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School Board News Bulletin
March 1997

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Governor makes FY 1998 budget proposal

Elementary and secondary education funding would increase $230 million, for a total of $4.4 billion. This increased appropriation would be allocated as follows:

• $113 million to the Illinois State Board of Education (ISBE) for General State Aid and categorical programs.
• $11.2 million in new funding for state preschool programs (100% of the ISBE recommendation),
• $14 million for the Early Intervention program ($8 million over the ISBE recommendation),
• $15 million in new funding for Internet and other technological advances.

Budget analysts said that considering the financial resources and funding structure now in place, the budget recommendation is consistent with reasonable expectations.

"What this budget doesn't do is fix 30 years of failed state support for public education. It is not intended as a substitute for reforming education finance," according to a spokesman for the School Management Alliance.

The Governor later renewed his call for the General Assembly to join him in achieving comprehensive school funding reform during the Spring 1997 legislative session.

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Explore draft standards for school boards

Before these standards become operational, IASB would like to give every member board the opportunity to review and critique them. The complete standards are contained here. Please take the time as a board or individually to read the standards and to respond to IASB with your suggestions. Send comments to Marion Hansen, IASB, 200 West 22nd Street, Suite 249, Lombard, IL 60148-6483.

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Illinois Association of School Boards
Performance Standards for School Boards
Draft: February, 1997

Advocates for good schools

2. The board's vision places the education and well-being of students above all other considerations.

3. The board's vision of excellence for the district is understood and supported by all members of the board, the staff and community.

4. The board exerts a positive influence on the community's aspiration for its children, encouraging all citizens to work toward excellence in their public schools.

5. The board has established a process for continually reviewing, improving and communicating its vision for the district.

6. The board and its individual members serve as advocates for public education.

7. The board ensures that the community is kept fully informed regarding the district's educational and financial condition and provides leadership in securing community support for additional revenue when necessary.

School board and administration

9. The school board recognizes the superintendent as its chief executive officer and delegates to the superintendent-through written policy-full authority to manage affairs of the district.

10. The board and superintendent have a clear, mutual understanding of their roles and work together in a climate of mutual respect.

11. The school board speaks with one voice. All members of the board recognize that only the board as a whole has the authority to make decisions or issue instructions to the superintendent. They do not attempt to individually assert authority that rightfully belongs to the full board.

12. The board requires the superintendent to develop written administrative procedures as needed to implement board policies.

13. Board policy requires that the district select for employment only those persons best qualified and that staff performance be evaluated regularly.

14. Each board member has a clear understanding of how requests and complaints will be handled.

Monitoring performance

16. The school board monitors the district's current and projected financial condition.

17. The board annually evaluates its own performance.

18. The board conducts an annual written evaluation of the superintendent's performance.

School board meetings

20. School board meeting time, place, length and facilities are appropriate for board, staff and public.

21. The board has written procedures for developing its agenda for meetings.

22. Each board member attends all regularly scheduled board meetings insofar as possible, and becomes informed concerning the issues to be considered at those meetings.

23. Prior to making decisions, the board reviews adequate information, allows time for thoughtful and deliberate consideration and fully discusses issues at publicly held meetings.

24. Members of the public, including students and staff, are made to feel welcome at all public meetings of the board.

25. The board has a policy that both encourages public participation in its meetings and establishes reasonable rules for such participation.

26. The board conducts itself with decorum and civility.

Board member conduct

a) represent all school district constituents honestly and equally and refuse to surrender their responsibilities to special interest or partisan political groups.

b) avoid any conflict of interest or the appearance of impropriety which could result from their position and do not use their board membership for personal gain or publicity.

c) recognize that a board member has no legal authority as an individual and that decisions can be made only by majority vote at a board meeting.

d) take no private action that might compromise the board or administration and respect the confidentiality of items discussed in executive session and other privileged information.

e) abide by majority decisions of the board while retaining the right to seek changes in such decisions through ethical and constructive channels.

f) become involved and knowledgeable about not only local educational concerns, but also about state and national issues.

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Submit nominations for Those Who Excel awards

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Eight win Lincoln Award

Those honored included: Charles G. Hammond Elementary School, Chicago; C.U. District 300, Carpentersville; Dave Career Center, Addison; Lake County High Schools Technology Campus, Grayslake; Louisa May Alcott Elementary School, Chicago; Thomas Kelly High School, Chicago; Valley View C.U. District 365-U, Romeoville; and Waubonsee Community College, Sugar Grove.

In addition, Thomas Kelly High School and C.U. District 300 received the Lincoln Award for exemplary practice. The Lincoln Foundation for Business and Education Excellence gives this award to organizations that have integrated innovative or noteworthy processes.

The foundation is a private sector, not-for-profit corporation devoted exclusively to recognizing and promoting excellence in Illinois organizations. Eligible are business, education, health care and government groups. The Lincoln Award is modeled after the Malcolm Baldridge National Quality Award, but is streamlined and adapted to Illinois organizations.

The State Board of Education (ISBE) recognizes the use of the Lincoln Award criteria as a means to help fulfill the ISBE's new learning-focused accountability and quality assurance requirements.

For those interested in applying in 1997, the award cycle is as follows:

• award applications available February, 1997
  
• "intent to apply" due April 18, 1997
  
• award applications due June 6, 1997.
  

If you have questions about the Lincoln Award, you may also contact Jim Cherry, Chairman, Education and Outreach Committee, at 217/786-7560 (cherry.james@uis.edu), or Lisa Saunders, Chairman, Education Sector, at 309/439-7972.

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Referendum, bond issue results

In contrast, bond issues fared extremely well, with 7 of 9 bond issues receiving voter approval, for an approval rate of 77 percent. Among the winners was one of the largest bond issue proposals in state history, a $109.5 million proposal in Indian Prairie District 204, Naperville. That bond issue, apparently the second largest ever in Illinois, won by more than a two-to-one margin.

Other districts that won bond issues were: Cicero District 99; Berwyn South District 100; Glen Ellyn District 41; Glen Ellyn District 89; Kaneland District 302, Maple Park; and Cary District 26.

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"E-rate" could take effect after September

In a speech at NSBA's Federal Relations Network Conference in Washington, DC, January 27, FCC Chairman Reed Hundt talked about the discount authorized a year ago by the Telecommunications Act of 1996. Hundt said the discount "is designed to put the tools of the Information Age into the hands of every student."

The discount, $2.25 billion a year, will enable eligible schools and public libraries to purchase advanced telecommunications, such as Internet connections and service. It will also pay for phone lines for data transmission; high-speed phone lines such as T1 lines or fiber optics; and wireless technology.

NSBA President Sammy Quintana presented Hundt with a Special Recognition Award for his efforts to provide every school with affordable access to technology. At the FRN conference, NSBA also honored Sen. John D. Rockefeller IV (D-W.Va.), one of the original sponsors of the discount provision in the Telecommunications Act.

Hundt acknowledged the key role played by NSBA in urging an FCC "Federal-State Joint Board" to issue recommendations favorable to schools. The recommended rules issued Nov. 7 provide discounts ranging from 90 percent for some of the poorest school districts to 20 percent for some of the wealthiest.

The FCC now must issue final regulations on the e-rate by May 6. School boards still have a chance to submit recommendations to the FCC.

"Congress intended the Joint Board and the FCC to solve two problems of getting technology into schools-unequal access and unsustainable expense," Hundt said.

He pointed to studies showing "the cost of telecommunications technology relegates most schools in poor and high-cost areas to second-class status." For example, the same high-speed phone line costs $237 a month in urban Portland, Oregon, and $2,080 in rural Lakeview, Oregon.

He says the FCC's goal is that "by September of this year, all the phone companies will have started to pay into a [universal service] fund, making discounts available to your schools."

Hundt urges school leaders to develop a technology plan or update the one they already have. He suggests school boards form a technology committee or technology standards board or hold "technology nights," where teachers and parents can learn about the Internet.

"Perhaps the most important piece of preparation is to figure out exactly what your school already has in the way of telecommunications technology," Hundt says. For example, do your classrooms have phone jacks? Do you have high-speed multi-media computers or are you limping along with Apple IIs? Is the electrical plant of the school capable of handling a sizable injection of new technology?

Experts say the e-rate will apply to upfront installation costs and ongoing telecommunications services, but it is not clear whether it will cover satellite time. It will not cover such expenses as computers, software, or teacher training. (The state recently secured millions of dollars to help local districts meet these expenses via the federal Education Department's Technology Literacy Challenge Fund.)

All K-12 public schools and public libraries are eligible for the e-rate discount.

One issue raised by school board members is how to ensure that prices charged by telecommunications companies are not inflated before the discounts are announced. NSBA is urging the FCC to put safeguards in place against such price inflating.

School officials can ensure they'll get a good rate if they put out a request for proposals specifying exactly what capabilities they need, then select the company that can do the job for the lowest price. So says Matthew Ames, a Washington, DC, attorney who represents the Education and Library Network Coalition (EdLiNC).

For more information contact the FCC by telephone at 888/ CALLFCC or on the Internet at www.fee.gov/learnnet/.

Source: NSBA News Service, Feb. 11, 1997.

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Filing date nears for economic interest statements

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Research Reports: Facts and figures for school leaders

Parents of top teens underestimate amount, scope of their kids' risks

Then one day you wake up to discover you have been living with a stranger. Your straight "A" teen has cheated to get stellar grades, drinks more regularly than you had thought, and has sex without your knowledge (sometimes in your own home). He or she has contemplated suicide, and risks his or her life with startling regularity.

This is the reality for some parents of high achievers, according to the Who's Who Among American High School Students Special Report: What Parents of Top Teens Don't Know About Their Kids. The study reveals that while today's teens are contemplating suicide, cheating in school, and engaging in sex without condoms, their parents are oblivious. This is reality for 84 percent of parents who think they know their child very well, according to the report.

"I hope this report is a wake-up call to the parents who have been lulled into a dangerous and false sense of security by their own teen's good grades or at-home behavior," said Paul Krouse, Who's Who publisher.

You would think parents are in the know to hear them tell it. Three-quarters (75 percent) of the parents say they are very close to their child and 84 percent say they know their child very well. Many also claim to be very involved with their child's extracurricular activities (61 percent), school (49 percent), friends (43 percent), boy or girl friend (32 percent) and teachers (26 percent).

Yet, one of the most telling responses from these parents was "I don't know" in answer to questions regarding their teen's life. A shocking number of parents said they did not know, for example, if their child would have sex without condoms (34 percent), or whether there is drug dealing at their child's school (40 percent.)

Despite their claims to know their own teens so well, these parents are unaware that so many high achieving students have considered suicide. Perhaps that is because, from the kid's perspective, adults are a big part of the problem. Students name a fight with their parents (40 percent) as one of the biggest reasons why they have considered suicide, whereas parents underplay this problem (27 percent).

Perhaps because these teens do so well in school, their parents assume they come by their grades honestly, or think the ends justify the means. In no other category, the study shows, are parents as unaware as in the realm of cheating. While 76 percent of students admit to cheating, 62 percent of parents say their child has never cheated and another 11 percent admit they do not know whether or not their kids cheat.

When it comes to teens and sex, many parents are oblivious. While 19 percent of the teens say they have had sex, only nine percent of parents believe their kids have ever engaged in intercourse. Moreover, while 66 percent of the parents would not want their teens to have sex until after marriage, only 48 percent of teens feel the same way. On alcohol and drug use among teens, parents again are way off the mark. While they realize that alcohol and drugs are a presence in their teens' lives, they underestimate how often their own youngsters drink. According to the study, 10 percent of teens say they drink monthly and eight percent on weekends, while parents think three percent and one percent respectively.

Parents also have a false sense of security about how many of their child's friends have problems with alcohol and/or drugs. Parents believe that 16 percent of their child's friends have an alcohol problem and 12 percent of their child's friends have a drug problem, whereas the students say 41 percent and 36 percent respectively.

This contrasts with the parents' awareness of the ease with which teens can obtain alcohol and drugs both at school and in the community. Both parents and students admit that it is easy or not very difficult for high achieving students and their friends to obtain alcohol and drugs at school. These parents are also correct in their estimate of whether their kids attend a school where they could purchase drugs on the premises.

For more information on this study, call 202/667-0901 or 847/295-6650.

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Majority of Michigan residents value public schools highly

The data reveal, however, that the level of confidence varies among subgroups. For example, 68 percent of Caucasian respondents believe students graduate ready to compete in a world economy, but only 41 percent of African-Americans hold that view. Also, 74 percent of white respondents believe that local students are entering college ready to learn, but only 47 percent of African-Americans are of that opinion.

The report is available on the Internet, at http://www.voyager. net/psc. It is also available by phone from Public Sector Consultants at 517/484-4954.

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Channel One denounced

"Channel One is no more than filler meant to get us ready for the ads," wrote professor John Crispin Miller of Johns Hopkins University. Miller published those findings in a paper entitled How to be Stupid: The Teachings of Channel One.

Vassar University professor William Hoynes found that Channel One allots only 20 percent of its program time on "recent political, economic, social, and cultural stories." The rest consists of advertising, sports, weather, and natural disasters.

"Channel One" spokesperson Claudia Peters said the program pleases schools, and 99 percent renew their contracts. Chris Whittle, president of Whittle Communications, introduced "Channel One" in 1989 and sold it to K-III Communications in 1994. In exchange for airing the program, schools receive TVs, VCRs, wiring, and a satellite link.

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Public school teens call for higher standards

More than seven in 10 high school teens think most kids will pay greater attention and learn more with higher standards. Almost two-thirds (65 percent) readily admit they could do much better in school if they tried.

Three in four think students should pass only if they have learned the required materials, and significant majorities think a strong command of English should be required for a high school diploma. (To be exact, 79 percent of white, 71 percent of Hispanic, and 68 percent of African-American students think this.)

"Half of teens in public schools today told us their schools fail to challenge them to do their best. Students across the country spoke about how little work they do to earn acceptable grades and, consequently, how boring and meaningless their classes are," said Deborah Wadsworth, executive director of Public Agenda.

For additional information contact the Public Agenda Foundation at 212/686-6610.

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More schools now online

Just 53 percent of schools with the highest poverty counts were Internet ready last fall. In contrast, fully 78 percent of schools with the lowest poverty counts were Internet ready, the study found.

Likewise, just 56 percent of schools with 50 percent or more minority enrollment were Internet ready, contrasted with 65 percent of schools with 6 percent or less minority enrollment.

In 1995 only 50 percent of all public schools could claim Internet access, up from 35 percent in 1994.

Despite the 65 percent of public schools now claiming Internet access, only 14 percent of instructional classrooms have Internet access, according to the study.

The study, "Advanced Telecommunications in U.S. Public Schools, Fall 1996," is available free from the Government Printing Office, P.O. Box 371954, Pittsburgh, PA 15250; phone 202/512-1800. Cite NCES 97-944.

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Federal role in education OK with public

The survey, conducted by two bipartisan polling firms, found widespread support for maintaining, and even increasing, the federal role in education.

Of the 800 Americans polled, 81 percent favor federal funding to ease classroom overcrowding, and 76 percent support increasing the federal government's level of education funding.

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Tools for Schools

Charter school directory lists resources & organizations

Jeanne Allen, president of the center, is an outspoken critic of public schools. Allen stated: "From its beginnings as one school in 1992, to 480 schools educating over 105,000 children this year, the charter school movement has forced policy makers, educators and community leaders to take notice and to take stock of their public school system."

The directory lists charter schools by state and includes a contact name, address and phone, opening date, enrollment figure and grades covered by the school. The authors also provide a brief description of the focus of each charter.

The directory features a list of "National and State Charter School Organizations and Resources," including online services that monitor charter schools. State and federal charter school contacts also are included in the directory.

The directory is available for $9.95, plus $3 shipping and handling. Send a check to the Center for Education Reform; 1001 Connecticut Avenue, NW; Suite 204; Washington, D.C. 20036; 202/822-9000; 202/822-5077.

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Guidelines to strengthen parent involvement issued

• Communication between home and school is regular, two-way, and meaningful.
• Parenting skills are promoted and supported.
• Parents play an integral role in assisting student learning.
• Parents are welcome in the school, and their support and assistance are sought.
• Parents are full partners in the decisions that affect children and families.
• Community resources are used to strengthen schools, families, and student learning.

Contact: National PTA, Chicago, 312/670-6783. The national standards are on the Internet at www.pta.org/issues/invstand.htm.

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Rural bond bank sets schedule for spring issue

School districts in need of money to finance new construction, life safety improvements, equipment purchases, working cash, or to refinance outstanding debts are encouraged to participate in the Bond Bank program.

Closing-the time participating school districts receive the funds-is scheduled for Tuesday, June 3, 1997. Applications for refinancings and financings that are approved by referendum may be submitted as late as Tuesday, April 15. The state will determine borrowing rates on Tuesday, May 20. (Rates for the Bond Bank's fall 1996 pooled bond issue ranged from 4.10 percent in 1998 to 5.65 percent in 2027.)

The Bond Banks' Spring pooled bond issue will be the agency's 19th financing within the past six years. Coming to market without fail every June and December-and with special issues for school districts when the need arises-the Bond Bank has provided in excess of $63 million to 114 local governments.

The amount of money that a district may borrow through the Bond Bank is determined by the district's needs and its ability to repay the loan. Districts have borrowed as little as $100,000 and as much as $5.3 million through the Bond Bank's bond finance program. Terms have ranged from two to thirty years.

To receive a complete schedule and application for the Spring pooled bond issue, please call Veronica Halloway in Springfield at 217/524-2663. Or call the Bond Bank's "North of I-80" representative, Dick Welton, in Gurnee, at 800/897-6306. The Bond Bank's e-mail address is bondbank@pop.state.il.us. Members of the agency's staff are available to meet with district officials to discuss their needs and the Bond Bank's programs in greater detail.

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Districts receive good returns on "workers' comp" coverage payments

The $3 million returned to WCSIT members includes distributions from closing program years, and the 1995-96 program year guaranteed dividend payment. Sponsors say qualified Illinois school districts have received more than $9 million in dividends and distributions from the WCSIT. (That total covers payments in the period from the program's inception in 1982 through the first quarter of 1997.)

The WCSIT covers more than 400 Illinois school districts, sponsors add. Districts reportedly receive competitively priced workers' compensation, as well as School Board Legal Liability protection (errors and omissions coverage for school board members), and Treasurer's Bonds as benefits of membership. Qualified members also are guaranteed dividends until the year 2000.

The WCSIT is endorsed by IASB and the Illinois Association of School Administrators (IASA).

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Self esteem videos available for girls in middle school

The videos will feature successful women inspiring young girls to believe they can do or be anything they want.

The program also includes a teacher's guide, a training film, a moderator's kit, goal-setting brochures for students, and mentors for school assemblies.

The program targets adolescents because it's at that age when girls who have been good students and enjoyed sports become more interested in popularity and fitting in and often lose their self-confidence.

Contact: Grace Shafir, Dare to Dream Foundation, 201/894-0011.

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Workshops and Meetings

All teachers invited to attend program

The subject this year focuses on Greco-Roman mythology, as well as myths about African, Native American and Asian cultures.

The institute is open to educators of all subjects, K-12. Enrollment is $200 and applications must be post-marked by April 4. Participants may register for one hour of graduate credit, allocated by the University of Virginia.

For an application, write to the Department of Teacher and School Programs, National Gallery of Art, Sixth and Constitution Avenue, N.W., Washington, DC 20565. Applicants may also call 202/842-6796.

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Education office personnel to confer

Workshops and seminars will be part of the program designed for all areas of educational office responsibilities. For information or registration material, contact Doris Baittie, Conference Chairman, 3939 Saratoga Avenue, Downers Grove, IL 60515.

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Federal Update

Vouchers to get increased Congressional attention

Senate Majority Leader Trent Lott (R-Miss.) has included a school voucher bill in a package of education legislation (S.1). Lott lists the voucher bill as one of 10 bills on the Republican agenda for quick Senate action.

Sen. Paul Coverdell (R-Ga.) introduced the bill, known as the Safe and Affordable Schools Act. It would authorize a five-year demonstration program funded at $50 million in the first year to provide vouchers to low-income parents whose children attend an "unsafe school."

The vouchers could be used at any private, public, charter or sectarian school.

The bill defines an "unsafe school" as one with a high rate of criminal, drug or disciplinary problems. If approved, the demonstration would operate in 20 to 30 school districts.

Source: NSBA's News Service, February 11, 1997.

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Clinton seeks big boost in federal funding for schools

The administration's school-to-work initiative would be funded at current levels. Major funding boosts are proposed for bilingual education and special education state grants. Under the President's plan, the total budget for the U.S. Education Department would increase from $29.4 billion to $39.5 billion.

Clinton also announced Illinois would be among the first three recipients of the Education Department's Technology Literacy Challenge Fund, along with Mississippi and New Mexico. The three states will share $14.3 million to purchase computers, offer Internet access and pay for teacher training.

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Classified ads

FOR SALE: One 71-passenger 1984 Ward/GMC gasoline-powered school bus with seat belts. Mileage in low 40s. Available for delivery in April. Suggested minimum bid is $3,300. For information about bus and a bid form contact Violet Collins at Skokie District 68; 847/ 9000 (phone) or 847/676-9232 (fax) or by e-mail: vcollins@sd68.k12.il.us.

Recent mailings from IASB

February 18: Employee discipline workshop announcement, mailed to board presidents and district superintendents.

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Illinois School District Liquid Asset Fund Plus

More than $557 million was invested in the Fixed Rate program, at rates of 5.20 percent for a 30-day certificate to 5.90 percent for a one-year certificate. For more information about ISDLAF+, call, toll-free, 1-800/221-4524.

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IASB School Board News Bulletin
Illinois Association of School Boards