The Illinois School Board Journal September October 2013 by IASB Publications

SEPTEMBER/OCTOBER 2013

Vol. 81, No. 5

Teacher evaluations: On your mark. Get ready ...

PLUS: COLLABORATIVE LEARNING • IASB HISTORY PART V

ed, tested, reviewed, and refined.

member memoriams and milestones.

Gaining trust from professionals

“How a bill becomes law” out-

who are used to a very different eval-

lines the state legislative process and

uation process will be difficult, accord-

the labyrinth of tactics and antics

uch has already been writ-

ing to the author of “Opening

that each bill must survive to become

ten and said about the Per-

classroom doors to collaborative learn-

a Public Act. Considering that thou-

formance Evaluation Review Act

ing.” Insulated from peer inspection,

sands of bills are introduced each ses-

(PERA). Much more is forthcoming.

interference and interaction, some

sion of the Illinois General Assembly,

This issue of The Illinois School

teachers claim territorial rights over

this article gives an insider’s per-

Board Journal takes yet another look

the content mastery practiced in their

spective on legislative realities.

at the new state education reform law

domain. Forced to open their doors

“What went right: Telling school

that went into effect a year ago for

as if they belonged to them, the author

stories that don’t get reported” is this

many Chicago Public Schools and

claims that such teachers have diffi-

issue’s Practical PR feature. It exam-

will go into effect over a staggered,

culty articulating what they are doing,

ines the thousands of decisions and

three-year process for the rest of the

let alone how and why they are doing

actions that take place to assure a

state’s 858 public school districts.

it. Two best practices that school

smooth start to the new school year.

The articles chosen for this publica-

boards and administrators should

Another feature, “Turf and track

tion do not dwell on the definition or

consider to encourage the benefits

require research, planning and main-

requirements of PERA. In fact, IASB

of collaboration are learning walks

tenance,” examines the criteria to

has already outlined them in an easy-

and team teaching.

consider when upgrading or replac-

to-use FAQ-style document available

Ineffective evaluations are not

on its public website: http://www.

just a waste of time; they are a wast-

This month’s issue also contains

iasb.com/law/PERAoverview.pdf.

ed opportunity to improve student

the final installment of our year-long

(The Illinois State Board of Educa-

outcomes. That’s the conclusion of

series examining the history of the

tion also has a site dedicated to the

our third feature on the topic of PERA,

Association. “Centennial celebration,

subject: http://www.isbe.net/PERA/

“Lessons learned: Improving instruc-

part five” tracks the parallel trends

default.htm).

tion through teacher evaluation.”

of technology, tragedy and training

ing athletic field surfaces.

Still, there are many opinions

The author suggests that piloting new

in the 20-year period of 1993-2012.

being written about the impact of and

evaluation policies before they are

If recently elected school board mem-

preparation for teacher evaluations.

required will give teachers and admin-

bers want to know what the Associ-

“Implementing PERA? Get start-

istrators time to adapt without the

ation does and why, this article will

ed now!” suggests 12 steps that dis-

additional anxiety of potential high-

give them a current perspective on

tricts should begin to review in order

stakes decisions. This anxiety is shared

IASB products and services. Although

to gain the appropriate perspective

equally by teachers and principals

the series concludes with this issue,

on the purpose of the requirements.

but has the potential to be embraced

coverage of IASB’s 100-year anniver-

The author strongly suggests that the

when planned and managed effec-

sary will continue in the coming

“accuracy of the labeling” used in

tively by the administration, and sup-

months, both in print and online.

evaluations will determine in large

ported by the school board.

Many activities at this year’s Joint

part how successful the district’s eval-

For those who may suffer from

Annual Conference will focus on the

uation plan will be. For the new eval-

PERA overload, this issue of The Jour-

centennial, and are designed to invite

uation process to work effectively

nal also contains a variety of feature

participation from districts and indi-

and be trusted by the teachers and

articles on legislation, school public

viduals.

principals affected, it must be pilot-

relations, athletic fields, and board

TABLE OF CONTENTS

COVER STORY 12 | Implementing PERA? Get started now! Although the 2016 deadline for most school districts to implement the Performance Evaluation Reform Act (PERA) seems far away, districts would be wise to start now. Joseph J. Matula

18 | Opening classroom doors to collaborative learning To achieve a more equitable level of success and to enhance learning across the curriculum, teachers must open the doors to collaborative learning. Diallo Brown

22 | Lessons learned: Improving instruction through teacher evaluation With implementation of PERA, districts have a unique opportunity to create a teacher evaluation system that works and leads to improvement in student outcomes. Annie Filer and Sarah Dickson

FEATURE STORIES J

2 | Centennial celebration Technology, tragedy and testing transform educational landscape Three forces combined to make a significant impact on public education and school board governance over the past 20 years. Heath Hendren

8 | How a bill really becomes a law For the vast majority of bills that are introduced to the Illinois General Assembly, the usual course is followed. But, oh, the shenanigans that can happen on the way. Ben Schwarm

26 | Turf and track require research, planning and maintenance The selection of a new track or field and its installation can be fraught with missteps. Not all products are created equal, which is why proper planning, installation and maintenance is essential for safety and value. Jameson Sheley

Vol. 81, No. 5 ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year. PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB.

REGULAR FEATURES Practical PR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Ask the staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

James Russell, Associate Executive Director Linda Dawson, Editor Gary Adkins, Contributing Editor Dana Heckrodt, Advertising Manager

TOPICS FOR UPCOMING ISSUES November/December January/February

Member survey results Povertyâ&#x20AC;&#x2122;s impact

Cover by Corbin Design, Petersburg

FEATURE ARTICLE

Centennial celebration…

Technology, tragedy and testing transform educational landscape By Heath Hendren

Heath Hendren is assistant director of communications for the Illinois Association of School Boards.

here the “space race” of the

1950’s and 60’s spurred atten-

tion to the global importance of America’s educational success, the evolution of information access and communication methods in the 1990’s and the beginning of the 21st Century

Part V — 1993-2013 This is the fifth and final part in a year-long series detailing the history of the Illinois Association of School Boards, from its inception in 1913 through its 100th anniversary, to be commemorated on December 13, 2013.

cemented technology permanently into everyday teaching techniques.

for sure is that it will accelerate even

In the same time frame, two other

faster over the next 20 years.

it receives annually. Although much of the online con-

forces made a significant impact on

IASB followed suit and official-

tent is free, IASB also added a vari-

public education: intensified assess-

ly went online in 1995 via “Access

ety of fee-based services delivered

ments of student, teacher and school

Illinois.” The following year the Asso-

electronically, including a bookstore,

performance and a succession of his-

ciation launched its first webpage

meeting and workshop registrations,

toric violence and human tragedies

on the “World Wide Web.” The IASB

policy information and updating ser-

in bigger, bolder and personal dimen-

website grew substantially over the

vices, publishing local school board

sions.

next 10 years – from several dozen

policy manuals, and a paperless meet-

In an article titled “Changing

pages to several hundred. By the

ing and document service.

School Boards in a Changing Soci-

time the content had grown to more

Economic conditions fluctuated

ety” in the 1993 July/August issue of

than 1,500 live pages, a complete

greatly from 1993 to 2013, which, in

The Illinois School Board Journal,

redesign of www.iasb.com was

turn, resulted in a wide swing in state

the author asserted, “We may be just

launched in 2007. This was soon fol-

funding levels for public schools. The

beginning to understand how tech-

lowed by the introduction of a pass-

two decades saw major economic

nology will change us. Or perhaps we

word-protected, members-only

recessions and a financial surge dur-

still don’t have a clue.” The profound

website. The new website gave mem-

ing the “dot.com” boom years. For

nature of this statement accurately

bers access to personal database

example, while public school fund-

predicted the phenomenal impact

information and supplemented oth-

ing rose by a $400 million increase

that personal computers, laptops and

er member services with new inter-

in 1997, more recent state budgets

tablets; the Internet, cable TV and

active tools and features, such as

have been less kind to local school

social media; and mobile phones,

personal conference schedule plan-

budgets, and have pro-rated payments

messaging, and personal applications

ners and downloadable conference

below allocated amounts. The annu-

would have in households and class-

handouts. The importance of the

al push-pull debate over who pays

rooms. Education technology is evolv-

Association’s web presence is reflect-

how much has escalated as the state’s

ing at warp speed, and all we know

ed by the 1 million-plus page views

financial condition has drastically

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

eroded in recent years. Maintain-

mission statement to refine its pur-

ing funding and minimizing mandates

pose: “The mission of the Illinois

has been an ongoing mantra for the

Association of School Boards is excel-

Association and other school man-

lence in local school governance and

agement organizations.

support of public education.” (The

In 1993, IASB joined forces with

mission statement was revised once

the Illinois Association of School

in 2012 to state: “The mission of the

Administrators (IASA), the Illinois

Illinois Association of School Boards

Principals Association (IPA) and the

is excellence in local school gover-

Illinois Association of School Busi-

nance in support of quality public

ness Officials (Illinois ASBO) to form

education.”) The following year, IASB

the Illinois Statewide School Man-

reorganized its internal structure to

agement Alliance. The Alliance was

better align with the mission state-

formed to allow each organization

ment. This included additional field

the ability to better focus resources

support to member districts and cre-

in a collaborative effort aimed at pro-

ation of an advocacy department,

ducing policies that improve Illinois’

uniting government relations func-

educational climate.

tions with public relations duties. In

The Alliance remains in near

addition, the Association combined

constant communication with state

field services, policy services and

government agencies and offices,

communications under the title of

including the Illinois State Board of

member services.

Education, Senate and House edu-

Amid the internal changes, the

cation committees and the gover-

state decided to consolidate elec-

nor’s office. In addition to providing

tions. In 1999, school board elec-

accurate and timely information on

tions were moved from November

legislative and regulatory activities

to April of odd-numbered years,

and providing a cohesive school man-

resulting in the elimination of the

agement voice in the Capitol, the

non-partisan election date. The date

Alliance has helped to forge addi-

change created a lengthy conver-

tional opportunities for each orga-

sion process that resulted in a sev-

nization to share services and extend

en-month gap from the election to

benefits to local school districts. The

seating of board members. In turn,

partnership has grown as the demand

this also meant a seven-month delay

for services expanded, and now

in which unseated members would

includes dozens of sponsored pro-

remain on the board. The change

grams and cooperative ventures.

affected the next two elections, so

Article 23 of the School Code

that the first “normal” election and

states that IASB exists to enable: “The

seating of board members did not

education of school board members

occur until 2003.

as to their duties and responsibilities

The disruptions of school board

so as to improve the management of

elections would pale in comparison

the public schools.” In the early 1990’s,

to the number of violent attacks and

the IASB Board of Directors adopt-

human tragedies that occurred in the

ed a policy governance model for its

last two decades.

governance structure. In 1995, the

In 1995, the federal building in

board of directors adopted a formal

Oklahoma City was destroyed by a

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

President Carolyne Brooks

Treasurer Dale Hansen

Vice President Karen Fisher

Immediate Past President Joseph Alesandrini

BOARD OF DIRECTORS Abe Lincoln Lisa Weitzel

Lake County Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Phil Pritzker

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

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

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

Kishwaukee Mary Stith

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

Schools played an extremely impor-

ed that one of the most effective defens-

IASB presidents

tant role in bringing normalcy back

es against internal school violence is

to communities, and ensuring chil-

to pay attention to students and heed

1994-95

Stanton Morgan, Bismarck

dren and other residents had a famil-

early warning signs of emotional dis-

1996-98

Jay Tovian, Villa Park

iar, comfortable place where they felt

tress.

1999-00

E. Jerald Eiffert, Mt. Zion

2001

Dennis McConville, Peru

2002-03

Christie Coleman, Geneseo

2004-05

Raymond Zimmerman, Flanagan

tional support for children who

Elementary School in Newtown, Con-

2006-07

Marie Slater, Wheaton

watched the tragic events of that day

necticut, killing 20 kindergarten and

unfold. Many teachers also used 9/11

first grade students and six faculty

More recently, the country was

the 2001 November/December issue

stunned with another mass school

of The Journal, the editor wrote about

shooting. On December 14, 2012, an

schools being the front line of emo-

adult gunman entered Sandy Hook

2008-09

Mark C. Metzger, Aurora

as a learning experience, not only in

members. Both tragedies moved the

2010-11

Joseph Alesandrini, Pekin

a historical context, but as an avenue

national debate on gun use and own-

Carolyne Brooks, Noble

to spur discussion on intolerance and

ership, and the balance of public safe-

hate.

ty and personal rights.

2012-13

bomb placed by a domestic terrorist. The bombing claimed the lives of 168 people, including many young children. The rapid dissemination of images and information made it nearly impossible to shield children from exposure to such material. This prompted a discussion of how schools should inform and address students when such devastating, and obviously emotional, events take place during the school day. Nothing, however, could prepare schools, teachers, students, or parents for the emotional impact that engulfed the nation on September 11, 2001. The international terrorist attacks in New York City, Washington, D.C., and Pennsylvania devastated the country in a way not seen since the Dec. 7, 1941, bombing of Pearl Harbor. But the attacks on September 11th also served to bring Americans together over a common bond. The partisan issues that routinely divided us were put to the side. In its place emerged a new spirit and bond that would show a perseverance that had not been seen for several generations. 6

safe. In “The Front Page” section of

School boards looked further at

Balance is also the watchword of

security measures and the develop-

the third and final trend of the past

ment of new emergency procedures

20 years.

and policies. Many schools looked

The most significant change in

toward security assessments and rou-

classrooms, teaching and learning

tine inspections of school grounds to

has been the ever- increasing demand

identify potential risks. Others focused

for accountability, in order to increase

on new security methods, such as

student achievement and close

video monitors and motion sensors,

achievement gaps. State and federal

and updated their emergency pro-

agencies, responding to a measured

cedures to ensure they conformed

and loud call from political and pri-

with modern day threats.

vate special interests, began to impose

As secure as schools are made to

new demands on performance, test-

be, they remain vulnerable to those

ing and standards. The additional

who insist on invasion and destruc-

pressure put districts large and small

tion. The two most notable school

into a defensive mode that continues

violence events occurred 13 years

to threaten public support for public

apart. The first tragedy came April

schools.

21, 1999, when two students entered

The Illinois State Board of Edu-

a Littleton, Colorado, high school and

cation in 1997 adopted comprehen-

executed 14 children and one teacher,

sive learning standards for what Illinois

leaving another 28 wounded. The

students must learn in English, lan-

Columbine tragedy was examined

guage arts, mathematics, science,

exhaustively and resulted in a height-

social studies, physical development

ened awareness of and training in

and health, and the fine arts. In 1999,

anti-bullying and tolerance policies.

the Illinois Standards Achievement

The Journal published an article in

Test (ISAT) was first administered

the 1999 May/June issue titled, “Vio-

statewide in order to gauge student

lence in Colorado – Could it Happen

learning in relation to the newly adopt-

Here?” that looked at ways to improve

ed learning standards. And in 2001,

school safety. The finding suggest-

all eleventh grade students in Illinois

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

were required to take the Prairie State

(NCLB) Act of 2001 was enacted by

promote non-public alternatives,

Achievement Examination (PSAE).

Congress to support standards-based

such as vouchers and charter schools.

A 1999 feature story in the March/April

education reform, and significantly

In 2010, the Illinois State Board

issue of The Journal titled, “21st Cen-

expanded the federal role in pub-

of Education adopted the new, more

tury Schools,” spoke to the impor-

lic education through annual test-

rigorous and internationally-bench-

tance of performance-based learning

ing, annual academic progress, report

marked “Common Core Standards”

assessments, noting that there are

cards, teacher qualifications, and

in English, language arts and math.

no upper limits on learning achieve-

funding changes. Many states, includ-

Common Core Standards are bench-

ment and emphasized the signifi-

ing Illinois, saw an increasing num-

marks developed by a national con-

cance of what students are actually

ber of school districts “fail” the federal

sortium with the aim to bring more

absorbing versus simply the amount

testing standards and ultimately

consistency and uniformity to what

of time a student spends at a class-

appealed to seek waivers from the

students learn at each grade level

room desk.

mandates. The struggle for many

from one state to another. This led

At the same time, the federal

schools and districts to meet “Annu-

to even greater demands for account-

government was increasing its

al Yearly Progress” benchmarks

ability and classroom intervention,

demand on not only what schools

became the basis for the public to

most recently in Illinois, with the

tested, but ultimately what and how

grade and compare its schools, in

enactment of SB 7 education reform

they taught. The No Child Left Behind

order to create an opportunity to

act in 2011. This law for the first

7 Seven

FRIDAY WORKSHOPS

at the

2013 81st IASB•IASA•IASBO

CORE CREDIT WORKSHOPS • *The Basics of Governance • The Basics of School District Finance • The Board’s First Responsibility: Detecting and Communicating a Compelling Vision • Professional Development Leadership Training (PDLT) and Performance Evaluation Reform Act (PERA) Training for School Board Members

ELECTIVE CREDIT WORKSHOPS • Leading Leaders: The Job of the Board President • Tough Talking: Initiating and Managing Tough Conversations (Half day) • Leadership by Design (Half day)

Joint Annual Conference November 22, 2013 • Sheraton Chicago Hotel SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

time mandated school board train-

remains unclear how effective man-

Responding to and anticipating

ing and allowed school districts to

dated training will be, it is apparent

member needs has been a hallmark

evaluate teachers on student per-

that most school board members

of the Association throughout its 100

formance.

were ready to comply with the new

years. One of the most ambitious ini-

IASB responded quickly, offer-

mandates, as new board member

tiatives was launched in the mid-

ing new training options at region-

training numbers in 2013 reached

1990’s, in response to the IASB Board

al workshops, its annual conference

new levels of participation and atten-

of Directors’ policy governance work

and with online courses. Although it

dance.

and the association’s new mission statement. The IASB staff engaged in a comprehensive study of policy governance and other governance models and ultimately developed the IASB “Foundational Principles of Effective Governance.” These prin-

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

BOARD DEVELOPMENT/ TARGETING ACHIEVEMENT THROUGH GOVERNANCE Dean Langdon, Associate Executive Director Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Linda Dawson, Director/Editorial Jennifer Nelson, Director, Information Services Heath Hendren, Assistant Director/ Communications Gerald R. Glaub, Consultant Diane M. Cape, Production Services Consultant FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Reatha Owen, Director Patrick Rice, Director Jeff Cohn, Director Barbara B. Toney, Director Laurel DiPrima, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant

ciples established a philosophy that has informed and aligned all Association products and services since that time. The document represents the cornerstone of IASB’s beliefs about the role and responsibilities of the school board. The six principles – clarify the district purpose, connect with the community, employ a superintendent, delegate authority, monitor

performance,

and

take

responsibility for itself – were designed to clearly and coherently articulate the role of school board members as trustees for their communities and serve as an overarching guide to effective school board governance. The principles are used throughout all IASB board training. As IASB services and staff continued to expand from one decade to the next, it was apparent that the Association would need more office and storage space. In 2003, IASB moved its headquarters to a new building on the south side of Springfield. Built entirely with budget reserves, the new facility was expanded again two years later to accommodate new

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

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

services and staffing. In fact, over the 20-year span between 1993 and 2013, IASB initiated a wide variety of new services and products. Some of the

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

more notable start-ups include PRESS

recent years. In 2011, 85 percent

(1993), school design data file and

of IASB member districts were rep-

EEE (1996), Targeting Student Learn-

resented at the three-day event. Mem-

ing (1998), Illinois Energy Consor-

bership in the Association is another

tium (1999), Board Governance

measure of IASB’s value to local school

Review (2002), School Board Lead-

districts. As of this report, 852 of the

erShop (2002), The Essentials of Illi-

state’s 859 public school districts are

nois School Finance (2002), School

dues-paying members of the Associ-

Board Policies Online (2002), PRESS

ation.

Plus (2003), BoardBook (2004), Tar-

From 1993 to 2013, IASB has

geting Achievement Through Gov-

been served by three executive direc-

ernance or TAG (2004), “Weighing

tors. Each brought a unique style

Healthier Options” report (2004),

that has allowed IASB to progress

and the Online Learning Center

and grow to better serve the needs

(2009).

of members. The late Wayne Samp-

Over the course of the past 20

son served from 1989 to 2000, fol-

years, the Association has been reg-

lowed by Michael D. Johnson from

ularly surveying its membership. In

2000 to 2012, and Roger Eddy, who

addition to answering questions about

was named the CEO on July 1, 2012

how much time they spend on board

and continues to serve as executive

work and the number of years they

director today. The 100 years of suc-

have served, board members partic-

cess at IASB can be attributed to a

ipating in the survey were asked ques-

number of factors, but a passage from

tions about their demographics, their

the 2012 Annual Report may sum it

district, their reasons for running for

up best.

the board, their views of education

“Continuity and excellence of

and a myriad of questions designed

service is what drives this Associa-

to elicit preferences for receiving

tion. IASB is poised to meet the chal-

information and professional devel-

lenges of the future. But one thing

opment from IASB. Administered

won’t change. ‘Excellence in local

originally in 1993, the surveys have

school governance in support of qual-

been conducted every five years, with

ity public education.’ That’s our mis-

the latest occurring in early 2013.

sion today; that will be our mission

Results of both the board member

for years to come.”

and superintendent surveys have

This concludes the five-part

been posted on the IASB website for

series reviewing the 100-year his-

all to share. (An analysis of the 2013

tory of the Illinois Association of

survey results and previous surveys

School Boards. A commemorative

will be reported in the November-

book will be published in early 2014

December issue of The Illinois School

containing this series, additional

Board Journal.)

interviews, recognition of signifi-

Another measure of IASB’s suc-

cant events and people, a chronol-

cess has been attendance at and par-

ogy of U.S. and Illinois education

ticipation in the Joint Annual

issues, and various lists, photos and

Conference. Initiated in 1915, the

artifacts relevant to the centenni-

annual conference has seen atten-

al.

Welcome New

superintendents

And congratulations on your new position. As you settle in, many questions may arise, including the following: • How are board policies being implemented? • Are administrative procedures up to date? • Are the administrative procedures in alignment with board policy? You will be happy to know that IASB Policy Services offers a process that is designed to help district administrators provide the procedures necessary to assure implementation of and alignment with board policy. An IASB Policy Consultant will provide a draft administrative procedures manual based upon sample procedures and exhibits as found in the IASB Policy Reference Manual, and customized according to the requirements of the district’s policy manual. The Consultant will then work with the administrative team to customize the draft manual to align with district practice. This task can be accomplished in no more than TWO MEETINGS. For more information, visit www.iasb.com/policy or call 217/528/9688, ext. 1125 or 630/629-3776, ext. 1214

dance top 12,000 participants in SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

How a bill really becomes a law by Ben Schwarm

Ben Schwarm is IASB deputy executive director and heads the governmental relations team for the Association. His article originally appeared in the Spring 2013 issue of the Illinois Association

“I’m just a bill

Rock bill never came to Springfield

Yes I’m only a bill.

to get mugged by a rules committee,

For the vast majority of bills that

And I’m sitting here on Capitol

stuffed into a “shell bill,” and tacked

are introduced, the usual course is

onto a provision in a 1,000-page

followed. A bill in a spring legislative

Well, it’s a long, long journey

“BIMP” bill that was voted on virtu-

session in Springfield will be:

To the capital city,

ally sight unseen.

• Introduced in either the House or

Hill.

But I know I’ll be a law someday At least I hope and pray that I

Update Magazine.

What textbooks will tell you Section eight under Article IV of

• Read into the record on three separate days

the Constitution of the State of Illi-

• Considered by a committee

nois succinctly expresses what must

• Sent to the chamber floor

happen for the passage of bills in our

If approved, it is sent to the oppo-

state. A bill may originate in either

site chamber to repeat the same drill

the Senate or the House of Repre-

there. The process without any expe-

For the most part, the legendary

sentatives, must be “read by title on

ditious treatment will take about three

(at least for folks my age) “I’m Just a

three different days” in each cham-

months.

Bill” skit from Schoolhouse Rock in

ber, and must have approval of a major-

the 1970s is pretty accurate here in

ity of the members elected in each

Illinois. A bill must make it through

chamber before being sent to the gov-

two legislative chambers and be signed

ernor for his consideration. Sounds

Where does a bill

into law by the chief executive whether

simple enough.

really come from?

will, But today I am still just a bill.”*

of School Business Officials’

Senate

It’s a long, long wait While I’m sitting in committee,

and will explore that a little later.

But who wants to hear about that boring process?

in Congress in Washington, D.C., or

Beyond the constitution, there

Sometimes the idea for a piece

in the Illinois General Assembly in

are a few other hurdles for legislation

of legislation actually comes from the

Springfield.

to navigate. Both the Illinois House

legislator who introduces it. Mostly,

But, oh, the shenanigans that can

of Representatives and the Illinois

though, the idea has come from a con-

happen on the way. That School House

Senate have their own “General

stituent who has had a problem nav-

Assembly Rules” that they adopt and

igating the state’s bureaucracy, from

* Schoolhouse Rock, B. Dorough, L.

that must, generally be followed. This

an interest group or lobbyist, or from

Ahrens, D. Frishberg, R. Mendoza, Amer-

includes the use of committees and

some other think tank or organiza-

ican Broadcasting Company, Buena Vista

certain timelines that must be met.

tion that the legislator belongs to.

Home Entertainment (Firm) (2002),

The exception, of course, is when

My favorite is when a legislator

Schoolhouse Rock!, Burbank, California,

the legislators decide that they don’t

says (this is much more common

distributed by Buena Vista Home Enter-

want to follow their rules, which is

to hear from a congressman in D.C.)

tainment.

always an option too. But I digress

that “I wrote the bill that … .”In

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

Well, now I’m stuck in

my 27 years working in and around

committee decides which substan-

the Capitol, I’ve never known a leg-

tive committee to send a bill. Some-

islator who actually “wrote the bill.”

times a bill is never assigned to a “real

And I’ll sit here and wait

Legislators certainly make leg-

committee” and languishes forever

While a few key Congressmen

islation happen, but it is staff, lawyers

in “Rules” or “COA.” This is the first

and lobbyists who usually do the actu-

ironclad gatekeeping device for the

al writing. And in Springfield, truly

majority party.

only the lawyers at the Legislative

The General Assembly Rules also

Reference Bureau (LRB) write the

require that a new bill be “posted”

official bill that is considered in the

for a committee hearing at least six

Capitol.

days before the bill will actually be

committee

discuss and debate Whether they should let me be a law. How I hope and pray that they will, But today I am still just a bill.”

considered by the committee. This

Second reading and

Legislative committees and rules,

is an attempt at transparency and for

legislative time travel

and how to get around them

the public to become aware of leg-

After a bill is discharged from a

islation before the first vote is taken.

committee, it goes back to the cham-

And, really, this works pretty well.

ber floor and is read into the record

The General Assembly Rules in both the House and Senate versions allow for the use of committees.

Amendments, however, only need

for a second time. Second reading is

Standing committees are named in

a one-hour posting notice before a

the amendment stage — the only time

each chamber generally by subject

committee hearing. Things can start

a bill can be amended. Many times

matter. So, for instance, a bill that

to get a little sketchy about this point

the proposed amended language has

proposes to change the provision in

as legislation can be “fast-tracked”

already been agreed to in the com-

the School Code regarding high school

by deliberately attaching legislative

mittee hearing, but officially, the

graduation requirements would like-

language to a bill by amendment, thus

amendment is added on second read-

ly be sent to the education commit-

avoiding the “sunshine” of the six-

ing on the chamber floor. Bills that

tee in the Senate or the elementary

day posting requirement.

the sponsor knows still need some

and secondary education committee

The real problem with the Gen-

additional work could sit on the “cal-

eral Assembly Rules is that they are

endar” (the House/Senate agenda)

When a bill is drafted and intro-

just that: rules. They’re not in the

for weeks waiting to be amended.

duced, it will be “read into the record”

constitution, or in state statute, but

But here again is a time ripe for

in the chamber of origin. In the Sen-

in a resolution adopted by each indi-

questionable antics. The reason for

ate, for example, there will be a day

vidual chamber. So, upon occasion,

the three separate readings of a bill

when the secretary of the Senate (an

the chamber can just vote to “waive

appointed position selected by the

the rule requirement” if a majority

Senate president) actually stands at

of the chamber doesn’t want to fol-

the podium (the “well” as it is called

low that particular rule that day. For

by insiders) and reads the title of hun-

instance, they might want to consider

dreds of newly introduced bills into

a bill in committee that has not met

a microphone before a usually total-

the six-day posting requirement, or

ly empty chamber: “SB 230, a bill

better yet, they just want to send a

regarding education; SB 231, a bill

bill directly to the chamber floor that

regarding transportation” and so on.

has never had a committee hear-

The clerk of the House does the same

ing. If a majority of the members vote

thing in that chamber.

to do it, it is done. That is the pow-

in the House.

After the initial reading, the bill

er of the majority party.

is sent to the committee on assign-

“I’m just a bill

ment in the Senate — in the House,

Yes I’m only a bill,

they call it the rules committee. This

And I got as far as Capitol Hill.

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

“This is a ‘book satchel.’ Kids used ‘em before there were backpacks ... Now, this was in OLDEN days.” 11

is to ward against someone jamming

and simply correcting a small glitch

to take action on the bill. So gener-

through an idea all in the same day.

in the legislation. But the practice

ally, a bill is introduced in January,

Theoretically, if a bill is amended on

can allow for a deliberate skirting

the legislature meets in March and

second reading, it couldn’t be voted

of the rules by tacking on a new or

April to hold its committee hearings

on for final passage until the next day

controversial amendment and get an

and adjournment is the end of May

at the earliest (when the bill would

immediate floor vote before allowing

when most bills are called for final

have its third reading). But the sus-

the public to comment.

passage. The bills are sent to the governor in June and he has until August

pension of time and time travel is a regularly occurring phenomenon

Shell bills and other

to act. If the governor vetoes a bill, it

in the state Capitol.

questionable procedures

is taken up in the Veto Session in

Many times a bill will be moved

Sometimes the entire process is

November and December. So it takes

from second reading to third reading

ignored from the start. Since there

about a year for the entire legislative

properly, on separate days. But maybe

is a procedure for amendment, and

process. And that is how most legis-

a week later in the sponsor decides

this requires a shorter hearing notice

lation is handled.

the bill needs another amendment

posting and therefore an opportu-

But what about the bill that was

so the bill is “brought back to second

nity for fewer people to see language

written and submitted as a confer-

reading.” Now it can be amended.

before it is adopted, there are legis-

ence committee report (the final agree-

However, and I am not making this

lators who deliberately opt for this

ment between the two chambers when

up, the House clerk merely announces

route.

each had different language for a bill),

that the bill “has been read a second

They will introduce a “shell bill,”

approved by both houses, sent to the

time previously” and the bill can be

a piece of legislation that contains no

governor, vetoed, had the veto over-

amended on second reading and called

substantive language but is moved

ridden, and became a law all in the

for a vote on third reading — final

through the process for later use. It

same afternoon? It really happened;

passage state — not only the same

might change the word “the” to “a”

it was the 2.2 pension enhancement

day but in a matter of minutes.

or “10” to “ten” in the Pension Code.

bill in 1998. And they even had a “bill

Say the bill is approved by a House

signing” ceremony that afternoon

committee and then the full House

when the governor actually amenda-

and is sent to the Senate. It is dis-

torily vetoed the bill? That is when

charged by the Senate committee still

you say “the bill was greased” as it

in the non-substantive form. Then

moves quickly through the process

on the Senate floor, an amendment

with no resistance.

The tactic in most cases is benign

IASB SERVICE ASSOCIATES The best of everything for schools

is added to raise the retirement age in TRS to age 75. The bill is more than half-way through the process before anyone knew what the bill would ultimately do. Granted, it would need a couple of more votes, but in this scenario

Yes, I’m only a bill And if they vote for me on Capitol Hill Well, then I’m off to the White House

those votes could be taken in a mat-

Where I’ll wait in a line

ter of hours instead of days or weeks.

With a lot of other bills For the president to sign

What does the governor do? This is not a rhetorical question.

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 Web site and in this Journal.

Only in Illinois. “I’m just a bill

Once a bill is approved by both chambers, the house of origin has 30 days to send the legislation to the governor. The governor, then, has 60 days

And if he signs me, then I’ll be a law. How I hope and pray that he will, But today I am still just a bill.”

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

COVER STORY

Implementing PERA? Get started now! by Joseph J. Matula

Joseph J. Matula is a Performance Evaluation Advisory Council member and associate professor at Governors State University

lthough the 2016 deadline for

the tasks involved. These are not steps

The law has mandated a summa-

most school districts to imple-

that can be passed on to the joint

tive evaluative rating be assigned to

ment the Performance Evaluation

committee or that can wait until 2015.

every teacher. This label must be

Reform Act (PERA) seems pretty far

Districts need to start now!

assigned to each teacher’s performance on a one-or two-year cycle

away, districts would be wise to start now. How hard can it be, you may ask? Well, following is a list of pro-

1. Understand the true purpose of PERA.

depending on tenure status. Therefore, the primary focus of any joint

cedures that will lead to the devel-

The initial phase of any process

committee is the creation of a plan

opment of a district’s plan. It is not

that will lead to the creation of a new

that ends up making the labeling of

all inclusive, as one can think of some-

teacher evaluation plan is to become

teachers as accurate as possible. Don’t

thing else that needs to be done as

familiar with the primary purpose of

underestimate this last sentence: It’s

soon as you grasp the complexity of

the law prompting its development.

all about the accuracy of the labeling! Some districts may want a system that creates an incentive for a teacher to get to the highest rating available. They may want to be stingy with high ratings so teachers will work and work to reach it. In other words, they want a system that will make the rating a reward for which teachers can strive to reach. On the other hand, other districts may want a system that can be used to remove teachers they believe are inadequate. They want a system that gives them the authority to assign a rating that can lead to the termination of teachers who have been identified as unsatisfactory. Neither position represents the purpose of PERA. The purpose of PERA is to arrive at accurate labeling of teachers as either Excellent,

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

Proficient, Needs Improvement, or

It brings to light the second pur-

state model is mandated only with

Unsatisfactory. The primary point of

pose of assessment and this is the for-

respect to the student growth part of

PERA is to accurately evaluate teach-

mative one. Using assessments to see

the evaluation model, not the pro-

ers so the consequences of Senate

what students have learned or didn’t

fessional practice part.

Bill 7 can be fairly applied. It’s a two-

learn makes a teacher analyze why

Robert Marzano also has creat-

step process.

students didn’t learn what they were

ed an evaluation framework. They

Recently, the state superinten-

supposed to, and guides the teacher

are similar in that both have four

dent of Idaho, in reference to the

as they make adjustments. Piloting

domains: Planning and Preparation,

national trend of laws diluting the

these assessments will make teach-

The Classroom Environment, Instruc-

protection of tenure, similar to Sen-

ers better and more involved in the

tion, and Professional Responsibili-

ate Bill 7, said, “Good teachers should-

coming process of assessing student

ties for Danielson; and Classroom

n’t be worried.” That is how many

growth.

Strategies and Behaviors, Preparing and Planning, Reflection on Teach-

administrators think. What teachers would like to add to that quote is, “Good teachers shouldn’t be wor-

3. Select or create a professional practice framework.

ing,

and

Collegiality

and

Professionalism for Marzano. They

ried, IF they receive accurate rat-

The professional practice por-

are very different in that Danielson

ings.” What the Idaho state

tion of the whole teacher evaluation

apportions equal shares to each domain

superintendent should really have

process is what teachers are most

while the Marzano model apportions

said is, “Good teachers have noth-

familiar with and what has been used

greater weight to the Classroom Strate-

ing to worry about, IF good teach-

to evaluate them in the past. PERA

gies and Behaviors domain. Thus, the

ers are identified as being good

does not mandate the framework

Danielson model is not the only game

teachers.” Only after the accuracy

or criteria against which teachers will

in town.

of assigning labels to teachers is trust-

be observed other than that it be

Some school districts may con-

ed by the teachers can the conse-

research-based, include a teacher’s

sider tweaking or changing parts of

quences of Senate Bill 7 take effect.

attendance, planning, instructional

the Danielson framework, but keep

methods, classroom management,

in mind it must be research-based.

where relevant, competency in the

If any change to the Danielson Frame-

Before beginning the joint com-

subject matter taught, the standards

work destroys the research-based

mittee’s 180-day bargaining period,

to which that teacher is expected

aspect, a school district could be open

the most productive activity in which

to conform, specification as to the

to a challenge down the road if a dis-

to engage is to pilot assessments. In

teacher’s strengths and weaknesses,

missed teacher says the school dis-

other words, teachers should get

with supporting reasons for the com-

trict did not follow the law. One

together with their grade level or sub-

ments made, and is aligned with the

important thing to note however, is

ject area colleagues and begin to write

Illinois Professional Teaching Stan-

that the research-based aspect is with

common assessments that reflect the

dards.

respect to effective instruction. There-

2. Pilot, pilot, pilot assessments.

most critical skills and content that

The Performance Evaluation

fore, if a district is tweaking Daniel-

their students should know and be

Advisory Council (PEAC) has select-

son and doesn’t lose the connection

able to do. These are Type II assess-

ed the Charlotte Danielson Frame-

to the instructional research, it should

ments. Even though teachers have

work as the one to be used in the

be okay.

been writing assessments their whole

Illinios state model. It is well researched

careers, these are different. These

and a very comprehensive option.

can determine keeping one’s job. This

However, any school district that may

opportunity to pilot or practice forces

end up using the state model because

Although current practicing

teachers to analyze what is really

it couldn’t agree on its evaluation

administrators have been evaluating

important about their students’ edu-

process with its teacher’s union is

teachers for years, using the Daniel-

cation and experiment how to assess

not obligated to use the Danielson

son rubric is different. It can be an

it.

model. For these school districts, the

elusive, subjective, arbitrary, and ran-

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

4. Practice, practice, practice the Framework

dom process. Administrators need

whether the evaluator is skilled in

will be another layer of tests. Just

to know how to accurately code teach-

the grade level or subject area being

how much testing can students take?

ing behaviors and teachers need to

reviewed. Is it possible to tap into the

know what teaching behaviors will

resource of multiple evaluators to

earn certain point values or rating

address this? One state utilizes a pool

dance requirements for the use

labels. The use of this rubric should

of retired educators who are hired on

of student growth.

be practiced and shared with teach-

a per observation basis. Often, these

Since it would be unfair to hold

ers by saying, “Here is what earns

are educators with specialized knowl-

a teacher accountable for something

you a 3 or a 4 score.” For this eval-

edge who can supplement an evalu-

over which he/she has no control,

uation process to work, teachers need

ator’s observation of the teaching with

some school districts may establish

to trust it. For teachers to trust it,

one focused solely on the content.

a cut-off as to what student data will

they must know what teaching behavior earns the point values contained in the rubric. In other words, teach-

be counted. In the principal evalua6. Analyze the definition of student growth.

tion plan, student data will be counted as long as there are two data points

ers need explicit feedback as to what

Review the state’s definition of

using assessments covering the same

they are doing right and what they

student growth. This is a step that

content. Teachers have a much small-

are doing wrong.

should take considerable time. Ana-

er sample. They may likely have sam-

lyze the advantages and disadvan-

ple sizes fewer than 20 students. A

tages of various assessments and

few chronically absent students can

professional practice will be

alternative ways student growth can

be a big chunk of a teacher’s class.

collected.

be measured. The concept of Value

How fair is it to judge a teacher’s teach-

5. Determine how evidence of

7. Establish the student atten-

Districts need to establish the

Added Measures should be reviewed.

ing performance when some students

notice timelines for the pre-confer-

In light of the student growth dis-

have only been present 80 percent

ence prior to formal observations,

cussion, another tough issue to address

of the time. One may think that 80

whether more than the minimum

is student motivation. Student moti-

percent is a very high percentage but

number of formal observations will

vation will be critical to ensure all

not when the state’s average atten-

be included, the timelines for the

students put forth the maximum effort

dance rate is 95 percent. In other

post-conference, the minimum num-

in each assessment. Students are not

words, if a child misses one day of

ber of informal observations, the feed-

robots that one can command, “Put

school every week, that’s a tremen-

back method for the informal

forth maximum effort.”

dous amount of instruction to miss.

observations, and the collection,

Students’ effort is best ensured

An idea that may provide some help

analysis, and feedback procedures

if the tests are meaningful to the stu-

with a situation of many student

for teacher artifacts. These teacher

dents. Student motivation to do well

absences is to give some extra cred-

artifacts can be lesson plans, class-

has the best chance of occurring if

it to the teacher who goes beyond the

room tests, student work samples,

there is no significant increase in the

district standard in engaging chron-

student assignments, etc. All these

regular assessment routine. Thus,

ically absent students. This can be

procedural requirements are the

if any assessments that are used for

addressed under Domain 1 and 4 in

details that need to be filled in.

student growth measures are also tied

the Danielson Framework.

This is an opportunity to take an

to teacher evaluations, they must

overview of the first four steps: dis-

look as much like the regular assess-

8. Decide the scoring procedures.

cuss the whole process to ensure there

ment routine as possible. Then stu-

This may be the toughest imple-

is an understanding of how it works

dent motivation will not be threatened

mentation step to conquer. “Who will

and fits together and create questions

by more tests. In other words, stu-

score the Type II and Type III assess-

and hypothetical examples to deter-

dents should be motivated if any

ments?” If these assessments are to

mine if there are any omissions or

assessments are part of a teacher’s

be a part of the regular assessment

duplications. For example, an issue

grading process. Otherwise, assess-

system, then the teacher needs to

districts may want to address is

ments strictly to evaluate teachers

score them to ensure his/her students

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

receive appropriate credit for answers

sional practice part and a high stu-

since it will reflect in the students’

dent growth part, or the reverse, a

grades. Yet, if these assessments are

high professional practice part and

final ratings at the Needs

scored by the individual teacher being

a low student growth part. A matrix

Improvement/Unsatisfactory

evaluated, they will lose their objec-

approach may answer those ques-

levels

tivity as a valid measure of student

tions in a very objective manner

The need for a second person,

growth. If one teacher is evaluated

whether it is 75/25 or 50/50, or any-

someone of the stature and knowl-

by a Type I assessment, scored by a

thing in between.

edge of the superintendent, needs to

10. Create a review stage of all

non-district entity, and another teacher is evaluated by a Type II assessment, scored by the same teacher being evaluated, there will be feelings and perceptions of unfairness. One school

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

district in another state created a panel of teachers which has the responsibility for scoring all assessments. Keep in mind the coming Common Core Standards. The joint committee must also address the issue of students with disabilities, English language learners, and students from low income families. The law requires at least a review

Executive

SearchES The Gold Standard of Executive Searches

of whether these factors will necessitate an adjustment to be made to the assessment process. Perhaps these students will most often be assessed using Type III assessments such as portfolios, projects or student work samples. Frequently, special education teachers work with the same students that general education teachers work. A method of apportioning responsibility for student growth between two or more teachers needs to be done. 9. Determine how the professional practice part and the student growth part combine to produce a final, “state-man-

The IASB Executive Search Team… • Provides professional service in all aspects of the search process and beyond • Considers the “big picture” in the search process and school district governance • Acts with integrity and in the spirit of trust • Represents the interests of the client school boards • Assists client school boards build an effective relationship with the new executive

dated” rating. In other words, how will your district join the professional practice part with the student growth part and arrive at a final summative rating? What if a teacher gets a low profes-

For information contact: 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

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

www.iasb.com/ executive 17

be done to ensure ratings requiring

Improvement or Unsatisfactory

since all ratings are confidential.

professional development plans or

rating and the principal making the

nobody but the superintendent/prin-

remediation plans were not the prod-

evaluation is himself/herself Unsat-

cipal’s evaluator would know the prin-

uct of an Unsatisfactory principal.

isfactory? Would that not make one

cipal’s rating. Therefore, a final review

What if a teacher is given a Needs

question the teacher’s rating? Yet,

of certain teachers’ ratings should be a part of the evaluation process. 11. Professional development What other professional development is needed by teachers and

Help celebrate IASB’s 100 years and your local district’s history

administrators (evaluators)? Teachers may need to develop proficiency in writing Student Learning Objectives. Training in writing common assessments or in compiling portfolios of student work samples may also be needed. As for administrators, I mentioned the need to learn the Framework and develop skill in assigning point values to teaching behavior. Administrators may also need training in time management so they will find the time to get into the classrooms and perform thorough obser-

IASB will celebrate its 100th anniversary this fall. This milestone event would not be possible without the support of local member school districts.

vations, not to mention the time needed to both pre- and post-conference with the teachers. This process will need time to be done right.

That’s why we want you to join the celebration. We are inviting each member district to submit a 30-second videotaped greeting that will be posted on IASB’s YouTube page and featured at the 2013 Joint Annual Conference. This greeting is not only an opportunity to recognize the Association’s centennial; it also will honor local board members and the history of their local district. The local videotaped message should introduce each board member, the superintendent, name of the district, and the date or year it was chartered. More information and instructions are available by visiting the IASB centennial website at: http://www.iasb.com/centennial/.

In summary, since this is a new evaluation model for everyone, a process should be decided that will allow for an annual review or time to make corrections, adjustments, etc. Nobody can do this perfectly, especially not the first time. One might say it doesn’t need to be done perfectly to make a difference in student learning. However, if you are a teacher being dismissed based on a rating arrived at a process that’s “good enough” doesn’t seem fair. For this new evaluation process to work, it

We look forward to seeing you on TV! 18

absolutely must be trusted by the teachers affected. Therefore, constant review will be a must!

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

COVER STORY

Opening classroom doors to collaborative learning by Diallo Brown

Diallo Brown is a faculty member at the College of Lake County in Grayslake , Illinois, and a doctoral student at Nation Louis University in Chicago. He is both a certified language arts teacher and administrator.

ost educators confine them-

class” as they wish, with limited inter-

cated — the students. Buildings and

selves to the classroom,

actions and directions from others

their contents are designed to be a

ensuring they close the door behind

— even if those interactions and direc-

shared, collaborative environment

them both when class is in session

tions could provide them with oppor-

earmarked to preserve learning. Fur-

and not.

tunities to enhance best practices.

ther, learning — as it pertains to the

Perhaps it’s a force of routine,

In my experience, many tenured

current model of public schooling —

but if we are truthful in analyzing

teachers deem the mandatory eval-

cannot thrive when we have a series

these intentions, most times this act

uation process a highly difficult one

of closed-circuit classrooms that sim-

marks an explicit request to be left

to withstand, because they are forced

ply segregate learning by closing the

alone. Many teachers want to insu-

to open their doors as if those doors

doors to cross content curriculum.

late themselves in their mastered

really belonged to them. These teach-

As a language arts teacher and

content area and classroom because

ers aren’t so much concerned with

administrator, I had often taught a

they do not truly believe that their

how the evaluation process can be

skill called “inference.” Once under-

colleagues in other content areas can

rewarding if provided with adequate

stood, students begin to practice the

benefit from their strategic approach

feedback that they can take, own and

skill with great ease on just about

to educating and engaging students.

apply for the advantage of the stu-

everything.

In order to achieve a more equi-

dents they serve.

Our fear as educational leaders

table level of success and enhance

Instead, they are apprehensive

should be that we are promenading

learning across the curriculum, teach-

about their own articulation of what

students to acknowledge through

ers must open the doors to collabo-

they are supposed to have mastered.

inference this selfish and antiquat-

rative learning. School boards should

So they leave the door shut. Some

ed practice of individualizing con-

consistently insist that school lead-

even place bells on doorknobs or dark

tent knowledge that allows teachers

ers play a more active role in the devel-

colored construction paper over win-

to keep to themselves — literally quar-

opment of good teaching. This can

dows to subtly (or in the case of the

antined from other educators who

best be accomplished by examining

tenured professional, unequivocal-

may be able to connect content areas

why these two basic necessities hap-

ly) announcing to others in the build-

to others in significant ways that will

hazardly take place in classrooms in

ing: “This is my classroom. You are

make the learning experience pop.

many school buildings.

not welcomed unless invited!”

Essentially, we are suggesting that

The mere thought of having some-

This notion applies to their col-

ideas in general are not intercon-

one else in the building take a glimpse

leagues as well as the evaluating admin-

nected and stand alone. That does-

into a teacher’s secret domain (bet-

istrator.

n’t sound much like the quality of

ter known as “my classroom”) can

The reality is that the classroom

thinking that will be required of these

cause anxiety. Some teachers would

does not belong to the teacher; it belongs

students once they reach the real

prefer to be left alone to conduct “their

to those who are entitled to be edu-

world of working for a living.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

Two best practices

Next, teams must agree that they

being taught is important for them to learn.

So how can school boards and

are on a quest to better the teaching

administrators open the door both

in the buildings they serve. Viewing

Having observed teaching teams

conceptually and literally so that teach-

videos of actual classes is recom-

throughout my K-12 career, I have wit-

ers can see the benefits of collabo-

mended so that uniformity in scor-

nessed how students can articulate

ration throughout their buildings?

ing on the upcoming learning walks

what happens in their other classes as

Two best practices to consider are

becomes a best practice in itself.

they wrote in journals, connecting or

Lastly, all eyes need to be opened.

pondering about a particular idea and

Tony Wagner, education con-

As simple as it may sound, the pro-

how it made sense outside of that class.

sultant and the first Innovation Edu-

fessionals on the walk need to be cog-

Students were often on their “A

cation Fellow at Harvard’s Technology

nizant of what they are there to do:

game” when they knew the practice

& Entrepreneurship Center, believes

identify good teaching so that it can

of good writing was not just confined

that building and district adminis-

be duplicated throughout the build-

to a language arts classroom. They

tration benefit greatly from identi-

ing. Absolutely no special treatment

understood they were being held

fying what actually happens in the

should be given to a colleague’s les-

accountable for spelling and gram-

classroom by way of learning walks.

son plan. In order for learning walks to be

a team of teachers, administrators

successful, doors must be opened.

and social service school professionals

These walks should occur on multiple

evaluate what happens inside a class-

occasions and should not be announced.

room unannounced. The premise

Nor should they be taken at the same

is not necessarily to evaluate the

time in order to receive a picture of

teacher but to evaluate whether learn-

students learning versus a snap shot

ing is occurring in the classroom. To

of a particular day’s lesson. Educators share their knowledge

team may opt to speak with the stu-

of a particular content with the stu-

dents in order to process the likeli-

dents they teach. So why is the prac-

hood that they are experiencing some

tice of sharing that same content

degree of learning.

knowledge with team colleagues not

AND!

determine that, the learning walk

ENDIN L G OR AH

In short, a learning walk is when

THANK SF

learning walks and team teaching.

But before this promising best

a mandatory piece of every school dis-

practice can take place, initial steps

trict’s mandate for good teaching? We

School Board Members Day 2013

are necessary.

need to take hold of the ways we look

IASB • 1913-2013

First, good teaching must be

to reach progress and commit our-

defined, and learning walk teams need

selves to making sure accountability

to agree that the defined best prac-

in reaching this progress is at the fore-

tice can be scored consistently through-

front of our agenda in doing so.

out the team. A rubric that breaks

The second best practice that

down how the learning walks will be

building leaders should endorse is

scored should be developed and unfail-

team teaching. Whether it is com-

ing in its correlation to their shared

bining classes such as language arts

definition of good teaching. Building

and social studies, or math and sci-

the definition of what good teaching

ence, or coordinating what is being

is can be complicated. That’s why

taught/learned in one class into the

many different school professionals

lessons of another, this is perhaps the

should be included, so that the def-

single most effective technique one

inition can account for all aspects of

group of teachers can adopt to help

how learning can be impacted.

students realize that what they are

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

New materials for

School Board Members Day November 15, 2013

will be available beginning Monday, September 16 at

www.iasb.com/sbmd.cfm 21

mar when writing a lab review for science just as they would be held

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

accountable for understanding chronology as it pertained to the order of time in math or a sequence of events in social studies. Again, in order for this best practice to take shape and form, the doors must be opened. When students can make the connection between one class and another, they come to a better understanding of why education is important. They see a picture of the whole and not just isolated classes and subjects. So exactly what are teachers concealing by keeping the doors shut? What is it that they don’t want colleagues and administrators to view? What are school boards and administrators implying to stakeholders when they allow teachers to keep content

PRESS, the IASB sample policy and procedure service — Receive 24/7 internet access to PRESS, IASB’s sample board policy and administrative procedure service. Find the information you need quickly and easily with our powerful search engine and the legal, informational, and time saving links embedded in the policies and procedures.

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areas shut off to the rest of the hall? Are we not developing and approving highly qualified educators to promote learning in these classrooms? Do we not believe that colleagues with the most direct impact on student learning are entitled to know what the other team of teachers is teaching in their brief time with students? Exploring how to best serve students through collaborative learning beyond team/department meetings may lead in a more successful direction in regards to developing the unprepared student for post-secondary education, job readiness and citi-

BoardBook® — Learn about the advantages of electronic board packet preparation made possible through use of IASB’s BoardBook® service by scheduling a demonstration for yourself, your administrators, or your entire board.

zenship. Everyone involved needs to reconsider how we mandate learning be brought about as well as how learning is observed and evaluated by build-

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

ing leaders in order to sustain and maintain the results that are indicative of the atmosphere we seek to create through sound governance of school systems.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

IASB gives you options to receive your

Mandatory Training for School Board Members Professional Development Leadership Training Every school board member newly-elected or reelected in 2013 by law MUST complete this training within one year of taking the oath of office. It includes instruction in education and labor law, financial oversight and accountability and fiduciary responsibilities. Additionally, it will fulfill the requirement for Performance Evaluation Reform Act (PERA) training. Train at the Pre-Conference Workshop Register for a pre-conference workshop on Friday, November 22, 9:00 a.m. to 3:00 p.m., in the Chicago Sheraton Hotel. Continental Breakfast and lunch is included. Participants must remain to the conclusion to receive their certificate of completion. For more information contact Judy Williams at 217-5289688, ext. 1103.

Train at Annual Conference Panel Sessions Every school board member newly elected in 2013 also must complete Open Meetings Act Training within 90 days of taking the oath of office. This training is available from the IASB Online Learning Center at http://www.iasb.com/ training/onlinelearning_ courses.cfm

By attending three specific, required panels at conference, participants will fulfill their training obligation. Once registered at conference, they may pick up a PDLT Mandatory Training Attendance Sheet. Only the specific panels listed on the sheet will meet the requirement. After initialing attendance at the appropriate panels and returning the signed sheet prior to the end of conference, they will receive a certificate of completion. For more information contact Judy Williams at 217-528-9688, ext. 1103.

Train in your district IASB staff will facilitate a concise, informationpacked 4-hour workshop in your district for your board or for board members from several districts. It covers all the required material, and consists of a video presentation and interactive activities. For more information, contact your field services director today.

COVER STORY

Lessons learned:

Improving instruction through teacher evaluation by Annie Filer and Sarah Dickson

Annie Filer and Sarah Dickson are current students at the University of Chicago Harris School of Public Policy, pursuing masterâ&#x20AC;&#x2122;s degrees in public policy.

hile schools in Illinois have been evaluating teacher performance for years, few teachers or administrators find the results of these evaluations to be particularly useful. With the implementation of the Performance Evaluation Reform Act (PERA), districts have a unique opportunity to create a teacher evaluation system that works and leads to improvement in student outcomes. Teachers and administrators dedicate their time and energy to students, so operating an ineffective evaluation system is not just a waste of time â&#x20AC;&#x201C; it is a wasted opportunity. Districts can leverage this moment to reform teacher evaluations and create an efficient evaluation system that provides meaningful feedback and helps schools improve instruction. School board members can play a significant role in this process and contribute to making their school a better place to learn. A report generated by the Illinois Education Research Council (IERC) and the University of Chicago Consortium on Chicago School Research (CCSR) collected data from teachers and administrators in five districts in Illinois, ranging from a rural school district in southern Illinois serving

500 students to an urban district in northern Illinois serving more than 40,000 students, who have already begun to incorporate features of PERA into teacher evaluations. These districts are located in northern (Elgin, Evanston/Skokie, Niles Township), central (Olympia), and southern (Sandoval) Illinois and represent urban, suburban, and rural districts. Elgin, Olympia and Sandoval are unit school districts, Evanston/Skokie is a K-8 district, and Niles Township is a high school district. While the five districts are very different in size and location, many of the lessons learned across the districts are very similar. Incorporate PERA earlier Since full implementation of PERA in the 2016-2017 school year will impact high-stakes district decisions such as tenure and compensation, it is important for teachers to feel comfortable with the new evaluation system so that they believe important decisions based on the evaluations are made fairly. The IERC and CCSR study found that teachers and administrators recommended that districts pilot the new evaluation policy before they are required to by the state, or phase it in over

multiple years, at lower stakes than it will have in full implementation. Doing so may give teachers time to adapt to the new system without the added anxiety over potential highstakes decisions. Additionally, introducing new initiatives earlier than necessary would allow districts to incorporate teacher and administrator feedback about the evaluation system and make adjustments. If teachers have an opportunity to participate in the creation and the maintenance of the evaluation tool, the likelihood of its ultimate success as well as teacher support should increase. At first, it may seem difficult for districts to begin having these conversations before it is required by the state; however, in the long run, districts who practice early implementation of PERA would have a more effective evaluation system that teachers trust. Training teachers When employees understand the system by which individual performance is evaluated, they may be more likely to internalize the feedback they receive and use it to improve their performance. Districts have an opportu-

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

nity to improve the performance of their workforce by training teachers on the evaluation system the district is using. For example, the IERC and CCSR study reports that in Elgin, teams consisting of a teacher and an administrator introduced the evaluation system and conducted training in all Elgin schools to ensure that all teachers and administrators were receiving consistent information. Additionally, in Evanston, administrators began communicating with teachers about the new system in the spring and summer prior to implementation in order to ensure that all teachers were receiving the same message and information about the system. Additionally, the study reports that participants in the case study districts recommended that training on the new teacher evaluation systems be mandatory for all teachers. Eventually, professional development sessions can be leveraged to address strengths and weaknesses of both the teachers in the district and the evaluation tool itself. The IERC and CCSR study also reported that higher-level support for the evaluation tool fosters trust in the system; in Olympia, the superintendent was very involved in the evaluation process, i.e. by sitting in on some evaluations and identifying professional development topics from the results. Creating consistency Although by this point most administrators have completed requisite state-mandated training for the teacher evaluation system, it is important to have all the evaluators trained to rate teachers with the same level of expectations. Problems arise in a district when one administrator is too lenient and another is too strict.

Five ways districts can start using teacher evaluations to improve instruction Start early

Implement new initiatives gradually and before they are required by law to allow time for adjustments to be made.

Communicate clearly

Train teachers on the evaluation system to ensure that teachers and administrators are on the same page and working towards the same goal.

Train consistently

Provide evaluators with training on evaluations so that teacher ratings are consistent across schools and across districts.

Evaluate for improvement

Train evaluators to communicate with teachers so that evaluation results help guide improvement at all levels.

Define priorities

Make evaluations a priority for your administrators.

Districts in the study have found ways to train evaluators to rate teachers consistently by calibrating evaluator ratings â&#x20AC;&#x201C; defining expectations and standardizing the method of rating. For example, the IERC and CCSR study shows that pairs of evaluators in Niles and Sandoval observed teachers either in person or on video and discussed how to rate each teacher. Elgin evaluators used role playing and mock exercises to determine ratings, including looking at video or real time teaching and discussing how they would rate each teacher. The IERC and CCSR study reported that trainings often continued throughout the year to maintain consistency in evaluations by reviewing ratings multiple times during the school year, using mentoring systems, and having discussions among evaluators as problems arose. Evaluators can use these techniques to keep transparency and trust in the evaluation system. Measurable and actionable feedback After the evaluation took place, many teachers in the studied districts

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

noted that teachers of all skill levels wanted extensive feedback on how to improve. However, many evaluators found providing such feedback to be challenging. According to the IERC and CCSR report, many teachers reported that they did not get clear feedback on how they can improve. Evaluators who are able to provide constructive feedback and identify areas of improvement will help both evaluators and teachers create manageable next steps. Evaluators need training and practice in order to have these conversations effectively. Principals should practice the technique of a post-observation meeting by role-playing these conversations with other evaluators. Teachers may be more receptive to feedback if their evaluator observes them informally and offers brief, timely feedback more often. Making evaluations a priority The work of evaluation falls primarily on already-overburdened principals, who have many demands on their time during the day. At the same time, the evaluation system, while time-consuming, has the potential to 25

be a great tool to improve teaching and schools. As one teacher in the study stated, “If the administrators truly embrace [the evaluation tool] as an opportunity…that’s a lot of responsibility on their part because that’s going to take more [of their] time.” The study found many principals had trouble managing the competing demands of an administrator, yet some districts found ways to get it done. By evaluating principals’ responsibilities, schools can make sure that principals are doing the most important duties and are supported more strategically by other school staff. Principals can also be trained to best prioritize their responsibilities and delegate day-to-day details so they can focus on giving high quality feedback to their team. Some districts address this by enlisting others to help the principal take on the important task of evaluations. The IERC and CCSR study reported that in Niles, additional evaluators were hired from among their teachers for a Peer Assistance and Review (PAR) program, where master teachers gave meaningful feedback to their peers. Many teachers found this helpful because feedback came from a person with connections to the classroom. The PAR program alleviated some of the burdens of the principal and also increased the number of observations. Alternatively, if financially feasible, schools could also hire staff to work on day-to-day management tasks like lunch duty, allowing the principal to focus on instructional leadership. Technology can also be a tool in relieving some of the evaluation workload. In Olympia, for example, the entire evaluation system was digi26

tized to allow for better tracking and data collection. Elgin also went paperless, which allowed teachers to get real-time feedback and get information more quickly.

bers can help improve their schools by helping their district leverage this opportunity to make thoughtful and purposeful changes to the way schools conduct teacher evaluations.

Conclusion Teacher evaluations are already a part of school districts across Illinois; however, the standards required by PERA will mean that many of the existing evaluation systems will need to change. Districts have an opportunity to make their teacher evaluation systems into useful, meaningful tools that will improve instruction and augment the learning environment in schools. School board mem-

Reference White, Bradford R., Jennifer Cowhy, W. David Stevens, and Susan E. Sporte. Designing and Implementing the Next Generation of Teacher Evaluation Systems: Lessons Leaned from Case Studies in Five Illinois Districts. Rep. Chicago: University of Chicago Consortium on Chicago School Research, 2012. Available online at ccsr.uchicago.edu/publications/designing-and-implementing-n ext-generation-teacher-evaluationsystems-lessions-learned

2013 Robert M. Cole Award “Best School Board Coverage” Quality school board coverage requires a year-round commitment. Thanks to all who entered the Illinois Press Association contest and congratulations to the winners. The Illinois Association of School Boards sponsors the Cole Awards, named in memory of the first full-time executive director of IASB. Entries are judged on how well the coverage helped school districts to connect with their communities, by: • Contributing to public understanding of local school governance • Supporting effective dialogue in major public policy issues This year’s first place winners were: Cheryl Wolfe — Woodford County Journal, Eureka for Life-safety Work and District Consolidation Hillary Dickerson, Jane Holland — The Galena Gazette for School Redevelopment Plans Staff — The Daily Journal, Kankakee for Leaving Behind NCLB David Jackson, Gary Marz, Alex Richards — Chicago Tribune for School Truancy Epidemic

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

Milestones continued from page 32 Knoxville CUSD 202.. Geoffrey F. Grossman, 78. Died June 14, 2013. He was a former school board member in Pleasantdale District 107, Burr Ridge. Salvador J. “Gus” Gutierrez, 82. Died July 17, 2013. He was a former member of the Joliet THSD 204 Board of Education. M. Eugene “Jobe” Hammond, 96. Died July 17, 2013. Beginning at age 21, he sat on the Adair School Board until the district consolidated with Macomb in 1953. Michael H. Hess, 59. Died July 12, 2013. He had served on the Peru and Deer Park school boards. Kenneth E. Kirkenslager, 82. Died June 20, 2013. He served on the Dallas City School Board, and the local city council and was Mayor Pro-Tem for two years. Gladys E. Lauerman, 97. Died June 22, 2013. She served multiple terms on the Mascoutah CUSD 19 Board of Education. Corwin Leeper, 80. Died June 15, 2013. He formerly served on the Illiopolis School Board for 22 years.. Jan Alan Lindeman, 71. Died May 20, 2013. He served on the Oswego School District 308 Board of Education for eight years. Arthur Eugene “Gene” McElravy, 93. Died June 29, 2013. He was member of the Cumberland School board. Darryl E. Mitchell, 72. Died July 16, 2013. He formerly served on the Cherry Grade School board. Earl Fred Murphey, 92. Died June 13, 2013. He served on the Rockdale school board and as a Village of Rockdale Trustee. Melvin Eugene “Gene” Ohnesorge, 78. Died July 23, 2013. He served on the Stewardson-Strasburg School

Board of Directors for nine years. Wilson J. Park, 94. Died July 7, 2013. He was a former member of the Rochester CUSD 3A Board of Education. Steven M. Pfeiffer, 58. Died June 11, 2013. He was a member of the Rochelle Elementary school board for more than 20 years. Charles E. Quartier, 84. Died June 10, 2013. He served on the Westville school board for four terms, and he also served on the Westville Village Board. C. Richard Schertz, 90. Died June 10, 2013. He was a former member and president of the Gibson City school board and member of the steering committee to establish Parkland College. E.B. Smart, 90. Died July 16, 2013. He served on the East Peoria Pleasant Hill school board and was president from 1965-66. Lynda Gault Smith, 67. Died July 18, 2013. A current Niles Township High School Dist. 219 board member at the time of her passing, she was first elected to the Dist. 219 school board in 2001, and had a long history serving educational institutions and advocating on behalf of special education. Richard Walter Sommers, 88. Died July 20, 2013. He formerly served on the Prophetstown Board of Education, where he was involved with the first addition to the high school and its new gym. George Harry Spear, 85. Died June 19, 2013. He was a former member of the Quincy SD 172 school board. David Lee Thomas, 71. Died July 22, 2013. He formerly served on the Lexington school board for two terms.

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

Harold Thompson, 77. Died June 21, 2013. He formerly served on the school board in Dupo. Walter R. Thompson, 94. Died June 16, 2013. He had previously served on the Liberty school board and was president for several years. Kathleen E. Turner, 91. Died June 13, 2013. She previously served on the school board of Palos CCSD 118, Palos Park. Donald Glenn Warfel, 78. Died June 29, 2013. He previously served 26 years as Cumberland CUSD 77 school board treasurer and board member. Melvin M. Weyeneth, 92. Died July 10, 2013. He previously served as a member and was past president of the school boards for Metamora’s grade school and high school districts. The Illinois School Board Journal welcomes news about or from Illinois school leaders. News may include but need not be limited to accomplishments, changes in position or duties, retirement, death and other milestones related to board/district duties. For more information about submitting news items, phone the Communications Department at 217/528-9688, ext. 1138, or e-mail gadkins@iasb. com.

“I hate reviewing for tests? It’s like watching reruns on TV.” 27

FEATURE ARTICLE

Turf and track require research, planning and maintenance By Jameson Sheley

Jameson Sheley is a certified field builder and certified track builder and project manager for St. Louisbased Byrne & Jones Sports.

ast year, within months of one another, two Illinois public high

schools just 12 miles apart in Pinckneyville and Du Quoin unveiled stateof-the-art artificial turf fields and new running tracks. Throughout Illinois, school districts are evaluating their athletic facilities and investing in upgrades as civic assets to express a quality of life attractive to families. But the selection of a new track or field and its installation can be fraught with missteps. There are

As for tracks, the size will be determined by the events the school anticipates hosting. Pinckneyville selected eight-lane tracks suitable for regional or sectional events. Some schools opt for six-lane tracks sufficient for dual league track meets.

innumerable companies with marketers singing the praises of the ath-

the like. Sod fields can be shredded

save money. If you walk on synthet-

letic surfaces they peddle. School

after one game and are more difficult

ic turf and your ankle tends to turn,

districts should understand that all

and costly to maintain. Anyone who

it’s likely the granules are too large.

products are not created equal and

saw the gimpy-legged Washington

Using granules that are too small will

proper planning, installation and

Redskins quarterback RG III in the

make the surface too hard and pos-

maintenance of what’s under foot is

2012 NFL playoffs collapse in a heap

sibly impede drainage.

essential for safety and lasting val-

after planting his foot on a cratered

The safety aspects of choosing

ue.

and torn up natural turf field gets the

artificial or natural turf may become

picture.

a moot point over the next five years.

Let’s start with safety. There are

a number of college research studies

But the uniformity of an artifi-

That’s because the NFL is moving to

comparing the safety of natural ver-

cial turf field can also be deceiving if

reduce its liability to injuries by cre-

sus artificial turf. Unfortunately, every

it is not installed properly. When a

ating new rules that could make fields

one of them is under written by pro-

player takes a tumble on a synthet-

unacceptable to play on game day.

ponents of either natural turf or arti-

ic field, he’s falling on a cushion of

Essentially, the NFL is testing all its

ficial turf with outcomes that favor

sand and rubber pellets that serve as

fields for hardness. If a field exceeds

the advocacy. We see one inescapable

the infill at the base of the turf blades.

a safety standard, no game can be

constant – artificial turf, when installed

Sand can get hard over time unless

played and teams will be liable for

correctly, is a uniform surface that

properly maintained, but more prob-

lost revenue. Natural turf fields, which

generally stays in good condition after

lems can occur if the contractor installs

freeze in colder climates during the

countless games, band practices and

the wrong size rubber granules to

winter, will not fare well in this test.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

These rules to mitigate liability – as

are more expensive systems, but

they so often do – will eventually trick-

no matter what installation is cho-

Permitting can include approval

le down to the high school level. Arti-

sen, reputable installers should fol-

from multiple agencies including the

ficial turf may become the only option

low proper manufacturers’ guidelines

state department of natural resources,

for an uninterrupted season.

for the amount of materials required

the local sewer district, other state,

tion.

Turf and track types Selecting artificial turf is like purchasing carpet. In general, less expensive products tend not to last as long

Most schools want upgrades performed when school is out during

as a more expensive product. Turf

the summer, sometimes putting off construction until mid-June to

design duplicates the bounce of the

accommodate the use of facilities for graduation ceremonies. When

ball on natural turf, so field hockey,

planning an upgrade, schools should first consider that it can take

lacrosse, baseball, soccer and football fields will be different. Addi-

up to five months from the time a school commits to the project to

tionally, highly specialized sports,

putting the first shovel into the ground.

like field hockey, require a “shock pad” underneath the surface to cushion it – a more expensive proposition than sand and rubber infill used for

for the track system. It is important

county and municipal offices, and in

multi-purpose fields.

to require that the construction man-

some cases, levee districts. Permit-

A turf’s life span can range from

ager carefully review the bill of lad-

ting invariably encounters storm

five to 12 years, depending on the

ing to double check the material

water management, water quality,

type of turf installed, level of usage,

amounts installed with the required

erosion control, and other environ-

quality of the base, and diligence of

amounts in the specifications. When

mental issues. Meanwhile, design and

maintenance. So schools should con-

contractors cut corners to pad mar-

engineering requires a thorough eval-

sider the cost of replacing the turf –

gins, the quality of outcomes suffer.

uation of site selection and site geometry (so the surface fits the site),

typically about 50 to 60 percent of the original cost of the entire project.

Construction process

mapping of existing utilities, storm

A $750,000 artificial turf can cost

Most schools want upgrades per-

water retention and water quality

about $450,000 to replace if it has

formed when school is out during the

concerns before finalizing construc-

a properly constructed base that can

summer, sometimes putting off con-

tion bid documents.

be reused.

struction until mid-June to accom-

Once projects start, typically

As for tracks, the size will be

modate the use of facilities for

at the end of May, the timeline for

determined by the events the school

graduation ceremonies. When plan-

completion can shrink even further

anticipates hosting. Du Quoin and

ning an upgrade, schools should first

if a school wants the field ready for

Pinckneyville selected eight-lane

consider that it can take up to five

August practice. A lot of things have

tracks suitable for regional or sec-

months from the time a school com-

to go right – especially weather –

tional events. Some schools opt for

mits to the project to putting the first

if a new field or track is going to

six-lane tracks sufficient for dual

shovel into the ground. This is large-

be installed in 60 days. Construc-

league track meets.

ly because of the design schedule and

tion firms vary in handling a com-

More than 90 percent of schools

permit review process. Engineers and

pressed schedule, but the best

opt for polyurethane surfaces gen-

designers need three to four months

outcomes start with working close-

erally composed of a black mat with

just to create a final plan to price for

ly with schools to manage the sched-

a structural spray coating. It should

contractors. Projects then need to be

ule and expectations while planning

have a life span of 20 years with a re-

bid in late winter to early spring for

spray coating every five years. There

schools planning a summer installa-

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

continued on page 31 29

PRACTICAL PR

What went right …

Telling school stories that don’t get reported by David Luther

David Luther is assistant to the superintendent handling schoolcommunity relations at Jefferson City (Missouri) Public Schools. His article originally appeared as a Facebook post for the district in August 2012 and is reprinted with permission.

e humans have a bad habit.

This did not happen by accident. Most

We sometimes find ourselves

teachers spend much of their sum-

focusing on the negative things in our

mer preparing for the next school

lives and fail to recognize the positives. Our media doesn’t do much to help us in this regard. Bad news is

more likely to get

year so that things start right. Schools were clean and grounds were taken care of (I would say “grass

typically more likely to get published

published and, as

was mowed,” but with the dry weath-

and, as much as we might not like to

much as we might

er, we had a lot less grass than usu-

admit it, we read and watch those stories. Reporters will use sometimes use the terms “soft” or “fluff” for positive stories. That’s a shame, because some

not like to admit it,

al). Our maintenance and custodians spent the summer making sure win-

we read and watch

dows were fixed, roofs were repaired,

those stories.

floors were waxed, and, in general, getting schools ready for kids. Secretaries and other office staff

of those stories are the most remark-

greeted students, and we all know

able. Yesterday was the first day of

that as the year goes along, these peo-

school for more than 8,700 Jefferson

ple will handle thousands of jobs and

City Public School District students,

More than 7,000 students ate

and a few things did not go perfect-

breakfast, lunch or both at school.

ly. Some student IDs were incorrectly

There were healthy choices available

District administrators, princi-

printed, a few buses ran behind, and

(although more than a few cookies

pals and board members spent much

no doubt almost every student, par-

were eaten, too). For some students

of their time making sure the dis-

ent and teacher had something not

these were the best meals of their

trict is focused on doing what is right

go right. But what about the other

day. For some students these were

for students. The coordination of

side of the story?

the only meals of the day. Our cooks

8,700 students, 1,200 staff and 18

are amazing.

school buildings does not happen by

What went right?

Bad news is typically

virtually every one of those jobs will in some way impact students.

More than 4,500 students had a

Our 650 teachers, principals and

accident, and it won’t happen at

safe school bus ride to and from school.

other professional staff greeted stu-

all if someone is not minding the

Our buses cover an average of 4,354

dents, helped them find their class-

switch.

miles each day (our district is a big

es, began the teaching process and,

Look, I’m a public relations per-

one — 233 square miles).

in general, did an exceptional job.

son, so I know that people will say,

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

“Well, he’s paid to put a positive spin

on everything.” True confessions: my day did not go perfectly yesterday either, and I spent a little time dwelling on those imperfections. But after I

Contact your superintendent

threw my little private fit, I decided to look for the positive.

Chicago Water Tower 1869

General Sessions

This is a wonderful community in which we live, and we have very

IASB

good schools. Are there problems?

Panels

Of course. Are they insurmountable? No (although some are tougher to

IASA

solve than others). The main thing we need to do is keep our eyes on the

Bookstore

IASBO

ball, and for the JCPS that means

Workshops

always doing what is in the best interest of the student.

81ST

Please feel free to share “what went right” with us from time to time.

Exhibits

Joint

When teachers do a great job — tell them (this goes for all of us parents,

Annual

colleagues, bosses, etc.). When kids experience success — celebrate!

Delegate Assembly Carousel of Panels and

When something needs to be

Conference

improved — tell those involved, and be part of the solution. Am I talking to myself as I write this? Yes, I can’t help it! OK, enough, have a great day!

Networking

November 22-24, 2013 • Chic ag o

M O R E

ILLINOIS LAW in the School 0ffice The Essential Desk Reference Illinois Law in the School Office is intended to be a one-stop, essential desk reference for busy school support professionals. School secretaries, nurses, aides, receptionists, custodians, bus drivers, and a host of others work to assure that our schools are run efficiently and that children are the top priority. This book is an effort to make the life of these busy individuals a little more manageable. Each chapter contains: • Detailed narratives on relevant issues • Frequently asked questions • Commonly used forms and resources To order, call 217/528-9688, ext. 1108, or email tcall@iasb.com, or go online at www.iasb.com/shop SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

2495

plus $7 shipping (U.S. delivery, regardless of the quantity or weight of books ordered.) 31

A Directory of your

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

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

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

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; e-mail: smchassee@arconassoc.com 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 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: kleonard@cannondesign.com CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; e-mail: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-5600; East St. Louis - 618/398-0890; Marion - 618/998-0075; Springfield - 217/787-1199; e-mail: rgarber@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com

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

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

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

HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/3180072

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

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

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

JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529 KENYON & ASSOCIATES ARCHITECTS — Complete architectural services for education. Peoria - 309/674-7121 KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 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 309/673-3100; Rockford - 815/484/0739; St. Charles, MO - 630/444-2112; website: www.larsondarby.com; e-mail: dhenebry@larsondarby.com MECHANICAL SERVICES ASSOCIATES CORP. HVAC, plumbing and electrical design. Crystal Lake 815/788-8901 MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515 PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012 PERKINS+WILL — Architects; Chicago - 312/7550770; website: www.perkinswill.com; e-mail: mark. jolicoeur@perkinswill.com RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: http://www.ruckpate.com; e-mail: info@ruck pate.com

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

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

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866-ALPHA-01 (866-252-4201); website: www.alphaACS.com; e-mail: info@alphaacs. com

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

Division Meetings

Maintenance continued from page 27 each step of the project long before

costs by renting their fields.

construction is started. A lot of over-

A new rubberized track should

time and weekend work will add to

stay in good condition for five to sev-

the cost of the project.

en years before requiring a resur-

Invest one evening, gain benefits throughout the year for ... ✔ yourself, ✔ your school board, and ✔ your district

facing coat. The track should have a Maintenance Maintaining artificial turf is easier and less expensive than natural

total life span of 15 to 25 years, depending on the type installed and the asphalt base.

Attend an IASB division meeting at a location near you. Division meetings provide opportunities for networking, professional development, peer recognition, participation in Association governance and learning about IASB resources.

turf, which requires irrigation, seed-

Community school budgets are

ing, aerating, fertilizing, and replace-

tight, but administrators can find

ment of damaged turf. However,

long-term value in upgrading athlet-

artificial turf needs to be groomed to

ic surfaces. They just need to make

fluff the blades, remove debris and

smart decisions on safety, turf and

swept twice a month under heavy use

track surfaces and understand con-

Mark your calendars now!

and once a quarter with lighter use.

struction timelines and maintenance

Seam repairs are also occasionally

costs. Only then will they get the com-

For spring 2014 dates and locations near you, visit www.iasb.com and click on Events Calendar.

required. Many schools pay for these

munity asset and support they seek.

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 GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050 HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; e-mail: janet.rivera@honeywell.com IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259 OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene, microbiological evaluations and ergonomics. Chatham - 217/483-9296 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; e-mail: kirstenschmidt@ radonresults.com SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

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

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago - 312/2812014 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; referendum assistance. St. Charles - 630/584-4994; Web Site: http://www. rwbaird.com; Email: whepworth@rwbaird.com; garndt@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

SEPTEMBER-OCTOBER 2013 / THE ILLINOIS SCHOOL BOARD JOURNAL

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

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

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

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

Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD — Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465 33

MILESTONES

Milestones Achievements George Rimbo officially took the reins as Lemont’s new fire chief July 18. More than a hundred local firefighters, elected officials and community members gathered at the Lemont Township Community Center to see him sworn in as chief. Rimbo was elected in April to his second term on the Lemont High School District 210 Board of Education, a position he continues to hold. Rimbo began his career with the Lemont Fire Protection District in April 1988 as an on-call firefight-

er, and was promoted to a full-time position the next year. He became a battalion chief in 2009. Prior to that he earned an associate’s degree in fire science from the College of DuPage in 1995, and a bachelor’s degree in fire service management from Southern Illinois University in 1999. Tom Trefilek, a Glenbard District 87 Board of Education member, was inducted into Dominican University’s Hall of Fame in June for his basketball coach-

ing success. Trefilek led the thenRosary College Rebels women’s basketball team to four straight Chicagoland Collegiate Athletic Conference (CCAC) championships from 1990 through 1993, appearing in three straight NAIA Division II national tournaments (1991-1993). His career record of 189-95 as head coach was amassed from 1986-94, and 2000-02. During the most successful five-year stretch in program history, his team posted a 139-27 record. Trefilek was named the Illinois Basketball Coaches Association (IBCA) NAIA Coach of the Year three times (1990, 1992 and 1993) in his career.

In memoriam Omar Edward “Eddie” Allen, 80. Died July 16, 2013. He formerly served on the Mount Vernon Township High School board. Charlene Arnold, 80. Died July 11, 2013. She previously served on the Western School board. Margaret “Peg” Jean Allen Arnold, 64. Died July 21, 2013. She served two terms as a school board member for District 303 in St. Charles. Arnold started her early teaching career at the Elgin Academy before spending 17 years as a counselor at Kaneland Elementary and High Schools, finishing her career at District 94, in West Chicago. 34

Victor W. Bittner, 87. Died June 12, 2013. He formerly served as president and a member of the McLean County Unit District 5 school board for 16 years. Katie Jackson Booker, 71. Died March 22, 2013. She served on the West Harvey-Dixmoor District 147 Board of Education from 1971 until her passing. Steven K. Brown, 59. Died July 18, 2013. He formerly served as a Lexington CUSD 7 school board member for 16 years. David L. Cheney, 82. Died June 6, 2013. He previously served on the Southeastern CUSD 337 Board of

Education in Augusta for 12 years. George William Dennis, 89. Died July 6, 2013. He spent many years on the Seneca Grade School Board of Education and on the Seneca High School Board of Education. Margaret “Maggie” Diskin, 82. Died June 18, 2013. She previously served six years on the Rankin school board. Richard H. Foley, 87. Died July 6, 2013. He served on the Champaign school board, 1966-75. Gerald E. “Jerry” Goss, 72. Died July 8, 2013. He was past president and member of the school board of continued on page 25

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2013

ASK THE STAFF

How can I meet the stateâ&#x20AC;&#x2122;s new training requirements? by Dean Langdon

oard members are now required

and Towers on Friday, includes a con-

vide our members with one more

to take four hours of Profes-

tinental breakfast and lunch. Advanced

opportunity to attend a live, in-per-

sional Development Leadership Train-

registration is required, so please see

son presentation in order to meet

ing (PDLT) which includes content

the IASB website for further infor-

the training requirements. Details

in education law, labor law, fiducia-

mation: http://www.iasb.com/jac13/

about the dates and locations will be

ry responsibility, and financial over-

PreConWorkshops13.pdf.

announced in the coming months.

sight and accountability. In addition,

The 2013 Joint Annual Confer-

In addition to the state confer-

the Performance Evaluation Reform

ence will also feature specific pan-

ence and regional workshops, IASB

Act (PERA) requires board members

els designed to meet the training

field services directors are avail-

to be trained in specific content relat-

requirement. During the conference

able to offer in-district, video pre-

ed to dismissing a teacher under the

attendees will need to pick up a PDLT

sentations of the required training

terms of the new act. This require-

Mandatory Training Attendance

throughout the year. These work-

ment is phased in over time so while

Sheet at either the Hyatt or Shera-

shops, designed to train the whole

your board may not need the PERA

ton conference desk, before select-

board, provide convenience and the

training now, all board members will

ing and attending each of the

advantage of a facilitated discussion

eventually. This detail is important

designated categories (education

throughout. Call your field services

as IASB has embedded PERA train-

law and fiduciary duty; PERA and

director to schedule this training.

ing into all of its four-hour manda-

labor law; financial oversight and

Finally, another convenient option

tory training options.

accountability). After attending each

is the IASB Online Learning Center,

panel session, attendees will need

which is available 24 hours a day.

to return a signed sheet to the con-

While online, members may also wish

So what are the options available to members? Many members attended one of

ference registration desk prior to

to take the Open Meetings Act course

IASBâ&#x20AC;&#x2122;s initial PDLT training sessions

the end of the conference. Upon

which is required within 90 days of

held around the state in May/June

receipt of the signed form, a certifi-

taking the oath of office. More infor-

2013. If you were in attendance at

cate of completion will be issued.

mation is available on our website:

one of those sessions, you have com-

Although these panel sessions are

http://www.iasb.com/training/online-

pleted their required training. Con-

open to anyone and are included in

learning.cfm.

gratulations!

the conference fee, a $15 process-

Please know that IASB is only a

ing fee will be charged for those want-

phone call away. Members are encour-

ing the course credit.

aged to call us for clarification or ques-

At the 2013 Joint Annual Conference, members may choose to take a pre-conference workshop to meet

In January and February 2014,

tions regarding these requirements

their training requirements for both

IASB will offer several regional PDLT

and any of the training options avail-

of these mandates. This session, to

sessions throughout the state. These

able.

be held at the Sheraton Chicago Hotel

Saturday morning sessions will pro-

Dean Langdon, IASB associate executive director for board development and TAG, answers the question for this issue.

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

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

www.iasb.com

common Core may still have work to ensure that their high school course sequence and content is truly aligned to the standards. I am not perfect. I have made plenty of mistakes. I am only able to do this job because many people along the way have forgiven me, given me a second chance, have recognized I am both flawed and precious. Bob Wells, superintendent, Edna Texas, from his blog “One-eyed Bob,” as reprinted in School Administrator, February, 2013

“Even states whose graduation requirements appear to reflect the

● ●

FROM 1913

● ●

“I slept and dreamt that life was joy. I awoke and saw that life was service. I acted and behold, service was joy.” Rabindranath Tagore, Indian poet and essayist, 1913 Nobel Prize for Literature, 1861-1941

IASB Centennial

“Out of Sync,” The Center for Public Education, August 2013

“The United States is the most innovative country in the world, But our leadership could slip away if we fail to properly fund primary secondary and higher education Jeff Bingaman, former U.S senator from New Mexico

The test of leadership is not to put greatness into humanity but to elicit it, for the greatness is already there James Buchanan, 15th U.S president

“The test and use of man’s education is that he finds pleasure in the exercise of his mind.” Jacques Barzum, French-born American historian and philosopher of education

“We stand in the shadow of Thomas Jefferson who believed that a society founded upon the rule of law and liberty was dependent upon public education and the diffusion of knowledge.” Matt Blunt, former governor of Missouri, 2005-09

“Unless we make education a priority, an entire generation of Americans could miss out on the American dream.” Blanche Lincoln, U.S. senator from Arkansas, 1999-2011