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School Board News Bulletin
August 2002

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NCLB challenges will get tougher in years ahead

Schiller named Illinois schools chief

State may need as many as 76,000 more teachers in three years

State achievement exam scores stable, rising

'Unpack' public misperceptions about schools: Expert

NEWS FROM IASB

Fall division meetings will cover wide array of hot topics

Parking rates reduced for Annual Conference

IASB Board accepts 2002-2003 budget

Conference panels run gamut of school needs, interests

RESEARCH REPORTS

School bus safety confirmed

THE NATIONAL SCENE

Last of the Blue Ribbon winners named by ED

Governor signs bills of interest to school leaders

NCLB challenges will get tougher in years ahead

The No Child Left Behind (NCLB) Act of 2001 has begun to present major new challenges for many school leaders, particularly for leaders of the 232 Illinois schools in 32 districts charged with meeting the law’s school choice mandate. The list of these 232 schools, including 179 in Chicago, was generated recently from state assessment results that identified Title I schools where a great many students did not make "adequate yearly progress" (AYP) in 2000 and 2001.

Students in Title I-funded schools where a significant number of students have failed to make progress on standardized tests should be given the option to transfer to a different school, according to the Act. Federal regulations have not been approved for the NCLB Act, however, so the rules about how to comply with the law are simply absent.

"Districts that have legal questions about how to comply with the Act should ask their respective regional superintendent of education," advises Melinda Selbee, IASB’s general counsel. Selbee says regional superintendents are empowered to obtain such information from ISBE, so legal answers should be sought through the regional superintendents.

School board members and administrators should be aware that even if none of their local schools are mandated to begin offering school choice in 2002-2003, their schools might be faced with major challenges under the law in future years. For one thing, the bar will be raised every year, with higher proportions of each public school’s students required to meet or exceed state academic standards until all students meet the standards by the 2013-14 school year. Experts say the consequences will only get tougher for schools that fail to produce rising quotas of students who can pass the state’s standardized tests.

Some of the federal law’s provisions challenge school districts to take action in the near future, such as offering low-income students a school choice option. Others call for action in future years, such as a requirement that continually "under-performing schools" must offer supplemental education options, including tutoring. Under the law, public schools that have accepted Title I funds, and whose test scores have failed to improve two years in a row, might receive more federal aid. But if they continue to accept Title I funds and their scores still fail to improve, their low-income students will need to be offered school-paid tutoring. Such tutoring could be obtained from educators in private practice or religious institutions.

What’s more, school management lobbyists say, adequate federal funding in support of the NCLB Act is already threatened in the Act’s second year, with cuts from the first year’s level of support pending.

"If we follow the example set by Congress for funding special education, school districts will be asked to pick up an ever-greater portion of the cost of this program," said Ben Schwarm, IASB associate executive director of advocacy. "Congress has never authorized federal funding for even 25 percent of the cost of the special education program, and its costs have continued to skyrocket every year."

Another major issue is what happens when school choice is mandated for certain students, but there are no choices available. For example, what happens if there are no other schools in the district and no neighboring school district will agree to enroll the students? State officials say in those circumstances the school district is not required to provide school choice that year. But, again, federal regulations have not yet been adopted or promulgated for the NCLB Act, so preliminary answers to such questions may ultimately be proven wrong.

Lacking federal regulations to implement the law, ISBE officials say they have continued to meet with federal officials and to pass along tips about compliance with the act. But choice is only one of many significant requirements under the law, many of which don’t take effect until future years. Below is a timeline on requirements of the NCLB Act, both for the coming school year and for future years covered by the law:

2002-03

• Noncompetitive grants, such as Title I, must be used in accordance with the new law from the start of the school year. Program operations in school districts in 2002-2003 must follow the requirements as spelled out in the grant applications and instructions.
• Any teachers hired with Title I funds must meet requirements of a "highly qualified" teacher by the beginning of the school year.
• Any paraprofessionals employed after January 8, 2002 with Title I funds must meet new standards of quality.
• ISBE must ensure that public school choice is offered for those schools and districts that are in "school improvement" status and not making AYP.
• ISBE is required to identify, evaluate, and make available a list of external providers of supplemental education services.
• Schools should proceed with plans for the 2003-04 school year because the clock is ticking; for those in "school improvement" or "corrective actions" status this means:
1. such schools will need to offer public school choice in 2003-04;
2. they will also have to offer the opportunity for supplemental educational services to parents of students offered public school choice in 2002-03.
3. such schools need to plan accordingly in terms of their Title I grant application regarding use of funds (see Title I grant instructions).
• States and districts must begin reporting their progress toward ensuring all teachers are "highly qualified." Also, ISBE must report annually to the federal Department of Education the progress in meeting measurable objectives at the district and school level, and other data.
• States must set annual yearly progress/annual measurable objectives, based on the spring 2002 statewide test data.
• All states must participate in the National Assessment of Education Progress for the selected schools as of 2002-03. Schools must participate if selected by the National Center for Education Statistics, with assessments in grades 4 and 8 in reading, math or writing.
• Districts must perform an annual assessment of English proficiency of all English language learners.
• Schools that receive Title I funds must provide timely notice to any parent whose child has been assigned to or taught four or more weeks by a teacher who is not highly qualified as defined by NCLB.
• The state must prepare and disseminate an annual report that includes professional qualification of teachers, the percentage of teachers with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers.
• SBE must submit a plan that includes steps it will take to ensure that poor and minority children are not taught by inexperienced, uncertified or out-of-field teachers at higher rates than other children.
• Districts must notify parents of children who attend Title I schools that they may request information about the professional qualifications of classroom teachers.
• Student assessment continues as is, with development of testing for additional grades beginning in 2002-03.

2003-04

• ISBE must ensure that public school choice is offered for schools and districts that are in "school improvement" status for the first year.
• ISBE must ensure that public school choice and supplemental education services are offered for those schools and districts that are in "school improvement" or "corrective action" status and have offered public school choice or supplemental educational services in 2002-03.

2005-06

• All paraprofessionals – except those who work solely in non-instructional roles –must be "highly qualified" by January 8, 2006.
• All teachers must be "highly qualified" by 2005-06.
• Annual statewide assessments must be in place for reading and mathematics in grades 3-8.

2013-14

• Schools, districts and the state must make AYP toward having all students proficient in reading and mathematics by the 2013-14 school year.

ISBE is developing resources to help districts, schools, parents and communities understand and prepare for the changes NCLB will bring. General questions about NCLB should be addressed to ISBE, although legal questions can be directed to the respective regional superintendent for the school district’s region.

School leaders seeking more information about school choice efforts under NCLB may contact John Mannix, IASB associate executive director, who is monitoring such efforts for the Association; phone him at IASB, ext. 1230.

Source: ISBE.

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Schiller named Illinois schools chief

The Illinois State Board of Education in July named Robert Schiller as the new State Superintendent of Education, ignoring the stated preference of some lawmakers and both gubernatorial candidates for delaying the appointment. Schiller, the state’s third superintendent since Glenn "Max" McGee was ousted last December, assumed the post August 1.

Schiller, 55, has most recently been the Superintendent, CEO and Chief Financial Officer of the 45,000-student Caddo Parish Public School District in Shreveport, Louisiana. An educator for the past 31 years, who once was the interim state superintendent in Michigan, he is expected to push a difficult education agenda.

"Illinois has rigorous standards and Illinois schools are well on their way to integrating those standards in their daily activities. I look forward to the challenge of continuing that progress," Schiller said.

Schiller’s past accomplishments have included leading the turnaround of the Baltimore City Public Schools, and designing a successful five-year strategic plan for the Michigan public schools.

An in-depth interview with State Superintendent Schiller will be featured in the September-October issue of the Illinois School Board Journal.

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The Illinois State Board of Education’s recently released Teacher Supply and Demand Report, 2001, forecasts that between 53,000 and 76,000 more administrators and teachers will be needed in Illinois by 2005. Some of this anticipated shortage of educators is due to a growing student population, and some is due to a declining interest in entering the profession.

In 1999 and 2000 there was a 10 percent decline in enrollment in undergraduate teacher training programs.

A substantial number of teachers and administrators will be needed in support positions, and in bilingual education and special education.

Nationwide the shortage of teachers is acute in the disciplines of science and math. Thus, the National Research Council in July recommended persuading those with a Ph.D. in these fields to pursue teaching careers through a fellowship-training program. The proposed $2.5 million program would be designed to redirect the surplus of math and science professionals unable to find work in their field, but the aim would be to improve math and science instruction, not fill a substantial proportion of the teaching vacancies in math and science.

Sources: ISBE; and Reuters, "U.S. Needs Teachers of K-12 Math, Science, Study Says," July 30, 2002.

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Mathematics achievement for Illinois students continued a three-year upward trend at all elementary grades tested, and science scores also showed improvement across all grades, the ISBE reported July 31. But most scores on other 2002 state achievement tests were about the same as in 2001, and major gaps remained between whites and minorities, as well as between rich and poor.

"While some progress can be noted in 2002 test scores, it is clear that we have a long way to go if we are to meet the challenge of No Child Left Behind to have 100 percent of students, including all subgroups, meeting standards within twelve years," former state superintendent Respicio Vazquez warned. "We must step up the pace to assure that all students have the opportunities and support to reach high achievement targets.

Low-income and minority students posted impressive gains on standardized achievement tests. Hispanic students made the greatest gains of any student subgroup in the spring exams, and black students made the greatest gains in several significant areas. Low-income students also posted higher scores in most test areas than the previous year.

Low-income students’ 8th grade math achievement increased by nearly 5 percentage points, from 24% meeting standards in 2001, to 28.9% meeting standards in 2002. Hispanic students’ scores increased more than 4 points, going from 29% to 33.2%, and black students’ scores increased more than 3 points, from 19% to 22.1%. White students’ and non-low income students’ scores also were higher – rising from 64% to 64.8% for whites, and from 61% to 62.1% for non-low income. Such comparisons may be misleading, however, because this year’s 8th graders, for example, are a different group of students than last year’s 8th graders.

The biggest disparities in student subgroups appeared in 5th grade math scores, where 75.3% of non-low income students met standards compared to just 40.7% of low-income students. Similar achievement gaps were seen between white and minority students.

Only statewide data has been released to the public. Local school districts are required to report school-by-school state assessment results by October 31.

Source: ISBE.

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Many school boards and administrators believe that if they could just get their "good news" messages out into the community, they would face fewer challenges at the ballot box, live in harmony, and ultimately raise student achievement.

But just having positive publicity and giving people more information isn’t enough to overcome the challenges school districts face. According to David Moore, a community engagement specialist with The Harwood Institute in Bethesda, Maryland, that would be like creating a marriage where a couple does not fight, but no one really addresses tough problems.

Moore met in mid-July with members of the Illinois Association of School Boards staff to lead a discussion of community engagement as it relates to IASB’s Foundational Principles of Effective Governance.

When it comes to community engagement, Moore said, school districts must close the gap between community aspirations and actual perceptions. This process begins with bringing different voices in the community together to unpack all the misperceptions that people think are truths about the public schools.

If a district just puts proposals on the table for its community to consider without recognizing any gap between aspirations and perceptions, Moore said, then they have "put the cart way ahead of the horse."

"Start the conversation around the kind of community we want to live in," he said, "not around what can we improve in our schools." That way, when proposals are offered, they can be developed and targeted to meet specific needs and desires.

How can districts get people to attend meetings to talk about aspirations? Moore said it might be as easy as calling and asking them. That doesn’t mean just an announcement in the local newspaper or a mass mailing. It means personal invitations to key "voices" that represent different roles in the community, including businesses, minorities and any other demographic group that should be represented.

"Sometimes the school board can’t play the role of convener," Moore said. In that case, the board should look to a "center of strength" in the community — an organization that has credibility, such as a local foundation, neighborhood group, civic group or the United Way.

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NEWS FROM IASB

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A wide variety of hot topics—ranging from No Child Left Behind Act requirements to November election concerns—will be featured at this year’s fall dinner meetings in IASB’s 21 divisions. In addition to the program details listed below, Leadership and Development (L&D) awards will be given out at these meetings. The latest information on division meetings can be found on the IASB Web site at www.iasb.com/calendar.

Members of IASB boards are encouraged to attend one or more of these fall division meetings. Choose the meeting or meetings that most interests you from the following list:

Wabash Valley Division
Tuesday, September 10
Casey-Westfield CUSD 4C
Koss Gym-Roosevelt Junior High
Program: Legislative Candidate Forum, facilitated by Deanna Sullivan, Director of Governmental Relations, IASB

Starved Rock Division
Thursday, September 12
Celebrations 150, Utica
Program: No Child Left Behind Legislation, Presenter: To be announced; School Finance: Basics and Advance Topics, Presenter: Mary Summers, Superintendent, Salt Creek S.D. 48, Villa Park

Northwest Division
Thursday, September 12
Amboy C.U. District 272
Program: To be announced

Illini Division
Tuesday, September 24
Danville C.C. District 118, Southwest Elementary School
Program: Legislative Candidate Forum, facilitated by Deanna Sullivan, Director of Governmental Relations, IASB

Two Rivers Division
Tuesday, September 24
Winchester C.U. District 1
Program: To be announced

Kishwaukee
Wednesday, September 25
Dundee
Program: To be announced

Southwestern Division
Thursday, September 26
O’Fallon C.C. District 90, Fulton Junior High School
Program: To be announced

North Cook & West Cook Divisions
Monday, September 30
Rosewood Restaurant, Rosemont
Program: Education, the November Elections and Beyond, Introducing the Panel: Phil Pritzker, Chair, North Cook Division, President, Wheeling C.C.S.D. 21 Board of Education, Wheeling, Panel Moderator: Ben Schwarm, Associate Executive Director, Advocacy/ Governmental Relations, IASB; Panelists: Jim Broadway, Publisher, Illinois School News Service, Springfield; Mary Lou Cowlishaw, State Representative, 41st District, Naperville Max McGee, Superintendent, Winnetka S.D. 39, Winnetka

Lake County Division
Monday, September 30
Mundelein High School
Program: To be announced

Abe Lincoln Division
Tuesday, October 1
Clinton High School
Panel sessions: 1. Changing the Scene: Improving Academic Performance & Lifelong Health, Marcia Mattern, RD, LD, Illinois Nutrition Education and Training Program; 2. No Child Left Behind Update, John Allen, Executive Director, Illinois Learning Partnership; 3. Current Legal Issues, Chris Miller, Attorney, Miller, Tracy, Braun, Funk & Guenther, Ltd.; 4. Planning for and Implementing a Balanced (Year-Round) Calendar, Debbie Moore, Vice President, and Paul Nonneman, President, Riverton CUSD 14 Board of Education, Tom Mulligan, Supt., Riverton CUSD 14, and Bill Lamkey, High School Principal, Riverton CUSD 14

Egyptian Division
Tuesday, October 1
Wayne City CUSD 100
Wayne City Grade School multi-purpose room
Program: Legislative Candidate Forum, facilitated by Deanna Sullivan, Director of Governmental Relations, IASB

Corn Belt Division
Tuesday, October 1
Location: Centennial/El Paso High School
Program: Drug Testing - To do or not to do, Presenters Jim Miller, Supt., El Paso CUSD 375 and Jim Morrissey, Board President, El Paso CUSD 375; Legislative Update/School Funding Issues, Ben Schwarm, Associate Executive Director, IASB; Board Presidents’ Roundtable, John Bruns, Board President, Cissna Park CUSD 6; Collective Bargaining Issues, Brian Braun, Attorney, Miller, Tracy, Braun, Funk & Guenther, Ltd.;

Central IL Valley
Wednesday, October 2
Peoria SD 150, Manual High School
Panels: Legislative Update/School Funding Issues - presented by Deanna Sullivan, Director of Governmental Relations, IASB; Hot Topics Roundtable - presented by John Closen, Superintendent, N. Pekin-Marquette Heights SD 102; Current Legal Issues - presented by Dennis Triggs, Attorney, Miller, Hall & Triggs; Children’s Health: Changing the Scene – Marcia Mattern, Nutrition Consultant, Illinois Nutrition Education and Training Program; Problem Solving With Interest-Based Bargaining – Ralph Grimm, Superintendent, Canton Union SD 66; Nancy Howerter, President, Canton Education Association; Neil Williams, President, Canton Union SD 66

Shawnee Division
Monday, October 7
Carbondale ESD 95, Carbondale Middle School
Program: Legislative Candidate Forum, facilitated by Ben Schwarm, Associate Executive Director, IASB

Western Division
Thursday, Oct. 10
Location: Macomb Junior Senior High School
Program: 1. Problem Solving with Interest-Based Bargaining, Ralph Grimm, Supt. Canton Union SD 66, Neil Williams, Board Pres. Canton Union SD 66, Nancy Howerter, Pres., Canton Education, Association, Canton Union SD 66; 2.Legislative Update/School Funding Issues, Deanna Sullivan, Director of Governmental Relations, IASB; 3.Current Legal Issues, Brian Braun, Attorney, Miller, Tracy, Braun, Funk & Guenther, Ltd.; 4. 21st Century Partnership Grant, Robert Meixner, Macomb Schools Assistant Superintendent for Instruction, Kellee Sullivan, Macomb After School Program Director, Stephanie Cross, YMCA Program Director (Y-Tots and Before & After School Care)

Blackhawk Division
Tuesday, October 15
Sherrard CUSD 5
Sherrard Jr.-Sr. High School
Program: Legislative Candidate Forum, facilitated by Ben Schwarm, Associate Executive Director, IASB

DuPage Fall Division
Wednesday, October 16
Location: The Carlisle, Lombard
Program: Dream, Dance, and Make A Difference, Presenter: James Burgett, Superintendent, Highland C.U. Dist. 5, Highland

Kaskaskia Division
Wednesday, October, 23
Hillsboro CUSD 3, Beckemeyer School
Dinner Program featuring Ben Schwarm, Associate Executive Director, IASB
Panel session Programs: 1. Current Legal Issues, Chris Miller, Attorney, Miller, Tracy, Braun, Funk & Paisley, Ltd.; 2. School Consolidation, Becky Harmes, Illinois State Board of Education; Marilyn Bayley, Supt., Okaw Valley CUSD 302 and members; 3. No Child Left Behind, John Allen, Illinois Learning Partnership; 4. Changing the Scene: Improving Academic Performance & Lifelong Health, Lana Campbell, MS, RD, LD, Illinois Nutrition Education and Training Program

Three Rivers Division
Tuesday, October 29
Syl’s Restaurant, Joliet
Program: To be announced
South Cook Division
Wednesday, October 30
Holiday Inn Select Hotel and Convention Center, Tinley Park
Program: To be announced

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IASB’s meetings management staff have negotiated parking rate reductions—with discounts of 20 and 30 percent, respectively—at the two headquarters hotels for this year’s Joint Annual Conference, November 22-24 in Chicago. The Hyatt Regency Chicago will extend a 30 percent discount on parking—thus cutting their rate to $23 per day. The Sheraton Chicago will give a 20 percent discount—cutting their rate to $25 per day.

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The IASB Board of Directors recently met in Springfield and reviewed and accepted a budget for 2002-2003. The budget includes total revenue of $6.43 million, and total expenses of $6.39 million. Included is a surplus of $43,701, and the budget continues the positive budget trend of past years while maintaining a healthy financial position for the Association.

The next meeting of the Board is set for August 25, 2002, in Oak Brook.

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An upcoming brochure from IASB will lists titles and descriptions of all 2002 conference panels, including seven focusing on various aspects—from technology to student assessment—of the landmark No Child Left Behind Act of 2001.

For example, a panel called Do You Have a Choice? The NCLB School Choice Provisions, aims to help school leaders "Understand the choices districts face as they plan to implement the No Child Left Behind Act’s school choice provisions." Another, titled Making No Child Left Behind Work, will be presented by NSBA associate executive director Michael A. Resnick. It is intended to "help school board members understand the new law and their governance role in its implementation."

The 2002 Joint Annual Conference also will feature panels on scores of other important topics targeted to school leaders. Look for a conference brochure to be mailed in August with descriptions of the panels and other events at this year’s conference.

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RESEARCH REPORTS

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The latest of many studies to confirm the safety of school buses comes from the National Highway Traffic Safety Administration (NHTSA). The study shows that students are almost eight times safer riding in a school bus than riding in a car. The fatality rate for school buses is 0.2 fatalities per 100 million vehicle miles traveled (VMT) compared to 1.5 fatalities per 100 million VMT for cars. The study results from a request from Congress to investigate the value of installing safety belts on school buses.

A copy of the full report can be viewed on the agency web site:
www-nrd.nhtsa.dot.gov/departments/nrd-11/SchoolBus.html

Source: NSBA, American School Board Journal, August 2002.

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THE NATIONAL SCENE

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The U.S. Education Department recently named 172 Blue Ribbon Schools for the 2001-02 school year, the final year for the program. The 19-year-old program is being overhauled in response to criticism it focused on fads in education reform; a replacement program is expected in the fall, although details about it are unavailable.

Under the Blue Ribbon system, each of the schools chosen was nominated for qualities of leadership, teaching, curriculum, student achievement and parental involvement.

Illinois public schools named as Blue Ribbon winners for 2001-02 are Stevenson High School in Lincolnshire, Homewood-Flossmoor Community High School in Flossmoor, Kennedy Junior High School in Lisle, Oliver McCracken Middle School in Skokie, and Highland High School in Highland.

Source: Education Daily, May 29, 2002; Chicago Tribune, June 4, 2002; and U.S. Department of Education.

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Governor George Ryan has signed into law the school-related bills listed below. For a fuller description of the new laws, visit the bill text/status Web site of the Illinois General Assembly at www.ilga.gov .

Tax anticipation warrants, HB 3729 (Osterman, D-Chicago) provides that, in lieu of issuing tax anticipation warrants, school districts may issue notes, bonds or other obligations, and, meanwhile, establish a line of credit with a bank. (P.A. 92-620).

Inter-fund transfers, HB 5343 (Bassi, R-Palatine) removes the limit on school district inter-fund transfers that had capped the transfer at 20 percent of the taxes received in the fund (P.A. 92-722).

Teacher health insurance funding task force, HB 4618 (Hannig, D-Litchfield) provides that the Teacher Health Insurance Funding Task Force must report its findings and recommendations by December 1, 2002, rather than April 1, 2002, the original deadline; the task force is abolished on December 31, 2002 (P.A. 92-628).

Teacher certification tests, SB 1953 (Cronin, R-Elmhurst) provides that a student may not enroll in a teacher preparation program at a recognized teacher-training institution without first passing the basic skills test required for certification. (92-734).

Special education, SB 1777 (Burzynski, R-Sycamore) Requires the State Teacher Certification Board to categorically certify a special education teacher in one or more specialized categories of disability if the special education teacher applies and qualifies for such certification. This would appear to have the practical effect of undoing court rulings by U.S. District Court Judge Robert Gettleman and related actions by the State Board of Education in the so-called Corey H. case. Corey H. is the name given to one of several special-ed students from Chicago whose families began a lawsuit in 1992. The families said Chicago educators segregated their children into illegally restrictive learning environments, separate from regular classrooms. Judge Gettleman ruled in 1998 that Illinois’ teacher certification system conflicted with a federal mandate to place disabled children in the "least restrictive environment" whenever possible (P.A. 92-709).

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IASB ARCHIVES HOME

Illinois Association of School Boards

2921 Baker Drive
Springfield, Illinois 62703