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School Board News Bulletin
October 1995

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"Technology is one of the most powerful tools we have to improve student learning," Spagnolo said, "yet Illinois lags behind most states in the use of technology in classrooms. These six hubs are an integral part of our technology initiatives to move Illinois forward in this arena."

The General Assembly appropriate $15 million for technology in the Fiscal Year 1996 budget for elementary and secondary education. Spagnolo said that funding will be devoted to infrastructure, Learning Across Networks and operating the Regional Technology Hubs.

The hubs will serve as "one-stop" access points for technology. Through local connections or toll-free phone lines, all schools will be able to connect to Internet and other networking opportunities. The hubs will also provide technical assistance and professional development to educators.

Each hub will be located in a Regional Office of Education, in collaboration with several other Regional Offices. Services at the hubs will be directed by a governance group with advisory representatives from client school districts, local businesses and community groups. The hubs will begin providing services to schools in January.

Hubs will be located in the Regional Offices of Education for the counties of DuPage, LaSalle, Peoria, Champaign/Ford, Madison, and Jackson/Perry. Each of these offices serves a number of nearby counties.

Infrastructure initiatives to be funded include plans for developing a statewide network that connects all 46 Regional Offices and the Educational Service Centers in Cook County with the State Board. An advisory committee is also aiming at connecting the 3,800 school buildings in the state.

About 35 of the lowest-wealth districts in the state will also be provided grants and technical assistance in the development and implementation of technology plans to improve student learning. The State Board of Education is also working with a statewide Technology Coalition to develop a state information and technology plan to be widely disseminated for public review and comment in November and finalized in January.

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Worst-case TIF scenario?

Faced with such abuses, experts say, school leaders must negotiate with TIF sponsors before TIFs are established in order to be certain the schools are "made whole," and thus avoid diversions of school revenue. That is, schools should demand to receive the same total revenue they would have received without a TIF in place. (Tips on launching such negotiations were explored in depth in the Illinois School Board Journal, March-April, 1991, p. 23, and in a subsequent issue of the Newsbulletin, "Who you gonna call? TIF Busters," December 20, 1991, page 3.)

Unfortunately, the state law on TIFs--the Tax Increment Allocation Redevelopment Act (65 ILCS 5/11-74.4 to 11-74.4-11)--does not contain any mechanism for preventing or penalizing abuses of the statute.

Nor does the law give school districts much power in the TIF-creation process. School leaders must adopt a pro-active posture in order to ensure fair treatment. They must be willing to publicize their rightful cause, through contact with local opinion leaders, for example.

Experts say the TIF law needs to be revised to protect school districts. One expert on TIFs, Al Humpage, Jr., Superintendent of LaSalle Elementary District 122, suggests that the following changes are needed:

• When a TIF district is established, the schools should be made whole and, if there is a residential-area TIF, an impact fee should be established.

• Like in an Enterprise Zone, schools should be able to "opt out."

• The joint review board established for the TIF should be granted veto power.

• An "oversight board" is needed to provide checks and safeguards on creation of TIFs.

• Lawmakers should limit the number of TIF districts within a school district, city or county. Marion, a town in Williamson County, has six TIF districts, while an elementary school district in LaSalle County intersects four local TIFs.

• The legislature should reduce the duration of TIF districts from 23 years to 10 years.

• A limit should be placed on the financial incentive or fees of the TIF administrator.

• No residential-area TIF districts should be allowed.

• The size of TIF districts should be limited to 20 acres.

• The law should rule out amending an existing TIF. Any changes should begin with the designation of a new TIF district.

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IASB officers slated

The 1995 Nominating Committee of IASB has proposed the following officer slate for Delegate Assembly consideration at the annual conference, November 18: President, Jay B. Tovian (Board President, Lombard District 45); Vice President, E. Gerald Eiffert (Board Member, Mount Zion District 3); and Directors at Large, Gerald P. Long (Board President, Lombard District 44), Renee W. Kosel (Board Vice President, Lincoln-Way District 210), Kathleen Reed (Board President, Casey-Westfield District 4), and Connie Jean Rogers (Board Vice President, Kildeer-Countryside District 96). Nominating Committee members this year included: Robert Reich, Bourbonnais District 53, Chair; Christy Coleman, Geneseo District 228; John Fox, Abingdon District 217; Dennis McConville, Dimmick District 175; Marie Slater, Wheaton District 200.

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Jump-start your new board

Encourage new board members to attend the New Board Member Workshop at the annual conference, Friday, November 17, 1995, 8 a.m. to 2 p.m.

Another analysis supports greater parental involvement

Here is a lesson for parents of school-age children: If you believe school is important, so will your children.

Motivation of the child's parent is a major factor in a youngster's success, according to numerous studies and a new investigation by the Cleveland Plain Dealer. An important factor is the weight parents give to education and their capability to teach responsibility and hard work.

Also included are such factors as the education level of parents, poverty status, and whether the family owns a home or rents, the newspaper reported. The findings were revealed in a five-part Plain Dealer series based upon a computer analysis of test scores from 600 Ohio school districts in 1993 and 1994. Both achievement and proficiency test scores were examined.

John M. Goff, Ohio's new superintendent of public instruction, said parental expectations are the most important factor in a child's school performance.

"If I had to pick one thing, it would have to be home life and the expectations Mom and Dad set," Goff said. "How much they value or believe in education. And what they hold in terms of expectations for their child."

Other experts agree. "Parents are the great untapped resource that schools have," said James Campbell, a St. John's University professor. Campbell's book, "Raising Your Child to be Gifted," contains parents' suggestions on how children can do better in school.

"We looked at all ethnic groups, all social classes. I do not think any of that matters. What matters is the whole academic focus of the parents," Campbell said.

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Washington State's high court rules TIF-like diversions unconstitutional

The Washington State supreme court ruled recently that diverting money already earmarked for public schools is unconstitutional, as reported in the American School Board Journal (October 1995, page 28). Such diversions of earmarked school funds are common in Illinois under Tax Increment Financing (TIF) schemes.

TIFs are redevelopment financing mechanisms in state laws that allow local governments to freeze property tax values at the predevelopment amount. Thus, increases in property value--and any increase of tax revenue that results from redevelopment--is diverted from local schools and other intended recipients.

Municipal governments use such diverted revenue from TIF areas--areas originally intended by law to include only "blighted" areas--to amortize debts they incur to finance capital improvements in those areas. While a TIF remains in effect, schools and other taxing bodies can receive only the revenue generated by the land's assessed value before development. TIFs can remain in effect for up to 23 years in Illinois.

Diversions of earmarked tax revenues under TIF arrangements have damaged local governments in many areas of the nation, recent reports show. In Minnesota, a new study shows that TIF arrangements now cost that state's schools $100 million per year in aid. That is twice the cost estimated by a state lawmaker in 1994.

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Japanese teaching fellowships announced

Sixteen fellowships to visit Japan June 22-July 9, 1996 are being offered by the Keizai Koho Center (KKC) in cooperation with the National Council for Social Studies (NCSS). Educators involved in K-12 social studies education are eligible. Those who have visited Japan for longer than 72 hours are not eligible.

Postmark your applications by February 15, 1996. A brochure outlining how to apply may be obtained from: Program Coordinator, Keizai Koho Center Fellowships, 10 Village View Lane, Unionville, CT 06085; phone 203/673-8684; fax 203/675-4840.

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Elgin, Elburn papers win 1995 Robert M. Cole Awards

Two first-time winners achieved top honors in the 1995 Robert M. Cole Awards, which annually recognize the Illinois newspapers that have done the best job of covering the issues facing local boards of education.

First place in the large newspaper category (circulation 8,000 or greater) went to The Courier-News, Elgin, for a series on a local taxpayer group's challenge to a school finance referendum. The top winner among smaller newspapers (circulation less than 8,000) was The Elburn Herald, for a series that detailed a battle to avoid proposed school cuts.

The Cole Awards are sponsored by the Illinois Association of School Boards (IASB) and are conducted by the Illinois Press Association (IPA) as part of the IPA's annual newspaper contest. The award is named for the first full-time executive director of IASB and it recognizes the most outstanding achievement in continuing coverage of local school board issues.

Second prize among larger papers was awarded to the State Journal-Register, Springfield, for an in-depth series about the school district's diversity plan. The Springfield newspaper had finished second in the Cole Awards before, the first time being in 1981. The Rockford Register-Star won the third-place award this year after earning top honors last year. Honorable mention awards this year went twice to the same newspaper, the Naperville Sun, for separate series by separate reporters.

Among the smaller papers, The Times-Record, Aledo, finished second, its first award in the Cole competition. Meanwhile the Hancock County Journal-Pilot, Carthage, won a third-place award, its sixth award in the Cole competition. No honorable mention awards were given in the smaller newspapers category.

Roughly 90 newspapers have won recognition in the 16 years that IASB has sponsored the competition. Entries are judged on their contribution to public understanding of public school governance, and on their originality, accuracy, and quality of writing. Judges for the 1995 Cole Awards included: John Lyday, community relations director, Elgin District U46; Betsy Schroeder, director of communications, American Heart Association, Illinois Affiliate; Buzz Ball, editor, Keokuk Daily News, Keokuk, Iowa; and Gary Adkins, editorial services director, IASB.

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Technology barriers seen

The survey--commissioned by Cable in the Classroom and several education associations--involved 1,000 teachers, media coordinators, principals, and administrators.

Eighty-five percent said they used computers, laserdiscs, or CD-ROM during the past school year. Meanwhile, 58 percent used "Channel One," 16 percent used the Internet, and 13 percent used other on-line services.

According to the survey, administrators and principals tend to underestimate the extent to which teachers use in-school electronic services in their classrooms. Administrators said only 62 percent of teachers use computers.

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Most charter schools are small & for all

A study of 110 charter public schools in seven states indicates most are small, with a mean size of 287 students. Two-thirds of all such schools are designed to serve a cross-section of students. The study was conducted by the Education Commission of the States (ECS), along with the University of Minnesota's Humphrey Institute of Public Affairs. The 110 schools responding to the survey together enroll roughly 27,500 students.

The most frequent academic focus of charter schools is "integrated interdisciplinary curriculum." The second most popular focus is "technology," followed by "back to basics," the study said.

Reasons for chartering were "better teaching and learning for all kids," "running a school according to certain principles and philosophy" and "exploring innovative ways of running a school."

Respondents would advise charter school founders to "establish a clear vision and mission," but "give plenty of time to planning" and "be prepared to work hard."

The report found the main barriers to establishment of a charter school are lack of adequate start-up money, finances and problems with facilities. Copies of the report are available for $7.50 plus $2.50 postage and handling from the ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427; phone 303/299-3692. For more information on charter schools, contact Alex Medler, policy analyst, ECS, 707 17th Street, Suite 2700, Denver, CO 90202-3427; phone 303/299-3635.

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Research challenges schooling myths

Recently the Wisconsin School Public Relations Association, with a grant from a related organization, conducted research on common myths about education that are widespread today. Some results:

Myth of Performance -- Public schools are not very good compared with our own and other nation's schools past and present.

Fact: American 9-year-olds ranked 2nd in the world in reading and 3rd in science. Fourteen-year-old students had reading scores in the top one-third of tested countries.

Fact: The number of Advanced Placement examinations in English, history, mathematics, and science taken by 11th and 12th grade students over the past three years has increased dramatically.

Myth of Test Scores -- Standardized test scores continue to decline.

Fact: Today's SAT scores indicate a 20-point increase based on scores of the control groups from 1975 test-takers.

Fact: NAEP scores--which are much more relevant to the real world than the SAT scores--are at an all-time high for: Math for student of all ages; Science for 9- and 13-year-olds; and Reading for students at ages 13 and 17.

Myth of Spending -- The United States spends more per pupil than any other industrialized nation.

Fact: Of the 16 industrialized nations, the United States now ranks 9th in per-pupil expenditures in grades K-12. The U.S. spends:

• 14 percent less than Germany
  
• 30 percent less than Japan
  
• 51 percent less than Switzerland.
  

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Distance learning lets educators put today's technology to work

Trailblazing educators are using Distance Learning to improve educational opportunities and lower costs. Such technology and its applications will be explored at the second annual LINK-Midwest Conference and Trade Show. The LINK-Midwest Conference on Distance Learning, Teleconferencing, and Telemedicine will be November 6-8 at the Pheasant Run Resort & Convention Center in St. Charles.

Attendees will learn how today's technology can help them save money on travel, save time, increase efficiency, enhance learning and provide information and health care from a distance.

LINK-Midwest offers three conference tracks: teleconferencing, telemedicine and distance learning. Attendees may go to any educational session, however, regardless of their backgrounds. A goal of the conference is to share information across the three areas so that those in each area learn from one another.

Even beginners in the technologies involved can benefit from the conference. Leaders in each field will cover all the basics: terminology, equipment, costs, cost savings, and administrative needs.

Sponsors are Ameritech, NCREL (North Central Regional Educational Laboratory), Ohio Distance Learning Association, Grass Valley, VTEL, PictureTel, Nortel, and United Medical Network. Registration fee for the full conference is $150. For registration information or for additional information about LINK-Midwest, contact Jim Gibson at 800/575-5465.

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School leaders to study reform at NSBA convention

Meeting the public's call for educational change will be high on the agenda when some 7,500 school leaders convene in Orlando April 13-16, 1996 for NSBA's 56th annual conference.

General Norman Schwartzkopf, who commanded operations Desert Shield and Desert Storm, and other renowned leaders will speak at general sessions of the conference. The outstanding speakers will include 1995 National Teacher of the Year, Elaine Griffin.

School board members attending the conference will also participate in in-depth "hot topics" sessions on some of the most controversial issues in education today. Topics to be debated will include: values and character education; gender equity; and challenges to the school board governance model.

A special series of events at NSBA's conference--as with IASB's annual conference November 17-19--will give new board members practical insight from experienced school board leaders and start them on the road to productive board service.

For further NSBA conference information, or to register by telephone, call toll-free at 800/950-6722.

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Connect Math & science publication for teachers uses thematic approach

"Oceans" is the theme of the first issue of the newsletter Connect for the 1995-96 school year. Oceans cover 70 percent of the earth's surface and students can profit from an understanding of the processes, life forms and environments of the world's oceans. This issue of Connect provides specific ideas on how students can explore the topic of oceans in the classroom and beyond.

Connect is designed for K-8 teachers and supports inquiry learning through hands-on science and math across the curriculum. The twenty-page periodical uses teacher-written articles to explore a wide variety of thematic topics and issues.

A subscription to Connect costs $20 for five twenty-page issues in a school year. Subscribers have a full 100-page collection of resources at the end of each school year. To receive a free sample copy or to subscribe write: Connect, P.O. Box 6480, Brattleboro, VT 05302. Phone 800/769-6199 or fax 802/254-5233.

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New publication gives educators tools to improve student reading

Too often reading instruction is considered a topic of genuine importance only at the elementary level. Yet a new publication asserts that "teachers and administrators who are working with middle and high school students know that reading-related issues continue to be important."

Published by the Educational Research Service (ERS), Reading at the Middle and High School Levels: Building Active Readers Across the Curriculum is designed for practitioners. That includes school administrators, teachers, curriculum specialists, and staff development personnel. The report focuses on strategies educators can use to improve student reading skills and enhance interest in reading.

The report may be ordered for $18 from ERS, Publication Sales Department, 2000, Clarendon Boulevard, Arlington, VA 22201. Phone 703/243-2100; Fax 703/243-8316. Cite stock number NA-0201. All mail orders must be accompanied by a check or purchase order. Add the larger of $3.50 or 10 percent of total sale to cover postage and handling.

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Introduce important women to the classroom

It's easier than you think to bring women heroes from America's past into your classroom this year. In math, history, science, literature and the arts: the National Women's History Project can make the introduction for you through the materials contained in its illustrated catalog.

CD-ROMs and HyperCard stacks, biographies, curriculum units, games and videos for every grade level are available through the new Women's History Catalog. The items feature an array of women, topics and time periods. For a copy of the 48-page catalog, contact the National Women's History Project, 7738 Bell Road, Dept. P, Windsor, CA 95492, or phone 707/838-6000.

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Device may help school prepare for tornado

If a tornado approaches Neubert Elementary School in Algonquin, Illinois, staff and students apparently will have a head start thanks to a $230 alarm system.

Tornado Alert--which is similar to a smoke detector--can detect tornados within a half-mile of the school and can give students an additional 90 seconds to seek shelter. School officials say that in fire or tornado drills students can reach assigned places of safety in about 60 seconds.

So far, the school hasn't been hit by a tornado. For more information contact Donna Schuring, principal, 708/658-2540.

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EPA offers advice--not mandate--on indoor air

The U.S. Environmental Protection Agency (EPA) plans to issue a guidebook for schools this month on indoor air quality. The report, Indoor Air Quality: Tools for Schools, describes various sources of indoor air contaminants, such as radon, mold, lead, cleaning agents, bacteria, formaldehyde, dust and allergens. It explains how school officials can prevent air quality problems and evaluate various solutions if problems are found.

School board members should not overreact, according to Kathryn McMichael, NSBA federal relations director.

"These guidelines offer help and advice for school boards; it's not a mandate," McMichael said. "Of course, in those rare instances when indoor air pollution is making students and faculty sick, school officials need to take care of the problem. But it's up to them to decide what needs to be done based on local circumstances." NSBA was reportedly instrumental in making sure the guidelines were not presented as a mandate.

There are no federal standards for the quality of air in buildings. Schools generally needn't worry about air quality unless people complain. Most problems can be easily solved by investigating a building's heating and ventilation system, searching for pollution sources or checking outdoor air quality. Other problems can be solved by following other diagnostic procedures identified in the EPA guide.

For more information contact NSBA's Kathryn McMichael at 703/838-6782.

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Senate panel cuts much less than House, but long road remains to avoid slashes

The Senate Appropriations Committee voted on its version of the FY 1996 education funding bill in September, approving less drastic cuts than the House-passed bill. But, while the figures were an improvement over the massive 20 percent cuts in education commonly found in the House bill, many programs still would receive deep hits.

Highlights of the Senate action include the restoration of $300 million for Goals 2000 and an additional $100 million for vocational education. The Senate is recommending cuts of more than $700 million in Title I programs. The Senate committee, meanwhile, is playing a shell game with the Safe and Drug-Free Schools Program. Members claim to be funding this program at $400 million (twice the House level). Yet $200 million of that will go to the U.S. Health Department for drug programs other than the Safe and Drug-Free Schools Program.

In response to House-proposed cuts, NSBA has published a new booklet titled, "Children Succeed: Federal Education Investment at Work." It provides real-life anecdotes about the ways in which federally funded education programs have helped school children. For example, federal anti-violence programs are credited with saving the life of one child featured in the booklet.

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Voucher proposition dropped

Supporters of a school voucher measure in California have dropped plans to put the measure on the 1996 ballot.

Informal polling by the American Education Reform Foundation, which is leading the voucher crusade, found school vouchers do not have widespread support among California voters. Eugene Ruffin, the foundation's president, says, "People do not understand the statement that education is in a moment of crisis." The foundation will work instead to gain support to place the initiative on the ballot in 1998.

The foundation is backed by San Diego billionaire John Walton, of the Wal-Mart fortune, and San Francisco investment banker William Oberndorf.

The California School Boards Association and other education groups fought a similar voucher initiative in 1993. They feared vouchers for private schools would drain badly needed resources from public education. That measure was defeated by a large margin.

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Students are sued

Forget about suspending or paddling troublesome students. Nowadays, teachers are turning to the courts--responding to student harassment, threats, or assaults by filing lawsuits or pressing criminal charges.

In Kentucky this August, a high school teacher won a jury award of $33,700 from a student who threatened her. In Virginia, a teacher filed assault charges against a student, who later pleaded guilty to a reduced charge.

Such cases are rare. But the Associated Press quotes a Washington Education Association official as saying a dozen teachers asked about restraining orders last year. And a spokesperson for the National Education Association (NEA) says the organization has noticed "increased activity" among teachers turning to the courts for redress.

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Tom Shannon to retire from NSBA

Thomas A. Shannon, Executive Director of the National School Boards Association (NSBA) since 1977, has announced he is leaving that NSBA post on June 30, 1996. NSBA President Roberta G. Doering has declared that NSBA will launch a nationwide search immediately for Shannon's successor.

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Kansas opens first for-profit Edison Project school

A public school went semi-private in Wichita, Kansas with the opening of the Dodge-Edison Partnership Elementary School in August. It is the first public school in Kansas to be run by a private company.

Entrepreneur Chris Whittle guarantees academic success for all 600 students in the school that was turned over to him earlier this summer.

"No one else has ever offered that before," said Wichita Superintendent Larry R. Vaughn. "They promised they'd have customer satisfaction. I can't promise that to the patrons of the Wichita Public School District. We're not set up like that."

If the scores on standardized tests at Dodge don't improve as promised, the school board can cancel the Edison contract.

Dodge-Edison will have a longer school year and day, computers and other technology in the classroom, and in children's homes, plus foreign language classes beginning in the early grades. Courses will include dance and music.

The Edison Project will also have elementary schools in Boston, and in Sherman, Texas and Mount Clemons, Michigan this year.

"We're taking it very slowly until we have elementary, middle schools and high schools," said Deborah McGriff, senior vice president of public school partnership for Edison.

The Wichita district pays $2.5 million to Edison for its 610 students enrolled, about the same as the $4,000 it spends now for each of its 48,000 students. The $2.5 million includes building maintenance, supplies and salaries, as with any other school in the district.

This summer Edison contributed $1.6 million for air conditioning, laptop computers for every teacher, computers in each classroom, new books and supplies. That money, however, must be repaid from the funds the district gives Edison to run the school, Reynolds said.

The Edison curriculum was created by a team of veteran educators who studied school programs around the world.

The program also emphasizes technology. Texts are only used in reading instruction. Everything else is taught on computer or as a hands-on lesson.

Edison's school days will be about an hour longer than in public schools, and students will attend classes at least 206 days per school year. Kansas state law requires public schools to be in session only 181 days.

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AFT announces major campaign for school discipline & higher academic standards

The American Federal of Teachers (AFT) is tired of "reforms-of-the-week." According to AFT president Albert Shanker, "We need to focus our schools on the two essential conditions for learning: standards of conduct and standards for achievement." Shanker made that remark in announcing the AFT's new campaign for school discipline and higher academic standards, called "Responsibility, Respect, Results: Lessons for Life."

"Parents and the public are with us on this. They don't trust faddish reforms, like vouchers and private management, and they believe that it's time to concentrate on discipline, order, and high standards. The evidence shows that this works," said Shanker. The core of the new campaign is A Bill of Rights and Responsibility for Learning. This document "outlines how good schools should work," Shanker said. "All of these elements make common sense, educational sense, and practical sense. There's been very little of that in recent years. These things are doable, and they need to be done now. Most importantly, they are doable by ordinary parents, teachers, and school officials in every community in this country. Let's get to work on them."

Here is a synopsis of the campaign's bill of rights and responsibilities:

The traditional mission of our public schools has been to prepare our nation's young people for equal and responsible citizenship and productive adulthood. Today, we reaffirm that mission by remembering that democratic citizenship and productive adulthood begin with standards of conduct and standards for achievement in our schools. Other education reforms may work; high standards of conduct and achievement do work--and nothing else can work without them.

Recognizing that rights carry responsibilities, we declare that all students and staff have a right to:

• schools that are safe, orderly and drug-free;

• learn and work in school districts and schools that have clear discipline codes with fair and consistently enforced consequences for misbehavior;

• learn and work in school districts that have alternative educational placements for violent or chronically disruptive students;

• be treated with courtesy and respect;

• learn and work in well-equipped schools that have the instructional materials needed to carry out a rigorous academic program;

• learn and work in schools where teachers know their subject matter and how to teach it;

• learn and work in schools districts, schools and classrooms where high grades stand for high achievement and promotion is earned;

• learn and work in school districts and schools where getting a high school diploma means having the knowledge and skills essential for college or a good job;

• be supported by parents, the community, public officials and business in their efforts to uphold high standards of conduct and achievement.