4 | A parting view IASB heads forward with a clear vision IASB’s mission will remain the same even as the executive director changes in July. Michael D. Johnson

8 | Speaking of board members How responsibilities relate to graduation ceremonies

Vol. 80, No. 3

The role of a board member has at least five similarities with being a graduation speaker. Linda Dawson

21 | Academic game changer Implementing Common Core State Standards in Illinois The first in a four-part series detailing what board members should know about the new educational standards. Donna McCaw, Stuart Yager, Carol Webb and Rene Noppe

23 Sidebar: FAQs about the Common Core State Standards

24 | After nearly a year What we’ve learned, how to deal with SB7 evaluation mandates The Illinois Education Reform Act means board members will need to be more familiar with teacher evaluations. David J. Braun

26 Sidebar: RIF/evaluation checklist

30 | Seven tips toward making evaluations more effective These practices can assist in the transition to new evaluation systems. Adam Cobb

32 | Typical costs can help boards budget Knowing how much it will cost can help boards budget for professional development. Linda Dawson

36 | IASB helps to answer governance questions National readership gets good advice from IASB staff members. Angie Peifer and John J. Cassel

REGULAR FEATURES Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

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

TOPICS FOR UPCOMING ISSUES July/August September/October

First B: Beans (Finance) Second B: Balls (Extracurriculars)

Cover by Corbin Design, Petersburg

BOILER ROOM

Impractical estimations lead to math confusion by “Gus”

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

ple sell that night?”

ere at Eastside, we’re all kin-

“I agree with Helen … quite a few

da proud of our eighth-grade

… not a whole bunch,” replied Mar-

boys’ basketball team. It’s not ’cause they’re the best team in the league

“Wait a minute,”

… far from it. It’s really ’cause our

interjected Keck.

hoopsters really put their heart and

“How many, exactly,

soul into the game. Last winter, however, Mr. Keck

garet Bookman. “You mean you don’t have an accurate count?” “Don’t you remember, Mr. Keck?

is a whole bunch?”

We bought those cut-rate tickets that

now a Chicago-

began to notice some problems con-

“More than quite

don’t have sequential numbers. And

based college

nected with our home games. So, he

a few,” replied

there’s no time, believe me, to keep

instructor and

had a meeting after school with all the

author.

adults who are in any way connected

Mrs. Gustafson.

do? Weigh them?”

mean everybody. I generally work late

“You know what I mean, Mr. Keck

when we have a home game, just to

… TONS of people.”

help the night shift clean up the gym, Mr. Keck began by addressing the concession stand volunteers.

“What happened to the leftover hot dogs?” Keck asked. “Well, the ladies and I sold quite

“Uh-huh.” Coach Parker now entered the conversation …

“I understand that we had more

a few after the game by marking them

“I can shed some light on this,

than 100 hot dogs left over from the

down to 50 cents. When we figured

Mr. Keck. We tend to have the largest

last game. That’s very wasteful. How

everybody bought as many as they

turnout when the teams are evenly

come there were so many?”

were going to, we gave a whole bunch

matched. Then, all the fans know it

away to the players and the cheer-

will be an exciting game, with a nar-

leaders and their parents.”

row point spread. When we’re ranked

“That’s because we expected a whole bunch of folks to show up, but they didn’t,” replied Mrs. Gustafson.

“Wait a minute,” interjected Keck.

better than another school’s team …

“When we expect a whole bunch of

“How many, exactly, is a whole

like Roberts Junior High, for exam-

folks, we precook the hot dogs and

bunch?”

ple … the fan turn out is low ’cause

keep them in the warmer oven so we’ll be ready for the mad rush about half-way through the game. It turned out, though, that quite a few attended the game, but not a whole bunch.” 2

standing in line!” “Tons of people? What did you

to these Friday night events … and I

so I was at the meeting, too.

tabs when you’ve got tons of people

“More than quite a few,” replied Mrs. Gustafson. Keck now turned his attention to the volunteer ticket sellers. “How many tickets did you peo-

everybody knows what the result will be and nobody likes watching a team that’s not so hot get humiliated ... like last time, when we beat Roberts by 62 points.”

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 / M AY- J U N E 2 0 1 2

“What about that team from Carlisle?” asked Keck. “Same kinda thing, Mr. Keck …

bled under his breath. “What did you say, Mr. Keck?” “Never mind, Ethel.”

small turnout … this time ’cause the

The meeting adjourned, and I

fans know we haven’t got a prayer.

walked Mr. Keck back to his office.

Carlisle’s the top-ranked team in the

He looked kinda confused.

county. Eastside fans feel even more

“Say, Gus,” he began. “I heard

uncomfortable about seeing our boys

some parents had their cars ticket-

get humiliated. Now, when the teams

ed by the police while they were in

are evenly matched, we get a humun-

the school watching a game a few

go turnout, like we did two games ago.”

weeks ago.”

“How many is humungo?” asked “Well, that’s way more than a whole bunch,” the coach replied.

Coach was talking about. The lot was overflowing, so quite a lot of parents

“So, let me see if I have this right.

parked their cars in illegal parking

Humungo is way more than a whole

places. Not really a whole bunch …

bunch, but a whole bunch is way

but a ton of them.”

more than quite a few.” “Now you’ve got it, Mr. Keck!” exclaimed Mrs. Gustafson. “Well, what’s beneath those terms, “Well, just under quite a few is sorta average, under that is not so many, and under that is bummer.”

Vice President Karen Fisher

BOARD OF DIRECTORS Abe Lincoln Roger Edgecombe

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern John Coers

Cook South Tom Cunningham

Starved Rock Simon Kampwerth Jr.

Cook West Joanne Zendol

Three Rivers / Treasurer Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

“Don’t start with me, Gus.” “Oh, sorry. Say, boss … nice meeting.” “Do you think we learned anything, Gus? I mean, other than peo-

Ethel?”

Immediate Past President Joseph Alesandrini

“Yeah,” I responded. “That was one of those evenly matched games

Keck.

President Carolyne Brooks

ple seem to have thrown accurate mathematics out the window?” “Yeah, Mr. Keck! Humungo!”

“Wow … new math,” Keck mum-

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

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

Kishwaukee Mary Stith

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

“Wow! This was not anticipated.” M AY- J U N E 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

FEATURE ARTICLE

A parting view …

IASB heads forward with a clear mission by Michael D. Johnson

Michael D. Johnson is executive

ditor’s note: In August 2000,

its members with that mission firm-

Michael D. Johnson became

ly in place.

Roger and I have spent the past

just the fifth full-time executive direc-

director emeritus

tor in the 98-year history of the Illi-

One of the things

two months helping him to become

of the Illinois

nois Association of School Boards.

that makes IASB so

better acquainted with IASB board

Association of

He retired from that role in May 2007 and returned in July 2007 as exec-

successful and its

of directors, staff, members, partners

School Boards. This is part five of

utive director emeritus to focus on

programs so

a five-part series.

the transition to a new executive and

valuable is that

to help with fundraising for the Asso-

we try very hard

ciation. He will relinquish that role and end 12 years of service with IASB in June 2012.

good opportunity for Roger to develop new relationships and to re-affirm those that I can pass on to him. Fortunately, Roger’s own expe-

to anticipate

rience as a superintendent and state

member needs.

lawmaker gives him a tremendous

This is the fifth of five articles

advantage; he knows how things

Johnson will write for The Jour-

get done and who to go to. And he

nal, outlining what he and the Asso-

knows the issues, many of which don’t

ciation have done and where he

change much over the years. But there are some challenges

believes both are heading. In this

and other associations. It’s been a

issue, Johnson reviews the transi-

But before I go, I would like to

on the horizon that the Associa-

tion of executive directors and his

review where we’ve been in my 12-

tion and local school boards face that

personal plans.

year tenure as executive director and

increase the stakes: education reform,

What does one do for an encore

executive director emeritus of the

teacher and administrator perfor-

to a career in public education that

Illinois Association of School Boards,

mance evaluation, pension reform,

began in 1973 and is close to ending

and where I think IASB and public

mandatory training, calls for con-

39 years later?

education is heading.

solidation, and greater financial pres-

I may be older and maybe a bit

As of July 1, the Association will

sures as the state continues to

slower, but I have definite plans. Those

have a new executive director. But

withdraw from its commitment to

include spending more time with fam-

the mission will remain the same:

adequately support public educa-

ily, especially our two grandchildren

excellence in local school governance

tion.

(and another on the way), and more

in support of quality public educa-

These challenges will be demand-

time on fundraising and scholarship

tion. I know that your new executive

ing. There will be hardships and hur-

activities for Ronald McDonald House

director — Roger Eddy — will be com-

dles. Even the most prudent districts

Charities.

mitted to serving the Association and

and those with the greatest revenue

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 / M AY- J U N E 2 0 1 2

sources will be pressed. IASB will feel

pals, superintendents, attorneys,

and the National School Boards Asso-

the same pressures; yet it will be

board members and practitioners

ciation on many projects and initia-

ready to serve as more districts turn

from other fields, who bring their

tives.

to the Association for more services

experience and expertise to the table.

The size of the Association staff

to help them contend with these

In fact, IASB staff is viewed as a nation-

has nearly doubled in the past 12

issues.

al leader, and has worked extensive-

years, and I am very proud of the

ly with 32 other state associations

people and programs we have put

One of the things that makes IASB so successful and its programs so valuable is that we try very hard to anticipate member needs. The latest example is our new partnership with Performance Matters. This K-12 data management and assessment service is designed to merge leading and lagging indicators

STAFF

as well as student information systems, so that teaching staff and administrators can quickly and accurately analyze student performance data against state standards in order to differentiate instruction and meet student learning needs. New education reform measures will impose more accountability requirements on school boards and school districts. Do districts know that they need this service or something like it? Maybe not yet. But we will be ready when they do. Services like this did not exist or were not needed when I became executive director in August 2000. A lot has happened since â&#x20AC;&#x201D; from No Child Left Behind to Senate Bill 7. Our training has evolved too, from a regional delivery model to one that emphasizes local, in-district training, working with whole boards and

OFFICE OF THE EXECUTIVE DIRECTOR Michael L. Bartlett, Deputy Executive Director Meetings Management Patricia Culler, Assistant to the Executive Director Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Dawn Miller, Consultant Thomas Leahy, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer Production Services Diane M. Cape, Senior Director ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Associate Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Advocacy Cynthia Woods, Director

not just on individual board member skills. One reason we have been able to keep up with these new demands is the makeup of the IASB staff. Our professional and support staff have a diverse and broad background. We have educators, princi-

IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831 One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

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

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

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

www.iasb.com

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

SHAPEUP

into place. I also hope that my role as an entrepreneur has helped to make the Association financially fit to develop and deliver the services our members want and need. With-

(Your policy manual, that is)

out money, good ideas just remain

Is your policy manual tired and out of shape? No matter what shape and condition the manual is in, Policy Services can help.

become the unofficial historian for

dreams. I’ve always liked to dream big. I’ve reached the point where I’ve our state school management associations. By preserving that perspective, I believe it has helped to keep the Association relevant in public policy debate. We’ve always strived to balance the political rhetoric with

An IASB policy consultant will work with your district to develop a new and up-to-date local school board policy manual.

It’s time to consider a Policy Manual Customization with IASB.

practical hindsight and reliable facts in order to influence outcomes with minimal negative impact on local school districts. There are many people I should thank for the freedom I enjoyed to do the things I was able to do through the Association: the IASB board of directors and its leadership, my deputy executive director (Mike Bartlett) and administrative assistant (Carla

Individual policies will be ✓ clear and concise. ✓ legally referenced. ✓ cross-referenced to related policies. ✓ identified with adoption dates. In addition, you will receive a 6-month complimentary PRESS Plus Service when your new manual is adopted to keep it current.

Bolt), our administrative team and our staff. And most importantly, I need to thank my family. I missed events and people whenever I was away, but I appreciate that the board always gave me the option to put family first whenever the occasion required it. I look forward to my own retire-

If your district has completed a Policy Manual Customization with a representative from IASB within the past 5 years, you may be eligible for a Streamlined Policy Manual Customization. This service provides all the benefits of a full customization with a streamlined process for efficient use of school board staff and resources.

NEW

from the sidelines. It’s been a great 12 years. I know the Association is heading toward its next century of service — not with mission accom-

For more information: Anna Lovern Phone: 217-528-9688, ext. 1125 Email: alovern@iasb.com

ment and the chance to watch IASB

plished, but with mission clearly

Brian Zumpf Phone: 630-629-3776, ext. 1214 Email: bzumpf@iasb.com

defined. Best wishes to IASB, Roger and to all of you.

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 / M AY- J U N E 2 0 1 2

FEATURE ARTICLE

Speaking of board members …

How responsibilities relate to graduation ceremonies by Linda Dawson

Linda Dawson is IASB director/

you one of a select few.

ver the course of the next few

You may not have thought of it

weeks, hundreds of thousands

like this before, but in a number of

In Illinois, just more than 6,000

of people will head to auditoriums,

ways, board members are like speak-

residents can say they are current

editorial services

gymnasiums and outdoor arenas to

ers at graduation ceremonies. Here

school board members. That may

and editor of The

attend graduation ceremonies for

are the similarities:

sound like a lot, but when you con-

Illinois School

high school and college students. One

Board Journal.

of the event’s staples is usually a graduation speaker.

sider Illinois has a population of 12,830,632, according to the 2010

It’s an honor Colleges often invite “big name”

U.S. Census, school board members

speakers to talk

make up less than one-half of 1 per-

about the future

cent on any given day.

that awaits grad-

That number also pales in com-

Many

parison with the Illinois school pop-

school districts

ulation, which is about 18 percent of

choose members

all residents, according to the most

of the graduating

recent census.

uates.

class to do the honors. People

A position of responsibility

consider it an

A graduation speaker is only one

honor to be cho-

person, and yet the speaker sits on

sen to speak

stage as a part of a small group with

before such a

certain responsibilities. The speak-

gathering.

er is responsible for the remarks, but

No matter

someone else does the greeting, anoth-

whether you’re a

er presents the class and yet anoth-

“well known”

er may actually hand out diplomas.

name or just one

Collectively, everyone functions to

in your “class” of

make the ceremony run smoothly

community resi-

and efficiently.

dents, it’s also an

The same is true in your role

honor to be elect-

as a school board member. You are

ed to a school

just one of seven members of the com-

board. It makes

munity elected to your position on

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 / M AY- J U N E 2 0 1 2

the “stage” of school governance.

popular with some or even most of

the polls for voting your conscience.

Each board member has a role to play,

the community, are essential for the

But at least you can do so knowing

but you have no actual authority as

best interest of the district as a whole.

that you did your best for your dis-

an individual to make decisions. It is

Consider the district that has an

trict … and that really was what you

only as a collective board of seven,

older building that has outlived its

were elected to do.

working with your superintendent, that you come to agreements and lead the district. Representative or trustee role When speakers are selected for graduation, especially if they are students, those who make the selection

Board members need to maintain their “balcony perspective” in order to stay above the day-to-day business of the district. As a board member, you may set a policy regarding student decorum

want someone who will represent the

during graduation, but you are not in charge of the front-line

graduating class well. They put their

discipline.

trust in that speaker to make remarks that are appropriate for the audience. Many student speakers are required to submit their remarks to someone in authority before the cer-

maintenance life. Repairs are cost-

emony. Straying very far from those

ing more and more each year, but

Sitting up on the stage, a grad-

submitted remarks can result in sanc-

the community has strong, nostal-

uation speaker has a much different

tions that usually are spelled out ahead

gic ties and wants to keep the build-

view of the ceremony than the grad-

of time.

ing open.

uates or the audience. The speaker

Balcony perspective

Voters elected you to be their

A new building not only would

is close to the action, and yet not

representative and be their “voice”

be more cost-effective but allow stu-

always a part of it. The speaker comes

on the board. But they also invested

dents more opportunities for enriched

to the dais when called for, but main-

their trust in you. They trust you to

curriculum because of technology.

tains a distance from the rest of the

be fiscally responsible with tax dol-

What do you do?

proceedings.

lars. They trust you to make deci-

Your representative side might

The same is true in your role

sions that are in the best interest of

want to hold out and keep that build-

as a board member. You need to have

their children.

ing open as long as possible, because

a different perspective, one that was

A difference, although sometimes

that’s what your constituents want.

explained by Richard Broholm and

subtle, exists between being a rep-

But your trustee side would argue

Douglas Johnson in A Balcony Per-

resentative and being a trustee. Rep-

that millions of tax dollars are being

spective: Clarifying the Trustee Role.

resentative government implies that

thrown at a situation that will not

Board members need to main-

the person serving listens to his or

improve the basic problem (an old

tain their “balcony perspective” in

her constituents and then makes deci-

building) and students are missing

order to stay above the day-to-day

sions based on what the majority of

out on new opportunities.

business of the district. As a board

those speaking have said. A trustee,

The decision will never be easy

member, you may set a policy regard-

on the other hand, takes the welfare

or popular with everyone, but some-

ing student decorum during gradua-

of the entire group into considera-

times you’ll be called on to make those

tion, but you are not in charge of the

tion before making a decision.

tough decisions because you do sit

front-line discipline.

While you were elected in a representative form of government,

as a trustee for the district’s finances and their children.

A balcony perspective, like sitting on the stage at a graduation cer-

sometimes you need to sit in trust

Just like students who stray from

emony, allows you to observe the big

and make decisions that, while not

the script, you may face sanctions at

picture of how the district functions.

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

Just as the speaker is not the one to

member survey, conducted in 2008,

condition as when I came on the

go out into the sea of graduates to

59 percent of board member respon-

board

confiscate the beach ball, you don’t

dents said they have achieved or made

The top two responses were

need to be involved in what goes on

progress toward the goals they had

improving achievement and engag-

“down on the floor,” other than to

when they were elected to the board.

ing the community.

observe and note whether the poli-

When asked what they would

You may have your own idea of

cies that you have put in place are

most like to accomplish, board mem-

what you want your legacy to be, and

being carried out reasonably, effi-

bers were able to choose from:

it may not be reflected in any of the

ciently and effectively.

• Improve achievement levels of all

above choices. But whatever your

students of the district Opportunity and legacy

• Improve the way in which the school

legacy, your time on this school board is special — not only for you but for your district.

Graduation speakers are given

board and superintendent operate

an opportunity to make their state-

• Engage the community more effec-

No two graduation ceremonies

ment and leave their mark on a par-

tively in pursuing a vision for the

are ever the same. No two school

ticular occasion. Their speeches

district

boards are ever the same either. Look

usually convey hope for the future and confidence in the new graduates to go forth and live productive lives.

• Improve the district’s financial

to your future on the board and govern as if you were the best gradua-

condition • Leave schools in the same good

tion speaker ever to take the stage.

Some may utter phrases that stick with graduates for years, just because this was a special time and a special moment. Board members also have an opportunity to leave their mark and create a legacy for the district that will endure. According to IASB’s most recent

Ask the staff continued from inside back cover ciation (IPA) and the Illinois Association of School Business Officials (Illi-

ASSOCIATESS The best of everything for schools

• When the legislators are home in

legislative report that then is dis-

the district office, set up a meet-

tributed to school board members,

ing with a couple of school board

superintendents, business officials

members, the superintendent and

and principals.

a principal to discuss education

matters.

via e-mail, and includes the latest

• Since the legislator is not always

news from the Capitol regarding

available in the district, especial-

school-related legislation. By read-

ly during the legislative session,

ing the legislative report, school board

get acquainted with the adminis-

members will have the information

trative assistant or legislative aide

necessary to determine when a call

in the district office. These key

to a legislator might be needed. Any-

staff people are valuable resources.

one can receive the report simply by

• Visit, call, e-mail or write a letter

sending an e-mail to bschwarm

to legislators on key legislation

@iasb.com and requesting it.

relating to your school district. Get

Here are a few tips in reaching out to your local legislators:

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.

school-related legislation.

nois ASBO). IASB staff writes the

The report is sent out weekly,

IASB SERVICE

ber and offer to be a resource on

to the point, use local data and stay out of “attack mode.”

• If you have not yet met your state

• Feel free to contact IASB legisla-

representative or senator, make a

tive team members if you have a

call to the district office, introduce

question, comment or wish to relay

yourself as a school board mem-

feedback from your legislators

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 / M AY- J U N E 2 0 1 2

COVER STORY

Figuring out a way to make math ‘cool’ by Linda Dawson

on Porzio has a collection of

sands of people on campus,” Porzio

— no fair peeking. In the mean-

Games magazines that he’s

said. “Every day I start them off with

time, let’s move on …)

IASB director/

editorial services

as a ready resource when he needs a

and editor of The

new math challenge. As an instruc-

Move one and only one dig-

pany, a leading U.S. Aerospace and

Illinois School

tor at the Illinois Mathematics and

it in the following equation

defense contractor, 70 percent of mid-

Board Journal.

Science Academy (IMSA) in Aurora,

to make it correct:

dle school students said they liked

he likes to use the puzzles with his

62 - 63 = 1

math. In fact, they like it enough that

students … as well as with their par-

(I’ll give you time to pon-

15 percent ranked it as their third

der the question and reveal the

favorite subject in school, right behind

answer at the end of the article

physical education (18 percent) and

Linda Dawson is

collected for 18 years. He keeps them

ents. “On preview day, we have thou-

In a recent independent study

a puzzle.” One of his favorites is this:

commissioned by Raytheon Com-

art (16 percent). The students surveyed also found that 58 percent acknowledge that math will be important to them in their future, especially in the role it will play for careers in technology. So, why is it that math achievement posts a noticeable drop off between fourth and eighth grades? The National Assessment of Educational Progress (NAEP) rates students tested as “basic,” “proficient” and “advanced.” In 2009, according to the U.S. Department of Education, 20 percent of fourth graders scored below the “basic” math level, but 27 percent of eighth graders scored below “basic.” According to Illinois Standard Achievement Test results from 2011, statewide percentages were not as dire: just 11 percent of fourth-graders 12

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 / M AY- J U N E 2 0 1 2

failed to score in the “meets” or

apply each year as eighth- or ninth-

get a right answer,” Porzio said. “The

“exceeds” categories in math, while

graders, only 230 to 250 are accept-

answer is not enough. Show me your

13 percent scored below “meets”

ed as entering 10th-grade students

thinking.

or “exceeds” in eighth-grade math.

for the following year. And even then,

“With assessments, we’re not

The failure of some students to

maybe 40 or 50 students a year require

talking about just designing good ques-

increase math achievement and to grasp the importance that math may play in careers other than technology can be disheartening for instructors like Porzio, even though he sees the best of the best in his classes.

Many everyday jobs require math skills, from running a cash register and counting out change to tapping numbers into a calculator to

Many everyday jobs require math

come up with an estimate of how much new windows will cost for

skills, from running a cash register

an entire house. Yes, these jobs allow the use of technology, but some-

and counting out change to tap-

where along the line, that person had to learn the functions behind

ping numbers into a calculator to come up with an estimate of how

the technology in order to be able to make sense of the numbers.

much new windows will cost for an entire house. Yes, these jobs allow the use of technology, but somewhere along the line, that person had to learn the functions behind the tech-

a “bridge program” to address acad-

tions. The difficulty comes in find-

nology in order to be able to make

emic deficiencies in their background,

ing a way to look at extended response

sense of the numbers.

according to Glenn W. “Max” McGee,

questions to score with a machine,”

IMSA president.

he added.

“We do well because the kids who

Porzio knows all the mistakes

IMSA, where Porzio has taught

come here had excellent teachers at

that students can make trying to get

for the past 14 years, attracts top-

the local level,” McGee said. “We’d

to a right answer. He’s also aware that

notch students who want to be chal-

like all teachers to be that good.”

with multiple choice questions,

High achievers

lenged, especially in their math and

Unfortunately, Algebra I looks

whether in class or on standardized

science classes. The residential-style

different in different parts of the state,

tests, you have to have a legitimate

high school features a well-rounded,

and the newly adopted Common Core

distractor for students who might just

typical high school curriculum but

State Standards (CCSS) won’t change

be guessing at the answers.

the emphasis is on rigorous study and

that, he said.

high student achievement. Almost

McGee, who served as Illinois

all IMSA graduates go on to college,

state superintendent of schools from

From his tenure in math educa-

many to Ivy League and selective uni-

January 1999 to December 2001,

tion, Porzio can recall a number of

versities.

came to IMSA five years ago. He also

different periods in math education

Even though there is no mini-

serves on the group developing assess-

now leading up to the switch to Com-

mum grade point average or SAT score

ments for the CCSS that will be used

mon Core standards.

(needed for admission), the GPA aver-

for school year 2014-15 testing in Illi-

age for incoming students (10th-

nois.

Leading up to CCSS

“The ‘new math’ in the 1960s was overrun by college and acade-

graders) was 3.9/4.0 for the class of

Their biggest challenge is com-

mia and was very theoretical,” he

2013. Their SAT scores averaged 607

ing up with assessments that will

said. In the late 1980s, the first stan-

on critical reading and 679 on math,

be easy to score but at the same time

dards were developed by the Nation-

out of a possible 800 points for each

require students “to produce rather

al Council of Teachers of Mathematics

category.

than circle and solve.”

(NCTM), “and that was when we had

Of the 600 to 950 students who

“There are lots of wrong ways to

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

‘fuzzy math,’ where it seemed like 13

teaching portion of the class time,

elementary grades? These students

In A Winning Formula for Math-

usually places the emphasis “on the

see little connection to their every-

ematics Instruction: Converting

teacher’s demonstration of how to

day lives, even though many of those

Research into Results, Judith Jacobs

solve problems of a particular type.”

early story problems involve every-

describes the differences between

The third element of practice is self-

day items, like apples and oranges

“traditional” and “standards-based”

explanatory, and then there is the

and how far it is to the store.

math. After a career in mathematics

homework that will be turned in the

Standards-based math programs,

education professional development,

following day and the cycle begins

however, “start from a clearly defined

Jacobs retired in 2008 from a posi-

again.

set of mathematics objectives usual-

the answers didn’t matter.”

tion as math professor at California

Other researchers, including Bri-

ly organized by grade level …,” Jacobs

State Polytechnic University in

an Rowan, Delena M. Harrison and

states. Her list of standards-based

Pomona.

Andrew Hayes in their 2004 article

program characteristics, drawn from

“Using instructional logs to study

research, include:

instruction has three components:

mathematics teaching in the early

• Use good questioning to prod learn-

• Checking homework

grades,” call this the “explain, prac-

ing without telling students how

• A teaching segment

tice, memorize” approach. Jacobs

to do the problems or providing

• Practice by students on solving

quoted the National Research Coun-

answers;

textbook problems

cil as calling it “mindless mimicry

She states that traditional math

The first, she says, “can take half

mathematics” in 1989.

the time allotted” for the lesson. The

Could this be why some students

second, while constituting the direct

lose their “love” for math after the

• Have both teacher demonstration and guided opportunities for practice; • Use challenging, interesting and complex questions and tasks that draw on prior knowledge; • Promote student reflection on their mathematical experiences to explain

Questions for board members to ask about math instruction

• Create a positive classroom environment toward mathematics and students’ ability to do mathematics. In a traditional math classroom,

School board members should maintain their “balcony perspective”

content knowledge moves through

when it comes to district programs. However, board members also need to

the teacher to the student and there

ask the proper question of administration to make certain that what is being

is little other interaction. It’s often

implemented follows the direction that the board has set for the district.

described as the teacher being “the

The following questions from “Linking Research & Practice, The Nation-

sage on the stage.” With standards-

al Council of Teachers of Mathematics (NCTM) Research Agenda Confer-

based math, content flow has all three

ence Report” are appropriate for board members to ask:

entities interacting: students with

• Do we have a curriculum that prepares our students to be functional in

the teacher, the teacher with the con-

today’s society?

tent, and the students with the con-

• Do our math assessments improve student learning?

tent and each other.

• How has high-stakes testing affected the way our teachers teach math?

Standards, although a good move

• Are our teachers using strategies that are specifically designed to close

forward, cannot be the sole answer,

the achievement gap in math?

according to Porzio, because if they

• How has technology been integrated into our math curriculum? And one overriding question always exists: How much money have we budgeted for professional development for our math teachers? 14

their reasoning; and

are implemented poorly, the system will still fall apart. And that’s where he saw things in the early 1990s.

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 / M AY- J U N E 2 0 1 2

The first NCTM standards from

“School boards need to recog-

Promethean board but a plain white-

the late 1980s were distributed, but

nize the appropriate use of technol-

board … to show him their answers.

there was no training with teachers

ogy,” he added, and they need to

At the beginning of each year, he

on how to use them and teach to them.

provide money for professional devel-

tells his students that they may not

“They just said, ‘here, teach to these,’”

opment in its use. “If teachers don’t

ever need a particular math skill that

he said.

understand how to help students

he is teaching them, but they will

understand when technology is appro-

need to learn how to think in a par-

priate, you get into trouble.”

ticular way.

The same thing happened when calculators, smart boards and now

“My job is to make them better

laptops and iPads started being more common in classrooms. Without prop-

Pencils vs. calculators

critical thinkers and problem solvers,”

er training, many teachers are not

In Porzio’s classes, students are

he said, “and I just happen to be using

“modeling” proper use of technolo-

more likely to use a pencil and paper

math to do it. They may not remem-

gy for students, Porzio said.

or write on a whiteboard … not a

ber a particular formula, but what

Recognizing mathematics proficiency Illinois is one of the governing states in a 24-state

ical progression of statements to explore the truth of

partnership developing Common Cores State Standards

their conjectures. They are able to analyze situations

assessments, according to Glenn W. “Max” McGee, who

by breaking them into cases, and can recognize and

serves on the committee developing elementary math

use counter examples.

assessments.

4. Apply the mathematics they know to solve problems

The Partnership for Assessment of Readiness for

arising in everyday life, society and the workplace.

College and Careers (PARCC) has developed an eight-

In the early grades, this might be as simple as writ-

point definition of what it means to be mathematically proficient. Mathematically proficient students:

ing an addition equation to describe a situation. 5. Consider the available tools when solving a mathematical problem. These tools might include pencil

1. Start by explaining to themselves the meaning of a

and paper, concrete models, a ruler, a protractor, a

problem and looking for entry points to its solution.

calculator, a spreadsheet, a computer algebra system,

They analyze givens, constraints, relationships and

a statistical package or dynamic geometry software.

goals. They make conjectures about the form and

They are sufficiently familiar with the tools to make

meaning of the solution and plan a solution pathway

sound decisions about when each might be helpful,

rather than simply jumping into a solution attempt.

recognizing both the insight to be gained and their

2. Bring two complementary abilities to bear on prob-

limitations.

lems involving quantitative relationships: the ability

6. Try to communicate precisely to others. They try

to decontextualize (to abstract a given situation and

to use clear definitions, state the meaning of the sym-

represent it symbolically and manipulate the repre-

bols they choose and calculate accurately and efficiently.

senting symbols as if they have a life of their own,

7. Look closely to discern a pattern or structure. They

without necessarily attending to their referents) and

can see complicated things, such as some algebraic

the ability to contextualize (to pause as needed

expressions, as single objects or as being composed

during the manipulation process in order to probe into the referents for the symbols involved).

of several objects. 8. Notice if calculations are repeated and look both for

3. Understand and use stated assumptions, definitions

general methods and for shortcuts. They continual-

and previously established results in constructing

ly evaluate the reasonableness of their intermedi-

arguments. They make conjectures and build a log-

ate results.

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

they did to solve the problem may help them think.”

“gifts” for him, and they all dutifully

up. Some are in hoodies. They take their seats at vari-

hand in their homework from the day

As students file in for one of

ous tables around the room. Most

before. Once the preliminaries are

Porzio’s math classes at IMSA, they

of IMSA’s classrooms are arranged

over for the 75-minute class period,

look like students at any other high

with tables that seat four or five, not

students number off, then gather into

school. They tote heavy backpacks.

with rows of desks.

new groups and write a solution to

Some have pants that they’re tugging

Porzio asks if his students have

one of last night’s problems on the board. One member from each group explains how the answer was reached. Porzio said before the class began that these students had been working with probabilities and how to pre-

A system of EVALUATION starts at

dict election results. That day, students

the

and working with binomial coeffi-

TOP with the

School Board! How do you score?

were working with Pascal’s triangle, talking about Pascal’s “hockey sticks” cients. Each problem, while illustrative of the concept, was slightly different and Porzio kept prompting the students for more information until everyone seemed to grasp the lesson and could make suggestions to the group. IMSA president McGee said students talk a lot about working together in teams, and this illustrates how math needs to be a collective effort. “There isn’t as much interaction when students are using iPads and laptops as when they are working in groups with paper and pencil,” McGee

Contact your IASB field services director today!

Annual board self-evaluation

____

Clear mission, vision and goals

____

As the IMSA students worked in

Solid community connection

____

groups, no heads were down on the

Productive meetings

____

Strong board-superintendent relationship

____

Does your score add up?

100% ____

said.

desk. No one was staring into space. Everyone’s attention was on the board and whoever was talking at the time. These students were engaged and enjoying complicated math theories. Where’s the dis-connect?

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

So where and how do some students lose interest in math? While acknowledging the many great math teachers in the state, Porzio partially attributes it to the way teachers are certified in Illinois.

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 / M AY- J U N E 2 0 1 2

Developing a mind for math actu-

are certified to teach grades K-8, but

dents. In a 2008 speech he titled

ally begins in elementary school and

algebra is being pushed down into

“Restoring and Balancing,” McCal-

it’s about a way of thinking rather

middle school. “We’ll have kids tell

lum said that “traditional curriculum

than just the problems themselves,

us that when they got to certain chap-

often left students unable to answer

he said.

ters, their teacher skipped those,” he

the simplest conceptual questions about functions” in algebra.

However, “at institutions that

said. So even some of the best and

train and certify teachers, math is

brightest in math haven’t always

He advocates introducing the

required for all elementary educa-

received all the lessons they might

concept of a function — the central,

tion majors,” Porzio explained. “Some-

need.

unifying idea — rather than rote mem-

one who hated math doesn’t learn

As early as 1973, Morris Kline,

orization. This approach, he said,

much more in college than they need

in Why Johnny Can’t Add: The fail-

motivates students by using realistic

to pass.”

ure of the new math, criticized the

contexts and by helping them grasp

That teacher, especially in the

way algebra was being taught. Kline,

abstract ideas and make them real.

elementary classroom, does just what’s

who was a math professor, said stu-

The reality of math is what seems

necessary to teach math and prob-

dents were merely repeating a “bewil-

to be the point of disconnect for some

ably not with the passion that a cer-

dering variety of processes” by rote

students. Teachers stumped for lessons

tified math instructor would have.

in order to master them. “They are

that are more reality based can go to

The problem can continue in high

like pages torn from a hundred dif-

various websites to find lessons regard-

school, McGee said, because “about

ferent books, no one of which con-

ing specific math concepts.

one-fourth of teachers in high school

veys the life, meaning and spirit of

math aren’t certified to do so.”

mathematics,” he wrote.

That might be fine, but there’s no way to know if those lessons are

“Now we have a new group of kids

William McCallum, head of the

good or not, Porzio said. That’s why,

who hate math,” Porzio said. “It’s a

math department at the University

as current president of the Illinois

vicious cycle. Why can’t we have math

of Arizona and an author of the Com-

Council of Teachers of Mathematics,

specialists like we have reading spe-

mon Core State Standards on math,

he and others are working to devel-

cialists?”

believes it’s time to convey “the life,

In addition, teachers in Illinois

meaning and spirit” of algebra to stu-

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

continued on page 20

Milestones continued from page 40 principal in Olympia CUSD 16, later returning to the family farm in Piatt County from 1979 until 2001. Helm then returned to teaching in 2004 in Panhandle CUSD 2 in Raymond, and served as the FFA advisor. Clifton T. Holmes, 79, Alton, died February 17, 2012. In 1975 he was elected to the Alton CUSD 11 school board, serving for six years. He was president of the board for the last two years. An accountant, Holmes joined SM Wilson and Co. in 1963 and spent many years as their executive vice president/CFO before retiring in 1998. He also served 10 years on the Alton Memorial Health Systems Foundation Board of Directors. Kermit Hustedt, 88, rural Paxton, died March 26, 2012. He served 25 years on the former Ford County School Board. A lifetime farmer, he had been a board member and past president of the Elliot Farmers Grain and a board member of Dix Patton Fire Protection District. Maralee M. Johnson, 61, Springfield, died March 21, 2012. She had been a member of the Pleasant Plains CUSD 8 board, including serving as president. She worked for the Illinois Beef Association for 23 years, the last 13 as executive vice president. She also served on the ACES Alumni Association Board for the University of Illinois. John R. Kammerer, 83, Lake Forest, died February 5, 2012. He was a former president of the Lake Forest CHSD 115 school board. He founded a food brokerage business, and later

bought a seat on the Chicago Mercantile Exchange and operated as a trader. He also sat on the boards for Boy Scout Troops 46 and 49.

is known for designing the former Meigs Field Terminal building, and the airplane bridge crossing over the entrance road to Oâ&#x20AC;&#x2122;Hare Airport. The founder of Consoer, Morgan Architects, he also designed both of the Thornton Fractional high schools.

Edward Kapraun, 80, Benson, died March 12, 2012. He served on Roanoke-Benson CUSD 60â&#x20AC;&#x2122;s school board from 1965 to 1972. He was a lifetime farmer and carpenter in the Benson area, retiring in 1994. He also had worked for Kent Lumber and Coal of Benson for many years. He was a member of the Knights of Columbus, where he had served as Grand Knight and treasurer.

Hillard D. Morris, 90, Altamont, died March 15, 2012. He served 12 years on the Altamont CUSD 10 school board. He owned and operated a 768-acre farm in rural Mason. He served in the U.S. Army during World War II in the Battle of the Bulge and earned a silver star and two bronze stars. He had been chairman of the Effingham County Soil & Water Conservation District for 34 years.

Joseph J. Kubik, 76, Riverside, died March 2, 2012. He served two terms as a member and president of the Riverside-Brookfield THSD 208 school board. After a career in management with AT&T and Lucent, he retired in 1989. As a young man, he served as a medic in the U.S. Army, and also served two terms as a trustee for the village of Riverside.

William B. Murry, 89, Sesser, died March 4, 2012. He formerly served on the Franklin County school board. He worked at the Sesser Post Office for 32 years as a clerk. Murry served in the U.S. Army in World War II and was the last surviving former POW in Franklin County. He was superintendent of the Du Quoin State Fair for 56 years.

Richard R. Lopez, 79, Sterling, died March 16, 2012. He served on the Chadwick school board for 14 years. He worked at Northwestern Steel and Wire in Sterling as an overhead crane operator for 31 years, retiring in 1995. Lopez coached Little League baseball for many years.

Norman H. Nelson, 87, Bloomington, died February 12, 2012. He once served as president of the Park Forest school board. He retired in 1989 from Country Companies after 43 years as an insurance executive. Nelson also served as the general chairman and co-chairman of the McLean County United Way in 1978, was a former PTA chairman, and a former board member of the Association of Commerce and Industry of McLean County.

Harry S. Morgan, 97, a 60-year resident of Glenview, died January 20, 2012. He served as a school board member for nine years in Glenview CCSD 34. An engineer, he

Greg Novak, 61, Champaign, died March 7, 2012. He was a current mem-

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 / M AY- J U N E 2 0 1 2

ber for Champaign CUSD 4 school board, and a retired Unit 4 staff member. Novak was elected to the board in 2007 and he served as parliamentarian. He retired from Champaign schools in 2006 after having served as librarian at Edison Middle School from 1975 to 1991 and as librarian at Jefferson Middle School from 1991 to 2006. He also served as president of the Champaign Federation of Teachers from 2001 to 2006. Gretchen (Goodall) Parkhurst, 73, Springfield, died February 9, 2012. She served two terms as the first woman elected to the Athens CUSD 213 school board. She retired from the Illinois Department of Revenue after 37 years, and was also a former member of Illinois Women in Government and the National Association of Female Executives. Charles A. “Pete” Peterson, 82, Chrisman, died March 14, 2012. He served on the Hoopeston Area CUSD 11 school board and was a past United Way chairman. He was retired from John Deere and Vermilion Iron Works. Peterson operated the family farm until his retirement and was very involved in Special Olympics. Glenn Petty, 80, Herrick, died March 26, 2012. He had served on the Herrick and Cowden school boards for 11 years. He was a self-employed tractor mechanic and the owner/operator of Petty Repair service for more than 50 years. A member of Herrick American Legion Post 839 for 40 years, he also was instrumental in the design and building of the veteran’s memorial in Herrick.

James E. Pickens, 74, Watseka, died March 12, 2012. He was past president of the Iroquois County CUSD 9 school board. He owned and operated Pickens Pharmacy and Watseka Variety and News for more than 30 years. Pickens was also a member of the Watseka Lions Club, Watseka Elks Lodge and Shewami Country Club. He previously served on the board of directors of United Savings and Loan. Frances Coleman Powell, 102, Kenilworth, died February 24, 2012. She had served on the Kenilworth SD 38 school board. She was also a Girl Scout and Brownie leader, and a member of the Kenilworth Home and Garden Club. A Northwestern University graduate, she traveled widely during her long life, bringing back fond memories of places that remain well off the beaten path. William F. “Bill” Purcell, Jr., 48, LaGrange, died February 27, 2012. He was in his second four-year term as a member of the Lyons THSD 204 school board. As chair of the facilities committee, he was instrumental in a district bond issue and improvements in the swimming pool, field house and performing arts center. Purcell was a real estate developer, a fundraiser for the American Cancer Society and was a founding member of the Relay Race for Hungry Children Charity Run. Daniel R. Romito, 76, Norridge, died March 2, 2012. He was a member of the Ridgewood High School Board for more than 40 years, serving as board president for 30 years.

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

At board meetings he was famous for asking questions that called for careful thought. But fellow school leaders say he was also a great listener. In 2011 he was honored with a Those Who Excel award from the Illinois State Board of Education for outstanding service to schools. Stanley E. Rosengren, 89, Serena Township, died March 20, 2012. A lifelong farmer in the Serena area, he had served on the Serena Grade School board of education. He held memberships in the Serena Lions Club, LaSalle County Farm Bureau and was a past trustee for the Serena Fire District. John C. Sefton, 87, Brownstown, died February 13, 2012. He was a former school board member in Brownstown CUSD 201. He worked for Grady Marchman before starting his own business, Sefton & Sons Construction of Brownstown. Sefton was one of the original six members of VFW Post 9770, and was a member of the WWII Liberators. Orvan D. Speer, 87, Mattoon, formerly of Macomb and Bushnell, died March 3, 2012. He was a former member of the Bushnell-Prairie City CUSD 170 school board. He was a lifelong businessman in Bushnell, serving as coowner of Parker-Speer Dodge Chrysler Inc. and P & S Mobile Home Sales. He was also a 50-year member of the Bushnell Odd Fellows. Frank Stewart, 66, Joliet, died February 9, 2012. He served on the Joliet Grade School board from 1987 to 2005. He was a longtime Will County Board member and 19

community advocate. Stewart, the county board’s minority whip, and a member since 1996, was a diabetic and was on a waiting list for a kidney transplant at the time of his death. He was a member of the National Association of Counties’ health committee.

The Illinois School Board Journal welcomes news about or from Illinois school leaders. News may include but need not be limited to accomplishments, changes in position or duties, retirement, death and other milestones related to board/district duties. For more information about submitting news items, phone the Communications Department

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

at 217/528-9688, ext. 1138, or e-mail gadkins@iasb. com.

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

Figuring out a way continued from page 17 If NBC’s “Bill Nye The Science

Oh, and the answer to the puz-

Guy,” and Jamie Hyneman and Adam

zle is 2 – 63 = 1. Two to the sixth pow-

A drop-off in school funding has

Savage on the Discovery Channel’s

er is 64, minus 63, equals one.

meant fewer dollars dedicated for

“Mythbusters” are enough to help

teachers to belong to professional

spur kids to want to pursue science

References

associations such as ICTM, he said.

as a career, maybe seeing Charlie

Membership in Illinois, which had

Eppes “model” math as fun and excit-

been about 3,000, has dropped by

ing will help mend the disconnect for

two-thirds over the past few years.

teens and math … and make it seem

Illinois Council of Teachers of Mathematics website, http://www.ictm.org/ Judith Jacobs, A Winning Formula for Mathematics Instruction: Converting Research into Results, Educational Research Service, Alexandria, Virginia, 2011 Morris Kline, Why Johnny Can’t Add: The failure of the new math, St Martin’s Press, 1973 William McCallum, “Restoring and Balancing,” speech, June 2008 Erik Robelen, “Middle-Schoolers Like Math, But P.E. More Popular, Survey Finds,” Education Week, www.blogs.edweek.org/edweek/curriculum2012/12/03/middle_schoolers_like_math_but.html Eric Spiegel, “Get over your mathscience aversion,” Atlanta Journal Constitution, December 5, 2011

op their website as a “members-only go-to” place for teachers.

“We have to do things to make

And that in turn will make CEOs

Porzio said. “We need to say what the

like Eric Spiegel of Siemens Corpo-

research base is with metrics and evi-

ration very happy. In an op-ed piece

dence to show that it works with stu-

for the Atlanta Journal Constitution

dents.”

last December, Spiegel wrote, “… we

Sometimes a little nudge from popular culture can help as well.

like the “cool” thing to do.

organizations like ICTM worthwhile,”

need to instill the value of science, math and technology in our kids in

On the CBS drama, “Numb3rs,”

their earliest years. It doesn’t matter

Charlie Eppes was a mathematical

if they are going to be engineers or

genius who helped his brother Don,

not. It doesn’t even matter if they

an FBI agent, solve crimes. Watching

plan to go to college or not. Their

Charlie at the blackboard using sophis-

future — and ours — depends on their

ticated equations to show probabil-

ability to master a skill set they’ll need

ities was fascinating.

in the jobs of the future.”

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 / M AY- J U N E 2 0 1 2

FEATURE ARTICLE

Academic game changer …

Implementing Common Core State Standards in Illinois by Donna McCaw , Stuart Yager, Carol Webb and Rene Noppe,

he 14th Amendment of the U.S.

Constitution placed the respon-

sibility for public education under each state’s jurisdiction. Since 1975 when Public Law 94-142 (the original special education law) went into effect, the federal government has increasingly influenced public education. Through federal legislation and funding, mandates for testing and

Part I: Common Core 101 School reform movements are not new to policy and decision makers. Each decade seems to have brought at least one new idea or program that would “fix” a system that many believed to be broken. This is the first in a four-part series giving school board members background knowledge on the Common Core State Standards (CCSS), the potential impact these new standards will have on

Donna McCaw recently retired from WIU and currently works with the Common Core Institute. Stuart Yager

teaching and learning, things for boards to look for and district

is an associate

implementation issues.

professor educa-

accountability have increased.

tional leadership

It was increasingly apparent to

at Western Illi-

progressive state leaders that regain-

and career ready. They are reported

important, the shift in information-

ing state-level control over education

as being fewer and more clearly writ-

al texts and writing will be notable.

means states would have to work

ten than most state standards, and

Math standards include math

together and create mutually agreed

they reflect the work that states with

practices and math content. Math

upon common standards. The Coun-

standards had already accomplished,

practices require students to make

cil of Chief State School Officers

as well as the knowledge and skills

sense of problems and persevere in

tant professors in

(CCSSO) and the National Gover-

required for international academic

solving them, reason quantitatively

educational lead-

nors Association Center for Best Prac-

and career success.

and abstractly, construct viable argu-

ership at WIU.

The standards are written for

ments, and critique the reasoning of

grades K-12. English Language Arts

others. It is worth noting that in some

On June 10, 2011, the K-12 Com-

(ELA) and mathematic standards

districts the change in academic

mon Core State Standards were

have been released. Work is currently

expectations for math will come two

released. Illinois was an early adopter

being done on science and social stud-

grade levels lower. In other words,

and has influential positions within

ies standards. The ELA standards

sixth-grade math content will now

the governing bodies of CCSS and its

include K-5 foundational reading

be taught in fourth grade. This will

assessment consortium, Partnership

skills, informational text, literature,

not be universally true, nor does it

for Assessment of Readiness for Col-

writing, speaking and listening, lan-

include all math content. But there

lege and Careers (PARCC).

guage, and literacy across the con-

is definitely a shift in rigor and expec-

The CCSS are based on current

tent areas (history/social studies,

tations.

educational research. They focus on

science and technical subjects).

As of early April, five states had

preparing all students to be college

Although all areas of ELA will be

not as yet officially adopted Common

tices (NGA Center) organized the work.

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

nois University in Macomb. Rene Noppe and Carol Webb are assis-

Core standards: Alaska, Minnesota,

National Parent Teacher Association

• Use a combination of drawing, dic-

Nebraska, Texas and Virginia. A map

has information on its website regard-

tating and writing to compose infor-

showing states and when they adopt-

ing the standards at http://www.

mative/explanatory texts in which

ed CCSS can be found at http://

pta.org/common_core_state_stan-

they name what they are writing

www.corestandards.org/in-the-

dards.asp.

about and supply some information about the topic.

states. What do the standards look like?

One current ILS in math reads: Compare the numbers of objects in groups. In the new CCSS for kindergarten, the standard will read: Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to 10 objects.)

To get a sense of how much dif-

tating, and writing to narrate a sin-

ferent the new standards are, let’s

gle event or several loosely linked

look at the youngest learners’ expec-

events, tell about the events in the

tations: kindergarten math and writ-

order in which they occurred, and

ing. By the end of kindergarten,

provide a reaction to what hap-

students will be expected to do the

pened.

following in math: • Count objects to tell how many

currently not required in the Illinois

there are.

School Code. Current Illinois Learn-

to tell which group, if either, has

ing Standards (ILS) are written for

more; compare two written num-

kindergarten through third grade,

bers to tell which is greater.

but no ILS standards were written

• Act out addition and subtraction word problems and draw diagrams. • Add with a sum of 10 or fewer; sub-

ment has been focused on funding the creation of new state student tests. The inability for many of the state common core consortia members to fund the creation of a new assessment to accompany the new standards resulted in two federal grant-funded state assessments to be created. CCSS states were given the option of joining SMARTER Balanced Consortium (SBAC) or PARCC. Illinois selected PARCC. The new third- through 11thgrade student state tests will begin in 2014-2015. Descriptions of the Common Core State Standards can be found at http://www.corestandards. org and PARCC assessment information can found at http://www. parcconline.org/. Additionally, the 22

Most significant about these requirements is that kindergarten is

• Compare two groups of objects

to represent them.

The federal government’s involve-

• Use a combination of drawing, dic-

just for kindergarten. One current ILS in math reads: Compare the numbers of objects in groups.

tract from a number 10 or fewer;

In the new CCSS for kindergarten,

and solve addition and subtraction

the standard will read: Identify whether

word problems

the number of objects in one group

• Add and subtract very small num-

is greater than, less than or equal to

bers quickly and accurately (e.g.,

the number of objects in another

3 + 1).

group, e.g., by using matching and

• Name shapes regardless of orientation or size (e.g., a square oriented as a “diamond” is still a square) (National Association of

counting strategies. (Include groups with up to 10 objects.) The differences in expectations are self-explanatory.

Parent Teachers’ Association, 2012, p. 3).

What do the new

At the end of kindergarten, students will be expected to do the fol-

assessments look like? The requirements set by the U.S.

lowing in writing:

Department of Education necessi-

• Use a combination of drawing, dic-

tated student performance to be reflect-

tating and writing to compose opin-

ed in a new generation of assessments

ion pieces in which they tell a reader

reflective of real-world applications.

the topic or the name of the book

And they needed to challenge stu-

they are writing about and state

dents to use higher levels of reason-

an opinion or preference about the

ing and thinking skills.

topic or book (e.g., My favorite book is …).

As the world around has become more complex and more competi-

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 / M AY- J U N E 2 0 1 2

tive, the National Governors Associ-

mentation processes and planning.

the inception of special education

ation and the CCSSO determined

“The 13-point increase in the per-

into public schools, has required the

that U.S. students needed to go deep-

centage of high school graduates ready

types of instructional and curricular

er into content, “master” skills pre-

for college-level mathematics should

movements that this opportunity will

viously only “covered,” and develop

later produce about 25,000 additional

afford. With limited time and limit-

critical thinking skills. Samples of

degree completers at two- and four-

ed resources, informed decisions are

the assessment questions are sched-

year colleges (and about 25,000 few-

more needed than ever.

uled by PARCC to be released late

er college dropouts) each year in the

this summer. Some ROEs and private

United States.

The next three articles will examine in greater detail: the major shifts

professional development providers

“Extrapolating from U.S. Bureau

that will have to take place within

are giving us glimpses into what they

of Labor Statistics estimates (U.S.

most classrooms, what exactly this

might look like.

Department of Labor, 2007), these

means to policy, more specific infor-

“Improving middle school stu-

new degree completers would enjoy

mation about the assessments, how

dents’ achievement by just two score

an increase of close to $500 million

to shape public information sessions

points in each subject area would

per year in their combined average

and possible next steps.

have a cascading effect over the suc-

salary (i.e., about $20,000 per per-

ceeding levels of education,” said

son) and a drop in their average unem-

Kevin Baird, executive director of

ployment rate of 2 percentage points.”

College and Career Readiness, a not-

Schools now find themselves

for-profit organization that provides

in an exciting and yet unchartered

up-to-date information on imple-

academic position. No change, since

Part II: July/August — Shifting the focus Part III: September/October — What to look for Part IV: November/December — Eating the elephant

FAQs about the Common Core State Standards Aren’t these really federal standards? No. The stan-

implementing CCSS. Examples of their concerns range

dards allow for the development of consistent skills and

from not viewing this as good for all children and as a

knowledge across adopted state educational systems but

movement toward a national curriculum and away from

are not mandated by the federal government. The fed-

local control.

eral government is funding the creation of the state assess-

Will this cost our district money? Probably. Depend-

ments, for which there are two choices. The state-level

ing on how 21st century your current curriculum and

options to adopt the CCSS and the option to use either

instructional practices are, your teachers and admin-

of the two testing consortia place the emphasis of

istrators may need professional development in areas

these new standards at the constitutionally supported

related to curriculum alignment, research-based instruc-

state decision-making level.

tional and assessment practices, and new instructional

Will we now have a federal curriculum? No. We

materials. Questions also exist related to managing the

will have greater uniformity of standards but uniquely

immense amounts of data and monitoring that will go

individualized methods of teaching and assessing the

with properly implementing the new standards. There

next generation of students.

is a sincere hope that the ultimate return on your invest-

Did anyone dissent regarding the CCSS? Yes. Some individuals, groups and organizations do not agree with

ment will be found in better-prepared college students and a strengthened workforce.

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

FEATURE ARTICLE

After nearly a year … What we’ve learned, how to deal with SB7 evaluation mandates by David J. Braun

David J. Braun is an attorney with

eacher evaluations are the key

done in reverse-seniority order, where

with a third rating of Satisfactory

to success under the Illinois

the least senior employees would be

or Proficient.

Education Reform Act (SB7) — and

RIF’d first. Under SB7, teachers with

Grouping 2 teachers must be

Miller, Tracy,

there is simply no substitute for prop-

lower evaluation scores will be placed

removed before Grouping 3 teach-

Braun, Funk &

er and thorough evaluation. While

into a grouping that will require them

ers, and Grouping 3 teachers before

Miller, Ltd. in

evaluation used to be a purely admin-

to be RIF’d before better performing

Grouping 4. Grouping 1 teachers are

Champaign and

istrative function that rarely came

teachers. The groupings have default

honorably reduced (RIF’d) at the

has presented at

before the board except during dis-

requirements defined by law:

board’s discretion. Unfortunately, the

IASB meetings

cipline or dismissal proceedings, eval-

Grouping 1: Each teacher not in

law does not necessarily contemplate

on numerous

uations have now become a necessary

contractual continued service who

what happens when the district does

legal topics.

part of the operation of a school dis-

has not received a performance eval-

not have “perfect” evaluations already

trict for a board of education.

uation rating.

in place.

It is likely that the board will sud-

Grouping 2: Each teacher with

denly become much more familiar

a Needs Improvement or Unsatis-

with evaluations, both because the

factory performance evaluation rat-

Typically a board member only

law requires board input in changes

ing on either of the teacher’s last two

reviews evaluations in either a dis-

to the evaluation tool, and also because

performance evaluations.

ciplinary or dismissal outcome for

the evaluation will now become crit-

Grouping 3: Each teacher with

an employee. However, the new law

ical to many more of the staffing deci-

a performance evaluation rating of

imposes stiff penalties on districts

sions administration must make. If

at least Satisfactory or Proficient on

where evaluations are not carefully

evaluation is not thoroughly com-

both of the teacher’s last two perfor-

and fully documented. When a dis-

pleted and reviewed at the beginning

mance evaluation ratings, if two rat-

trict has evaluations that do not clear-

of the year, the board may be pow-

ings are available, or on the teacher’s

ly direct how an employee must

erless to RIF (to cut costs) at the end

last performance evaluation rating,

perform to get better, the district will

of the year.

if only one rating is available, unless

have a great deal of difficulty RIFing

the teacher qualifies for placement

employees.

Review of new RIF rules

Missing or defective evaluations

into Grouping 4.

Notice and an opportunity to “get

In addition to many other

Grouping 4: Each teacher whose

better” are important to be fair to

changes, SB7 changes the way reduc-

last two performance evaluation rat-

employees. While the law does not

tions in force (RIFs) are conducted.

ings are Excellent and each teacher

require any particular type of notice,

RIFs (otherwise known as lay-offs, or

with two Excellent performance eval-

the most reliable way of avoiding the

a reduction in the number of total

uation ratings out of the teacher’s last

cost and risk of a lawsuit is to give an

employees or programs) are no longer

three performance evaluation ratings

employee ample warning that he or

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 / M AY- J U N E 2 0 1 2

she is likely to be out of a job if per-

tions are being performed thoroughly

this discussion, pre-determining the

formance is not improved.

during the year, or the board will be

outcome of an evaluation to “avoid

While boards do not often get

powerless even to conduct RIFs at

litigation” (that is, dishonestly eval-

involved in the evaluation itself, the

the end of the year. Creative solu-

uating employees) likely subjects the

law now requires the board to appoint

tions, unfortunately, are all fraught

members to a committee to change

with significant danger:

the evaluation. Moreover, the board will not be able to cost-effectively lay

Re-defining Grouping 1

people off if it suffers litigation because

The law defines Grouping 1 as

employees feel it is “unfair” that they

consisting of non-tenured teachers

do not know why they ended up in

who have no performance evaluation

one grouping instead of another.

ratings, and then gives districts dis-

For this reason, it is critical that

cretion in dismissal of those teach-

the board clearly communicates ear-

ers. But what if a district chooses not

ly in the year what it expects to have

to evaluate teachers in Grouping 1

the power to do at the end of the year

so that they may have the discretion

so that administration may assure

to dismiss them?

that evaluations are being thoroughly conducted to meet those goals.

Placement of a teacher into

Only proper and well-supported evaluations will allow the district to comply with the law and reduce the likelihood of a lawsuit by providing the employees with the fairness they seek. Every level of district operation must ensure such evaluations are being conducted if the board wants to have the ability to RIF at the end of the year.

Grouping 1 may subject the district

But what if the district already

to the argument that it did not com-

lacks evaluations? Many questions

ply with the law requiring annual eval-

have come up, such as:

uation for non-tenured teachers.

district to process challenge, because

• What happens when an employee

Further, the proposed solution does

the district’s process does not com-

not address the open issue of what to

ply with the law’s requirements of

• What if there are no evaluations?

do with tenured teachers missing

honest and thorough evaluation. More-

• What if there are only a handful of

evaluations.

over, employees who are RIF’d under

is missing an evaluation?

Only proper and well-supported

the system will argue it is not only

• What if there are just a few employ-

evaluations will allow the district to

illegal, but unfair because they were

ees missing some (but not all) eval-

comply with the law and reduce the

not offered the opportunity to “out-

uations?

likelihood of a lawsuit by providing

perform” their peers.

evaluations?

The question is further compli-

the employees with the fairness they

cated when the majority of employ-

seek. Every level of district operation

ees have a particular evaluation rating

must ensure such evaluations are

Grouping 3 is defined by inclu-

(such as Satisfactory which might

being conducted if the board wants

sion of each teacher with a Satisfac-

land them into Grouping 3, which

to have the ability to RIF at the end

tory or Proficient on their last

will cause them to be reduced in

of the year.

performance evaluation or last two performance evaluations. [105 ILCS

seniority order) and just one employee missing evaluation ratings is rat-

Re-defining Grouping 3

Re-defining Grouping 4

5/24-12(b)]. It appears that Grouping

ed outside the majority (by a rating

Grouping 4 includes teachers

3 is the “default” grouping if there is

such as Excellent or Needs Improve-

with evaluation ratings of Excellent

a rating, but what if the district’s eval-

ment).

on two of their last three evaluations.

uation plan establishes a maximum

An employee who is RIF’d may

The law permits a district to change

evaluation (ill advised) frequency?

argue he or she was not treated fair-

the definition of Grouping 4. In fact,

In other words, what if the dis-

ly, or worse, was discriminated against

the law requires joint committee dis-

trict’s contract or evaluation plan pre-

because of age, gender, religion, race

cussion of the definition of Grouping

vents the district from evaluating a

or other protected class.

teacher more frequently than the

The board must ensure evalua-

But even though the law requires

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

legal minimum of once every other 25

year for tenured teachers? If the dis-

flict with the law and was signed before

for failure to strictly comply with

trict’s procedures and policies make

January 1, 2011. “Grandfathering”

evaluation law.

more frequent evaluation against the

is very limited and complicated under

rules, then only a discussion with the

SB7, so specific advice should be

union and the joint committee can

sought on the extent to which a dis-

fix that issue of whether or not the

trict is grandfathered.)

district is “grandfathered.”

The only legal and fair solution A district with evaluation defects such as those described above must

Moreover, pre-determining the

discuss the issue with the union and

(A “grandfathered” district is one

outcome of evaluations to place

an SB7-required joint committee made

that has a collective bargaining agree-

employees into this grouping will

up of an equal representation of board-

ment currently in effect that is in con-

likely expose the district to a lawsuit

selected members and union- or

RIF/evaluation checklist Employers must make sure they address the following issues by the appropriate deadlines. The following list is a summary of the major duties and deadlines. A district should always check its own contracts and policies for additional practices and deadlines, and should consult its own attorney for fact-specific advice.

Duty

Deadline

Meet with RIF joint committee

Before December 1, 2011, and, if necessary, in subsequent years by dates in contract

Reach agreements with joint committee to change

Before February 1 of any year in which there will

RIF procedure

be a RIF

Create and provide sequence of honorable reduc-

Before 75 calendar days prior to the end of the

tion list to union

school year

Change teachers falling into Grouping 1 to another

Before 45 calendar days prior to the end of the

Grouping by completing an evaluation

school year

Create and provide qualifications list to union

Before May 10

Conduct necessary RIFs

Before 45 calendar days prior to the end of the school year unless contract or policy provides a different time-frame

Alter evaluation with four categories: Excellent,

Before September 1, 2012

Proficient, Needs Improvement, Unsatisfactory Change evaluation plan to one that incorporates

Within 180 days of first meeting of Evaluation Joint

student growth data by meeting with PERA joint

Committee and before PERA deadline

committee

September 1 2012 – At least 300 Chicago schools and any school receiving a Federal School Improvement Grant 2013 – All remaining Chicago schools 2015 – Lowest performing 20% of schools 2016 – All other schools

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 / M AY- J U N E 2 0 1 2

teacher-selected members. Be aware that these are not the same entity.

teachers it elects to reduce), before

placed into Grouping 3. This list is critical to conducting

reducing Grouping 3 teachers and finally Grouping 4 teachers.

The joint committee must reach

RIFs, because Grouping 2 teachers

agreement on RIF process changes

will be the first teachers reduced

Because the list is likely to cause

by February 1 of any year to impact

(unless the board has Grouping 1

some discomfort for employees who

RIFs for that year. This actually should be done as early as possible. Even after February 1 of any given year, the joint committee may have to be an ongoing part of the dis-

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

cussion regarding RIFs. It is critical that the district have agreement from

Executive

both the union and the joint committee for purpose of avoiding political fall-out and toxic distrust in

SearchES

bargaining. However, the district should not be deluded into believing that agreement with the union or joint com-

The Gold Standard of Executive Searches

mittee will “cure” the defect and prevent legal challenge. Without case law to interpret what is required when a defect has occurred prior to implementation of the law, the district is at the mercy of the courts when a challenge is brought, potentially by anyone who is reduced, regardless of the grouping definition or rules. Evaluations completed — now what? You have done the work, you have agreed with your joint committee, and you are ready to begin your RIFs. The law requires that, not later than 75 calendar days prior to the conclusion of any school year, the district produce a sequence of honorable dismissal list. The list is a sort of “groupings” list, which defines employees by grouping depending

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

on their evaluations. A teacher with two evaluation ratings of Needs

For information contact:

Improvement may end up in Group-

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

ing 2, but a teacher with two Satisfactory evaluation ratings and an

www.iasb.com/ executive

Excellent evaluation rating will be M AY- J U N E 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

are not accustomed to being ranked

the end of the year, although earlier

removed or changed the requirement

based on their evaluations, and because

notice may be required by contract

to bargain. The question, therefore,

it is possible that not everyone will

or policy.

is whether or not the union, which

be placed appropriately, it is advis-

But what if the district is “grand-

is not the same as the joint com-

able to send the list to the union as

fathered”? The law does not exempt

mittee, may make a change that affects

early as possible.

a district from producing a groupings

the RIF process after February 1.

After the list has been confirmed,

list, even if it is still permitted to RIF

Because the law is not clear, the safest

the next step is for the district to

under the old “seniority” laws. The

way to handle these questions is to

assess what reductions in force will

district should produce a groupings

have the bargaining meetings when

be necessary, if it has not already

list, even if the list will not be used

the union requests them, but to be

done so. After determining what pro-

this year.

exceedingly careful, avoiding changes to the process agreed to by the joint

grams may be reduced or what staffing

After the list is produced but

requirements must be met, the dis-

before the board takes action on RIFs,

trict should review the list to deter-

the union must be notified of the RIFs.

mine which employees in the

Under SB7, the joint committee

qualification category to be reduced

must reach agreement on process

Recall questions are already

are located in the grouping to be

changes by February 1 of any year of

becoming an issue. “Recall” happens

reduced. Notices must be delivered

RIFs for the change to affect that year’s

when a position becomes available

by or before 45 calendar days before

RIFs. However, nothing in SB7 has

after a RIF, and the employee who

committee. Recall option

was RIF’d has a right to that position. Recall is a right of a RIF’d employee. Prior to SB7, there was no right to recall for a non-tenured teacher. In fact, under old law, there was only

Showcase your talented students at Joint Annual Conference! It’s easy ... Upload a video of 10 minutes or less to YouTube and send the link to: Linda Dawson at ldawson@iasb.com. One middle school and one high school will be selected. Selected videos will be shown prior to the First and Second General Sessions Deadline to enter: Friday, June 15, 2012 For complete submission criteria, go to http://www. iasb.com/jac12/selectioncriteria.pdf

a “nonrenewal” for a non-tenured teacher, meaning that there was no distinction between a “dismissal for cause” and a RIF. Under new law, all teachers must be grouped, including non-tenured teachers. Therefore, there are now two methods to remove a non-tenured teacher: by dismissing the teacher based on performance (although no cause must be shown in the notice dismissing a non-tenured teacher not in his or her final year of non-tenured service), or by dismissing the teacher “honorably,” also known as a RIF. At this time, it remains an open question whether or not a district with unclear or nonexistent contractual language defining recall will be considered “grandfathered.” Because contractual language is a fact question, we are without any court cases to explain how the court will

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 / M AY- J U N E 2 0 1 2

apply the law. However, it is always safest, if a district wants to ensure a non-tenured teacher may not return,

IASB Policy Services

to evaluate that teacher specifically addressing his or her weaknesses, and then dismiss the employee. Conclusion: diligence As we near the year mark following the signing of the Illinois Education Reform Act (SB7) on June 13, 2011, we are beginning to get a sense of the effects of the new SB7 requirements. Even though school districts have

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

new mandates from law (which tell us “what” to do), we have yet to see regulations (the rules that tell us “how” to do it) or case law (telling us what it all “means”). Because the law was created by many different interested groups, effective and legal solutions require careful analysis and cooperation — working with unions, statewide organizations and interested bodies, such as members of the Illinois Statewide School Management Alliance partners and the Illinois State Board of Education, as well as lawyers and advisors is critical to the successful, and cost effective, compliance with the law. Only by working together will we all be able to assure that we understand the results of our actions before we take them. Ultimately, every teacher, staff member, board member, school service member and property tax payer in Illinois is directly affected by the

PRESS, the IASB sample policy and procedure service — A calendar year subscription to PRESS provides easy Internet access 24/7 to sample board policies and administrative procedures, links to legal references and cross references, and an excellent search engine.

School Board Policies Online — IASB will publish your board policy manual online for easy Internet access by the board, staff, students, parents and the community. This online manual will have all of the features essential for effectively communicating your board policy, including links to legal references, jumps to cross references, and the same excellent search engine used for PRESS online.

BoardBook® — IASB’s newest online service provides for electronic board meetings and board packet preparation and distribution.

changes in SB7. With so much of the state directly impacted by this legislation, answers will come with time. In the meantime, safety exists in slow progress, careful consideration, forthright communication and

Contact IASB Policy Services today for information: 630/629-3776 or 217/528-9688 Ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

honest evaluation. M AY- J U N E 2 0 1 2 / T H E I L L I N O I S S C H O O L B O A R D J O U R N A L

FEATURE ARTICLE

Seven tips toward making evaluations more effective by Adam Cobb

Adam Cobb is regional manager

eacher and staff evaluations

should increase teachers’ abilities to

of the evaluation process down the

can be a thorny issue. While

affect student achievement.

road.

almost everyone agrees that, in the-

So how can board members influ-

Carefully optimize the process

with Halogen

ory, they can be excellent tools for

ence and help optimize a district’s

and forms. Encourage those in charge

Software. He

supporting staff development and

performance management or evalu-

of the actual process to keep things

focuses on help-

performance, and for increasing stu-

ation process to make it more effec-

as simple as possible but to adhere

ing K-12 schools,

dent achievement, evaluations remain

tive?

to the selected process in every detail.

boards and dis-

problematic.

tricts optimize

We all know stories of evalua-

Here are seven tried and true practices to guide your efforts:

Forms should use clear, consistent and appropriate rating scales

teacher and staff

tions that were too subjective or that

Identify goals for the process.

within the proscribed rubric. Boards

evaluation

served to demoralize rather than sup-

Before beginning any change process,

should receive decision support data

processes and

port and develop, and of processes

be clear about the goals for the teacher

wherever needed. Evaluators should

that are time and paper intensive,

and staff evaluations. Ask questions

have easy access to as much infor-

providing little real benefit to any-

like: What are we trying to accom-

mation about staff members, evalu-

one. As every school district in Illi-

plish? What data needs to be gath-

ation criteria and support resources

nois wrestles with the technical issues

ered? Who needs to be involved?

as possible so that they can quickly

in the Illinois Education Reform Act

What do we want to change as a result

and effectively complete their eval-

(SB7), we should not forget that an

of conducting these evaluations?

uations.

overall talent management practices. He can be reached at acobb@halo gensoftware.com.

effective teacher evaluation process

District goals should always direct

Teachers and staff should receive

all district efforts. Primarily, an eval-

high-quality feedback, direction and

uation process is to ensure that the

the development they need to improve

district’s teachers and staff are meet-

and succeed. The easier it is for staff

ing the high standards set by the board

to complete the forms and process,

of education and working to improve

the more likely they’ll participate and

student achievement. Your district

gain benefit from that process.

goal may be to improve knowledge,

While it can be helpful to look at

skills or performance in particular

what other boards and districts are

areas of the curriculum. But as board

doing, processes and forms should

members you also may be trying to

meet the district’s specific needs (as

increase accountability or alignment

well as the intent of the new statute),

to board and district goals.

use “language” that is familiar to the

Being clear about goals at the onset will help direct all efforts and help to measure the effectiveness 30

staff, and address specific goals and requirements. Provide resources and require

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 / M AY- J U N E 2 0 1 2

training for everyone necessary on

goals, even how to identify appro-

board is expected to make important

how to use the forms and follow the

priate and effective professional devel-

personnel decisions.

process. This means how to use the

opment activities.

Ask for feedback on how the

evaluation forms, the evaluation cri-

Those who manage and evaluate

process went and encourage incre-

teria, the performance rating scale

the performance of others can also

mental improvements. Every year,

and what each rating means, and everyone’s role in the process. They should understand what steps the process may include (e.g., walkthroughs, self-reporting, etc.) so that

Boards should ask for regular status reports on the implementation

they know what to expect.

of the evaluation plan, including questions like: Who has been

Using new language and process will require resources of time and

trained? How have we communicated our efforts with the staff?

money both for initial and ongoing

What is our plan for conducting the various activities required by

or refresher training. Everyone involved

the plan?

should know what is expected of them, and when and how they can get help if they need it. Communicate the benefits of effective performance management.

greatly benefit from training in per-

the evaluation process itself also needs

One of the things we often forget to

sonality types, communication styles,

to be evaluated. Administrators should

do is tell people what’s in it for them.

learning styles, etc., to help increase

convey information to the board that

Effective performance management

their interpersonal effectiveness. Here

answers the following questions:

can provide numerous benefits to the

again, introductory as well as ongo-

• What worked well and what didn’t?

individual and the school board,

ing/refresher training is important,

• Where and how could the process

including: better educator perfor-

so those items should be part of the

mance; increased ability to identify

goals and a budget priority.

and address development needs;

Due dates and expectations for

improved ability to attract top teach-

the process should be clearly com-

ers and staff; and, ultimately, improved

municated. Because the process and

student achievement.

requirements are clear and impor-

be simplified? • Did everyone involved get the information needed? • Were enough resources of time and money allotted? • Has the district met state and/or

To engage staff in the performance

tant to superintendents and princi-

management process and help them

pals, it’s easy to forget that they’re

see its value, district leadership must

not always clear to the board. Boards

communicate long-term career and

should ask for regular status reports

• Is the process helping to support

student performance benefits on

on the implementation of the evalu-

staff performance and development?

an ongoing basis.

ation plan, including questions like:

• Are participation rates on target?

district requirements? • Is the evaluation process helping the board achieve its goals?

Provide resources of both time

Who has been trained? How have we

By continuously monitoring

and money so that evaluators are

communicated our efforts with the

teacher/staff evaluation processes

trained on performance management

staff? What is our plan for conduct-

from the board’s perspective, and

best practices. This is perhaps one

ing the various activities required by

then by providing the needed resources

of the most important items. Man-

the plan? While the board won’t be

of both time and money to implement

aging employee performance is not

involved in the details of evaluating

improvements, everyone can be

an easy skill. Most people don’t innate-

teachers, understanding the process

assured that the plan is being imple-

ly know how to give helpful feedback,

will help the board to monitor progress

mented properly and is meeting the

how to coach, how to write effective

and will build trust if and when the

board expectations.

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

FEATURE ARTICLE

Typical costs can help boards budget by Linda Dawson

Linda Dawson is IASB director/

his is the time of the year that

Mandatory training

ings and Practices” workshop also

school boards and superin-

Board members elected or

contains everything needed for OMA

tendents begin seriously thinking

appointed after June 13, 2011, must

certification, in addition to more in-

editorial services

about budget figures for the coming

complete the legal and financial train-

depth training. Cost of that work-

and editor of The

school year. Part of any of those

ing referenced above within the first

shop is $125.

Illinois School

budget decisions should be how

year of their board service. Beginning

An additional requirement for

Board Journal.

much to allot for board members to

April 9, 2013, during this coming bud-

mandatory training around Illinois’

attend professional development

get year, anyone — new or incum-

Performance Evaluation Reform Act

events.

bent — elected to the board on or

(PERA) will be phased in over the

after that date, will need to complete

next five years. Most districts will

that training.

not be required to participate in the

Because of changes in state statute adding mandatory training for school board members in education and

IASB has developed an online

teacher evaluation piece until the

labor law, financial oversight and

course that will fulfill this require-

2016-17 school year. This Act will

accountability, and fiduciary respon-

ment. Cost for the four-hour module

require that board members who will

sibilities, plus a new statewide man-

is $50 for members. By completing

vote on dismissal of teachers based

date for all elected officials to have

the requirement online, the district

on performance evaluations will have

training in the Open Meetings Act,

saves money on transportation to a

to be “PERA trained” in order to

some of these professional develop-

different location to take the train-

do so.

ment costs are not just at the board’s

ing.

discretion. They are costs that will have to be incurred.

Once the Illinois State Board of The mandated Open Meetings

Education has developed the imple-

Act (OMA) training is for all public

mentation rules, IASB will develop

The costs listed here will not be

officials in Illinois, including school

training — most likely online — that

the same for every school board or

board members. While an online

will allow board members to fulfill

for every location. Costs will vary

course is offered through the Illinois

this mandated requirement.

depending on the number of board

Attorney General’s website, IASB

members who need to attend as well

also offers options that are designed

as how far away the event will be.

Division meetings

with school board members in mind.

For the semi-annual dinner meet-

To help project outlays for your

OMA training will again be offered

ings held each spring and fall, costs

board’s upcoming budget year, here

at this year’s Joint Annual Confer-

will differ depending on whether the

are some typical costs for various

ence in Chicago. An additional one-

event is scheduled at a school (which

types of programs gleaned from mem-

time charge of $25 covers the

is typical for most divisions outside

bers of IASB staff and current regis-

paperwork and certification. IASB’s

of the Chicago metropolitan area) or

tration materials:

“The Basics of Law on Board Meet-

at a restaurant. Registration normally

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 / M AY- J U N E 2 0 1 2

includes dinner as well as meeting programming.

If the workshop plus driving time

What the district authorizes

runs several hours, it may require

for meals per day can range from $40

Division meetings held at restau-

an overnight stay the night before to

to covering actual expenses. The

rants will run about $40 per per-

make an early-morning meeting.

amount should be established by pol-

son. Those held at a school will be

With meals, add about $200 for stay-

icy at a board meeting prior to con-

about $23 per person.

ing overnight in a small city, or $300

If your district pays the state rate

in a large metropolitan area. Typical

of 55½ cents per mile, the cost of dri-

total: from $200 for a drive-in work-

ving round trip to a meeting 50 miles

shop and up to $450 for an

away would add another $55.50.

overnighter.

The Association often discounts regis-

That would make the dinner meet-

The Association often discounts

ing a total of $78.50 to $95.50 per

registration if more than one session

board member traveling alone. If

is being held at the same time. Even

being held at the same time. Even

board members share transportation

though the cost may be more initially,

… a driver with three passengers …

it might make more sense to attend

then total district cost for the meet-

both workshops at a discounted price

it might make more sense to attend

ing would run $147.50 to $175.50.

and only pay one mileage and/or

both workshops at a discounted price

overnight stay with extra meals.

and only pay one mileage and/or

Some divisions schedule summer and winter governing meetings,

IASB also offers a number of

where board members can help divi-

in-district workshops to help boards

sion officers and IASB field services

save on travel and registration costs.

staff determine programming needs

Having an in-district workshop brought

for the fall and spring meetings, as

to your board allows all board mem-

well as get updates on other Associ-

bers to hear the same message at once

ation events. Cost to attend these

for one cost.

tration if more than one session is

overnight stay with extra meals.

ference registration and attendance, not when the receipts are being turned

meetings, which are usually smaller

Information about board mem-

and held at a restaurant, will be sim-

ber training and programs such as

ilar to those for a fall or spring meet-

the LeaderShop Academy are avail-

Travel options also vary because

able on IASB’s website at http://iasb.

board members may elect to take the

This spring, division meetings

com/training/events.cfm. IASB also

train instead of driving into the city.

also included an option for manda-

has developed a board training cal-

As a guide, an Amtrak ticket from

tory OMA training. The special pro-

endar available at http://iasb.com/train-

Springfield to Chicago costs about

gramming added $25 to the cost of

ing/bdcal.cfm

$50 round trip. Board members trav-

ing or less.

eling from a city that does not have

attendance, but allowed board members to attend two function at once

in for payment.

Joint Annual Conference

an Amtrak station would have to figure in mileage to get to the station

instead of separately, which would

Costs associated with Novem-

save on mileage reimbursement and

ber’s conference in Chicago will vary

travel time.

differently for districts, depending

Board members traveling by train

on how far they are from the “big

also will need to take a taxi to the

city.” The district will need to bud-

hotel, which will add another $15 to

Cost of stand-alone workshops

get at least $360 per person for reg-

$20.

can vary widely, depending on the

istration, plus about $225 or more

In addition to mileage, board

topic and the speakers, but gener-

per day for lodging and meals. Hotel

members who drive will need to add

ally cost between $125 and $185 per

rates have been negotiated years in

about $30 to $50 or more per night

person for most registrations. Mileage

advance and are much lower than

for parking.

to and from the event will also need

most discounted rates charged for

to be calculated at 55½ cents per mile.

staying in downtown Chicago.

Workshops

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

and back home as well.

Other add-ons for annual conference might include attending a 33

preconference workshop ($220, which

tional cost of $195 for a half-day and

ference should also be part of your

includes breakfast and lunch for all-

$320 for a full day. NSBA also offers

board policy that covers meals at the

day workshops) or taking the Chica-

various site visits on each day of the

JAC.

go Schools Tour ($85, which includes

conference for $105 to $160, depend-

breakfast).

ing on the site.

professional development for board

The average bill for one board

Obviously travel expense will be

members is an added expense for a

member attending typically ranges

more as the locations are out of state.

district. Creating a line item in the

from $1,150 to $1,400, with addi-

Airline tickets vary in price depend-

budget is a good way to ensure that

tional costs for those board members

ing on the location and whether your

board members get mandated train-

traveling from southern Illinois.

board members are leaving from major

ing, as well as allowing for expenses

hub airports like O’Hare in Chicago

for other training opportunities.

or Lambert in St. Louis, or from a

The board may want the super-

Some districts also choose to

regional airport, such as Blooming-

intendent to provide figures on how

send representatives to the Nation-

ton or Springfield. Budget at least

much the district spends on profes-

al School Boards Association Con-

$250 to $350 for airline tickets and

sional development for teachers and

ference or NSBA’s Federal Relations

remember to allow extra for mileage

staff and then look at the line item

Network lobbying conference. Some

to and from the airport.

for both that training and board mem-

National conventions

costs will be similar, but others will

FRN is always held in Washington, D.C. NSBA’s annual confer-

be much more.

ber training as a percentage of the district budget.

Plan to spend $900 for the annu-

ence for 2013 will be in San Diego;

Remember, however, that the

al conference and $685 for the FRN

2014 is scheduled for New Orleans.

cost of not having board members

conference just in registration fees.

Cost of hotel rooms for those con-

who are well-trained and well-

As with Illinois’ annual conference,

ferences can run anywhere from $190

informed on the current issue affect-

board members can choose to add

to $250 per night, depending on the

ing education may be even more

a pre-conference workshop at an addi-

location. Meal costs for national con-

costly.

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

As you can see from the above,

S A V E T H E D A T E

How You as a Leader Can Thrive in Adversity

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

Presenter

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

June 16, 2012 Lombard, IL

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

Resilient Leadership for Turbulent Times

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 / M AY- J U N E 2 0 1 2

PRACTICAL PR

Communication networks offer benefits for districts by Carla Erdey

ith demands of increased

the community.

nite when school board members join

Carla Erdey is

accountability and trans-

A great way to learn about strate-

or encourage personnel in charge of

parency from school districts, it is

gic communication is to attend the

school communication to join the

imperative that school board mem-

National School Public Relations Asso-

Illinois Chapter of NSPRA.

bers understand the importance of

ciation Conference that will be held

Membership benefits for an orga-

strategic communication.

July 8-11, 2012, in Chicago. At this

nization that connects communica-

High School

A planned and systematic com-

59th annual seminar, school board

tion professionals across the state

District 230 in

munication program helps improve

members, superintendents, princi-

are:

Orland Park,

the programs and services of a school

pals and school communication pro-

• Participation in an award-winning

Illinois, and

district. And, that adds up to under-

fessionals from throughout the United

professional organization that pro-

president of the

standing of the role and needs of the

States will gather to share the best,

vides public relations training,

Illinois Chapter

school district, better understanding

latest and most effective practices in

counseling, information and

of the National

of public attitudes, shaping of poli-

school communication. And this con-

inspiration;

School Public

cies in the public interest, and imple-

ference will be cost-effective since

menting involvement and information

it’s being held in Illinois!

• A “Member Needs Help” program, which allows any INSPRA mem-

At the seminar, participants will

ber to seek advice and examples

Local community members need

come face-to-face with outstanding

from members across the state,

to understand the school district’s

experts and practitioners in school

and ensures that all members can

successes and challenges and how

communication and leadership. They

benefit from the answers through

they can support the education of

will share their best new ideas, pro-

an online forum;

every student.

activities that earn public support.

vide seasoned insights and offer the

• Access to the INSPRA document

The National School Public Rela-

tools needed to help schools. More

library, featuring examples and

tions Association (NSPRA) and its

than 70 sessions will be focused on

templates of forms, brochures and

Illinois chapter, INSPRA, are designed

developing effective, budget-savvy

other resources frequently used

to help school board members, admin-

and targeted communication pro-

by school PR professionals;

istrators and school communication

grams, including social media strate-

• The opportunity to register for Fri-

professionals strategically prob-

gies, crisis communication, com -

day morning seminars (six per year)

lem-solve to gain community under-

municating budget/finance issues,

featuring experts with practical

standing and support, and ultimately

building trust and support, commu-

strategies for media relations, social

student success.

nity engagement and improving media

School board members should

relations. Tracks are even designed

rely on a trained professional to man-

specifically for superintendents and

age communication strategies that

principals. Complete details can be

are proactive and that allow the board

found at www.nspra.org.

and district to be active players in

The learning possibilities are infi-

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

director of communications for Consolidated

Relations Association.

continued on page 39

Columns are submitted by members of 35

FEATURE ARTICLE

IASB helps to answer governance questions by Angie Peifer and John J. Cassel

Angie Peifer is IASB associate

a select few Association personnel who answered monthly questions

tor for board

for the American School Board Jour-

development

nal. These questions and their

and Targeting

answers are representative of the

Achievement

knowledge of board issues and cul-

through Gover-

ture that have been shared, and they

nance. John J.

are used with that publication’s per-

Cassel served as

mission.

services director for 18 years before retiring in August 2011.

ing teacher and a great guy. In the

Angie Peifer have been among

executive direc-

an IASB field

school had a reputation as an inspir-

ditor’s note: John J Cassel and

The question: A longtime school board member had suffered from a

This board should first check its policy, which should reflect the board’s thinking about meeting attendance as well as any current state statutes defining a legally convened meeting.

past five years, however, his team had a losing record. Some parents and community members were pressuring the superintendent and the school board to fire this coach and replace him with someone who could produce a winning season. Parents complained that their students were missing out on scholarship opportunities because of the team’s poor performance. Some school board

debilitating illness and requested that

members thought this attitude of “win

he be able to participate in school

at any cost” was misguided, and that the coach put teaching above com-

board meetings remotely, by telephone. His board colleagues gladly

dance as well as any current state

petition. Other members agreed with

gave him the opportunity. When he

statutes defining a legally convened

the parents. What should the board

recovered, he began attending meet-

meeting. In Illinois, a quorum of the

do?

ings in person. Another board mem-

board must be physically present

John’s answer: I strongly support

ber wanted the same privilege, but

at the meeting and participation by

the idea of “the board has one employ-

for a different reason: she lived about

telephone or audio conferencing is

ee — the superintendent.” That is,

20 miles from the board meeting office.

restricted to 1) personal illness or

everyone else in the system works

She was asking for this to be a per-

disability, 2) employment or district

for the superintendent. A wise board

manent arrangement. What should

business, or 3) a family or other emer-

will not want to interject itself into

the board do?

gency. Absent policy or state legal

the relations between the superin-

Angie’s answer: New technolo-

guidance, this board needs to have a

tendent and his or her staff — in this

gies have caused many board and

policy-level conversation about its

instance, the principal and basket-

state legislative bodies to reconsider

expectations for meeting attendance

ball coach.

their definitions of “meeting atten-

and participation and then adopt

At the same time, how does the

dance.” This board should first check

those expectations as board policy.

superintendent know if he or she has

its policy, which should reflect the

The question: A longtime var-

the right employee for this important

board’s thinking about meeting atten-

sity basketball coach at an urban high

part of the school’s athletic program?

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 / M AY- J U N E 2 0 1 2

It depends on what benefits the school

to explain the purpose of the retreat,

itics” and those who provide board

expects to receive from its invest-

providing any relevant information

leadership need to engage the larger

ment in basketball. This is the key

about the retreat (who will be facil-

community as this context is part of

board question: What does our com-

itating, etc.), and asking if they would

the very meaning of public educa-

munity want from our sports pro-

cooperate by not covering this par-

tion.

gram?

ticular session. The board might pro-

The question: A district super-

The board serves the superin-

vide the media with copies of any

intendent and administration were

tendent — as well as the staff, stu-

board agreements that came out of

putting an anti-bullying program/cur-

dents and community — by providing

this session.

riculum in place for the schools, with

an answer to this foundational ques-

The question: A school board in

a different program for each age lev-

tion. The answer is likely some mix

a Midwestern town had a great rela-

el: elementary, middle and high school.

of school reputation, team building

tionship with its state legislators, one

The superintendent brought to the

and cooperative learning, charac-

of whom had previously served on

board a proposal that it get involved

ter development, co-curricular oppor-

the board before being elected to state

in the initiative by leading by exam-

tunities and nurturing excellence.

office. Board members prided them-

ple. He asked that the board revamp

How the board weighs these and oth-

selves on being good advocates for

and reemphasize its civility code and

er values can be expected to shape

their district and public education

ethics code, and mention specifical-

the work of the coach. Is he the right

by regularly meeting with state reps

ly that bullying behavior among adults

person? That’s a superintendent ques-

to discuss district and statewide issues.

would not be tolerated. Some board

tion. Is the program working? That’s

One new board member, however,

members thought it was a great idea.

a board question, which can only be

didn’t value the connections to the

A few members, however, were offend-

answered with helpful policy in place.

state legislature. She believed that

ed. They thought that being part of

The question: A school board in

school board members should be

the initiative would suggest that they

a small town had a contentious elec-

focused only on their districts, and

were having difficulties getting along.

tion that resulted in a new slate of

not get mixed up with politics. Her

What should the board do?

board members serving alongside

insistence was causing friction on the

John’s answer: The example of

longtime members. Board relations

board, and community members

the board always sets the pace for the

started out strained and went down-

began to question it, too. What should

district. The board’s influence by

hill from there. The board president

the board do?

example is often subtle, operating at

decided a board retreat could help

John’s answer: I like to think

the level of culture and expectations.

rebuild frayed relationships. The oth-

about school board members as com-

So, it seems to me the superinten-

er board members had one stipula-

munity (not just district) leaders. So,

dent is appropriately concerned about

tion: They wanted to meet in private,

a board that does not attempt to engage

alignment — is the whole district,

where they could feel safe to discuss

the wider issues —

especially the

including the board, on the same

their conflicts. Retreats in private

state legislature, since they have the

page? Do we have a clear focus and

clearly violate Sunshine Laws. What

key responsibility for education —

a commitment toward our common

should the board do?

may be defaulting on an important

goals? Boards are wise to make explic-

Angie’s answer: The board has

board function. Of course this is tough

it the connection between their val-

no choice but to work within the

and exasperating stuff — it would be

ues and hopes for the district and the

boundaries of their state’s Sunshine

easier to just focus on local district

various programs and activities of the

Laws. Although a private retreat might

issues. Perhaps this particular board

district, In this instance, the board

help repair member relationships, it

might agree that some of its mem-

should actively and explicitly explore

would seriously damage the board’s

bers will be focused internally while

the connection between its anti-bul-

relationship with the press and its

others invest energy externally. In

lying program and its stated values

community. As a possible compro-

practice, the two may not be easily

and goals. Then it should discuss how

mise, the board president might con-

separated. Bottom line: Public schools,

its own behavior and modeling sup-

sider contacting the local media outlets

by definition, are “mixed up in pol-

port those same values and goals.

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

A Directory of your

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

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Architectural, construction management and roof consulting. Lombard - 630/495-1900; website: http://www.arconassoc. com; e-mail: marketing@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: http://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; website: http://www.bldd.com; e-mail: sam.johnson@bldd. com BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: http://www.bradleyandbradley.net/ CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; e-mail: rdewar@cannondesign.com

DLR GROUP, INC. — Educational facility design and master planning. Chicago - 312/382-9980; website: www.dlrgroup.com; e-mail: jodonnell@dlrgroup.com

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

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

RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com

FANNING/HOWEY ASSOCIATES, INC. — School planning and design, with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: http://www.fgm-inc.com GRAHAM & HYDE ARCHITECTS, INC. — Architectural services. Springfield - 217/787-9380 GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; e-mail: greig@greenassociates.com GRP MECHANICAL, INC. - Mechanical service and performance contracting. Bethalto - 618/779-0050 HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; e-mail: dhealy@healybender. com HUFF ARCHITECTURAL GROUP, INC. — Architects, engineers, construction managers and school consultants. Springfield - 217/698-8250; Champaign 217/352-5887 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KJWW ENGINEERING CONSULTANTS — Facility assessments, infrastructure master planning, acoustical engineering, architectural lighting, construction administration, systems commissioning. Naperville - 630/753-8500 LEGAT ARCHITECTS, INC. — Architects. Chicago 312/258-1555; Oak Brook - 630/990-3535; Waukegan - 847/263-3535; Crystal Lake - 815/477-4545 LZT ASSOCIATES, INC./LARSON & DARBY GROUP Architecture, planning, engineering. Peoria - 309/6733100; Rockford - 815/484/0739; St. Charles, MO 630/444-2112; webite: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. — HVAC, plumbing and electrical design. Crystal Lake 815/788-8901

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

MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515

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

DAHLQUIST AND LUTZOW ARCHITECTS, LTD. — Architects and engineers. Elgin - 847/742-4063; Hinsdale - 630/230-0420; website: http://www.dlaltd.com; e-mail: elgin@dahlquistandlutzow.com

PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com

DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.com 38

PSA-DEWBERRY — Architects, planners, landscape architecture and engineers. Peoria - 309/282-8000; Chicago - 312/660-8800; Elgin - 847/695-5480; website: www.dewberry.com

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

Building Construction BOVIS LEND LEASE — Construction Management/Program Management. Contact John Doherty. Chicago - 312/245-1393; website: www. bovislendlease.com; e-mail: john.doherty@bovislend lease.com CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; webite: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845 POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 PROFESSIONAL CONSTRUCTION MANAGEMENT, INC. — Construction management. Mundelein - 847/ 382-3680 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; e-mail: info@sollitt.com TURNER CONSTRUCTION COMPANY — Referendum assistance, conceptual and master planning, budget assistance or verification, participant in panels, construction management and consulting. Chicago - 312/327-2860; website: http://www. turnerconstruction.com; e-mail: ghill@tcco.com

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 / M AY- J U N E 2 0 1 2

Practical PR continued from page 35 media, community outreach, cri-

• Opportunities to provide state-lev-

munication and then support the per-

sis communications, publication

el special recognition of staff, board

sonnel charged with this manage-

design, strategic planning, staff and

and community members who go

ment function. Most districts have

labor issues, referenda, business

the extra mile for your district,

trained personnel to manage the teach-

partnerships and other “hot topics”;

through the annual Distinguished

ing and learning, human resources

Service Awards;

and business functions. It only makes

• Networking with top school PR professionals, including the opportu-

• Linkage with NSPRA and insight

sense to have someone specialized

nity for professionals relatively

into national trends and issues.

in managing the strategic communi-

new to school PR to be mentored

School board members can also

by a more veteran professional;

follow INSPRA on Facebook, Twitter

• Proactive insight into emerging

and LinkedIn to learn about trends

education issues and trends; • Expert feedback and special recognition for education publications

cation function of the organization. It could be said that the ultimate equation for a school district is:

in school communication and gath-

Teaching + Learning + Highly

er the latest INSPRA news. Get con-

Qualified Personnel + Financial

nected at www.inspra.org.

Resources = Student Success with a

and programs through the annual

Both NSPRA and INSPRA can

common denominator of an informed

Communications Contest and Gold-

help a school board member under-

and supportive community through

en Achievement Awards;

stand the important role of com-

strategic communication.

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

RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com RCM LABORATORIES, INC. — Environmental, health and safety services. Countryside - 708/485-8600

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Con-trols, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford - 815-227-4000; Peoria - 309-688-7411; Springfield - 217-529-3111; Toll-Free - 866-ALPHA-01 CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/ 230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; e-mail: rbennett@thectsgroup. com ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions. Itasca - 630/773-7203 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo – 314/548-4136,Arlington Heights 847/797-4954; e-mail: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259 MECHANICAL INCORPORATED — New construction, renovation, comprehensive and basic preventative maintenance service contracts. Freeport - 815/ 235-1955; Hillside - 708/449-8080; Rockford - 815/ 398-1973; Fox Lake - 847/973-1123; website: www. mechinc.com; e-mail: pattie@mechinc.com OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene, microbiological evaluations and ergonomics. Chatham - 217/483-9296

SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

Financial Services BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 800/3678757 BMO CAPITAL MARKETS/GKST, Inc. — Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; e-mail: jamie.rachlin@bmo.com EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: http://www.ehlers-inc.com; e-mail: slarson@ehlers-inc.com FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington - 309/829-3311; e-mail: paul@first midstate.com GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: http://www.gorenzcpa.com; e-mail: tcustis@gorenz cpa.com HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; e-mail: rbergland@hsemuni.com; rcoyne @hsemuni.com

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

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

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

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

RAYMOND JAMES & ASSOCIATES, INC. — Full service Investment Banking firm. Chicago - 312/6127814

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

Milestones Constance R. Collins, superintendent of Round Lake CUSD 116, and Sheila Harrison-Williams, superintendent of Hazel Crest Collins SD 152.5, were honored with the 2012 Dr. Effie H. Jones Humanitarian Award during the American Association of School Administrators (AASA) HarrisonNational Conference Williams on Education in Houston. Harrison-Williams and Collins won the award for jointly creating programs to support aspiring superintendents. They developed and for eight years have voluntarily convened an annual oneday workshop to address the barriers women and minorities face in seeking the superintendency, identifying strategies to overcome the barriers. In 2011, Harrison-Williams and Collins also received corporate funding and coordinated a three-day Aspiring Superintendents Summer Institute designed to provide in-depth leadership preparation for women and minorities.

Kenneth Brown, 89, Aledo, died February 3, 2012. He had served on the school board for the former Aledo CUSD 201. Brown farmed his entire life in the Sunbeam area in Mercer County. He also served on the Mer-Roc Farm Service board, was an Ohio Grove Township supervisor and an active member of the Aledo Rotary Club.

Mary Ann Manos is among 22 finalists nationwide for the AASA’s Outstanding Women in School Leadership Award for 2012. The award pays tribute to the talent, creativity and vision of outstanding female administrators in the nation’s public schools. Candidates are judged on: leadership for learning; communi-

Kenneth J. Dunahee, 81, Lexington, died February 25, 2012. He was a past member of the Lexington CUSD 7 school board. A lifelong farmer in the Colfax, Lexington and Chenoa areas, Dunahee was a graduate of Chenoa High School, later serving in the U.S. Army in Germany in the 1950s. He was a member of the Lex-

cation; professionalism; and community involvement. Manos was recognized for her exceptional leadership of Hartsburg-Emden CUSD 21.

In memoriam Paul E. Bertsche, 83, Flanagan, died February 7, 2012. He served on the former Flanagan CUSD 4 board of education for more than 14 years. He also served on the McLean, Livingston and DeWitt Regional School Board. He was a lifelong farmer in the Flanagan area and a director of the State Bank of Graymont from 1971 to 2008.

ington American Legion. Donald Eaton, 73, Bethalto, died March 10, 2012. He had served on the Bethalto CUSD 8 school board for 10 years. He graduated from Bethalto’s Civic Memorial High School, where he still holds several CM sports records. He retired in March 2000 from the Olin Corporation, where he had worked as a stock supervisor for 31 years. Gale M. Gallagher, 54, Homewood, died March 7, 2012. She was a long-standing school board member for Homewood SD 153 and a board member on the HomewoodFlossmoor High School Foundation. A homemaker and mother of four, she was an active volunteer and an advocate for public schools in general, and early childhood education in particular. Eddis E. Hasselman, 99, Pekin, died March 14, 2012. She was a member of the Pekin SD 108 school board for nine years. She was a 60-year member of Tazewell County Homemakers Extension Association and served on its county board. Hasselman also served as an election judge in Pekin for many years, and was a former leader of 4-H clubs, Girl Scouts and Cub Scouts. Walter L. Helm, 67, Springfield, died February 6, 2012. He served on the Cerro Gordo CUSD 100 board from 1979 to 1991. He was a teacher and continued on page 18

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 / M AY- J U N E 2 0 1 2

ASK THE STAFF

Board member advocacy can make a big difference by Ben Schwarm

uestion: Why is it important

aware of the process.

tion. But when legislators receive Ben Schwarm,

for me as a school board mem-

Advocacy by IASB can make a

information from their local area,

ber to pay attention to legislation and

difference at the Capitol. With 10,000

from their school districts, from their

contact my legislator?

bills being considered in the legis-

peers and constituents, that message

executive direc-

Answer: In the current two-year

lature, lawmakers cannot and do not

is reinforced exponentially!

tor for govern-

legislative cycle, more than 10,000

know the effects of all of the pro-

Last year when the governor pro-

bills were introduced in the Illinois

posals. Simply sharing with legisla-

posed the forced consolidation of

answers the

legislature. Typically, anywhere from

tors what the result would be for

school districts based on arbitrary

question for this

one quarter to a third of all legisla-

your school district if a bill would

enrollment and population numbers,

issue.

tion will either directly or indirectly

be enacted can change the vote of a

IASB came out in strong opposition.

affect a local school district. Of course,

senator or representative. It’s not

But it was not IASB staff lobbyists

not all of these bills pass and become

arm-twisting, it is merely providing

who killed the proposal. It was the

law, but in the first year of the cur-

honest information on the reper-

hundreds of phone calls legislators

rent General Assembly, 680 bills have

cussions of a legislative proposal. No

received from volunteer, elected school

been enacted into law. Again, a sig-

one is more qualified to reach out

board members.

nificant percentage of these new laws

to that local legislator than a school

Involvement by school board

will require changes to how a local

board member who: 1) knows inti-

members in the legislative process

school district operates.

mately how a proposal would affect

can, and does, make a difference.

Some changes will be relatively

the school district, and 2) has been

IASB legislative staff, with the help

minor, requiring a school board to

elected by the same voters as has

of grassroots support from locally

adopt a policy on student athlete con-

the legislator.

elected school board members, derail

cussions or to post personnel salary

IASB has legislative specialists

or amend dozens of bills each year

information on the district’s website.

who are in the Capitol on every ses-

that could have had a detrimental

Other requirements may be more

sion day. These professionals have

effect on local school districts.

substantial, such as overhauling the

analyzed the legislation, have tak-

All of the information necessary

system for dismissing and RIFing

en a position on the bills as directed

to keep abreast of the current goings-

teachers or requiring school board

by Association members through the

on at the Capitol can be found in the

members to receive four hours of

resolutions and delegate assembly

Alliance Legislative Report. The Illi-

training in education labor law and

process, and have relayed those posi-

nois Statewide School Management

financial oversight.

tions to the lawmakers — again by

Alliance is the organized legislative

For better or for worse, the state

providing honest information and

efforts of the Illinois Association of

legislature has become much more

data on the issue. The IASB legisla-

School Boards (IASB), the Illinois

involved in the day-to-day activities

tive team is respected and trusted in

Association of School Administrators

of the local school district, and school

the Capitol, and legislators know that

(IASA), the Illinois Principals’ Asso-

board members should become more

they are receiving reliable informa-

continued on page 10

IASB associate

mental relations,

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

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gic approach that views communications as a never-ending campaign.” Nora Carr, “Positive Impressions,” American School Board Journal, January 2012

“When all men think alike, no one thinks very much.” “Arithmetic is where the answer is right and everything is nice and you can look out of the window and see the blue sky — or the answer is wrong and you have to start over and try again and see how it comes out this time.” Carl Sandburg, American writer and editor, 1878-1967

Walter Lippmann, American writer, reporter and political commentator, 1889-1974

“We contribute best to the process of governing when we avoid assuming the mantle of the expert, refrain from disregarding expert advice because it is expert advice, and stop

trying to manage the public organization and functions we have been asked to govern or advise.” Phil Boyle and Del Burns, Preserving the Public in Public Schools, 2012

“The old standby, ‘you have to know how to do this or you won’t be able to get on in life’ is no longer convincing, because students see technology as a way of getting on in life without the mental operations it replaces.” William G. McCallum, “Thinking out of the Box,” April 30, 2001

“A teacher’s day is half bureaucracy, half crisis, half monotony and one-eighth epiphany. Never mind the arithmetic.” Susan Ohanian, teacher and freelance writer

“A leader has to be one of two things: he either has to be a brilliant visionary himself, a truly creative strategist, in which case he can do what he likes and get away with it; or else he has to be a true empowerer who can bring out the best in others.” Henry Mintzberg, Cleghorn Professor of Management Studies, McGill University, Montreal, Quebec, Canada

“Better public support for public schools is possible, but it requires courageous leadership and a strate-

“My meteoric rise was due to hard work, dedication and yeast.”