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School Board News Bulletin
November 1997

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Students soon discover that "learning can be messy and may involve taking risks" in Steven Isoye's science classes in Township High School District 113, Deerfield. Yet they quickly realize that he makes learning "meaningful and memorable."

That is one reason why Isoye is the 1998 Illinois Teacher of the Year. The State Board of Education (ISBE) announced Isoye's honor October 4 at its annual Those Who Excel/Illinois Teacher of the Year banquet.

A physical science and chemistry teacher for 12 years, Isoye, 34, says he has never stopped learning and growing and he wants to instill that same desire and motivation in his students. "In chemistry, students should leave my class with vivid images of the various concepts," he said. "I strive to have students recognize chemical processes that occur around them every day."

Isoye believes one of the secrets to his success is how well he relates to students. He encourages kids to "hang out" in his classroom during free periods and he always has science experiments or other materials for them to examine and ask questions.

As 1998 Illinois Teacher of the Year, Isoye will spend the second semester traveling the state speaking to teacher workshops and conferences, parent organizations, and civic, community and business groups. Among other prizes, he receives a lifetime waiver to state universities and a one-year paid leave to pursue graduate work.

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Beginning next year, students in East St. Louis District 189 will have a safer place to learn and play, thanks to $11.1 million in refinancing by the Illinois Development Finance Authority (IDFA), a state agency.

Governor Edgar voiced support of the IDFA initiative, stating, "Improving our schools is always a good investment. This improves our children's daily lives and safety without increasing the district's taxes."

The proposed financing will enable East St. Louis schools to refund $7 million in existing general obligation school building bonds. The refunding will reduce the estimated interest rate paid on the district's existing debt from 9 percent to 5.15 percent, according to Dain Bosworth Inc., underwriter on the bond issue.

IDFA Chairman Harry Seigle said, "By offering these bonds, the East St. Louis School District will benefit from savings that will be sufficient to finance approximately $4 million in life safety bond improvements without increasing the district's annual payments. Therefore, we are helping to finance these improvements without raising local taxes.

Bobby Wilkerson, director of IDFA, added, "We are pleased to be able to do this for these schools, because it underscores our commitment to helping the communities that need it most. IDFA is committed to making this happen."

The plan includes improvements on roofing and related weather-proofing work, electrical maintenance, windows and interior glazing and installing five new alarm systems and equipment.

The underwriter on the project, Clip Kniffin said, "The district badly needed repairs on 27 schools. IDFA offered a solution that is a win-win, and places them in a position to be able to attract new students back to its schools, reversing the trend of declining enrollments."

East St. Louis School District 189 includes the city of East St. Louis, as well as parts of Alorton, Belleville, Brooklyn, Caseyville, Centerville, Fairmount City, Fairview Heights, Madison, National City and Washington Park. The population of the district is approximately 60,000.

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Public schools may be doing a better job than critics will admit. Next time someone yearns for the good old days, you might try sharing a few of these tidbits:

• High school graduates in 1994 were more likely than their counterparts in 1982 to have taken mathematics courses at the level of Algebra 1 or higher and science courses at the level of biology or higher.

• Proficiency levels of 17-year-olds have improved in math and science since the late 1970s. Measured by the National Assessment of Educational Progress, there has been a 9-point increase in the math-proficiency scale between 1982 and 1992 and an 11-point increase in the science-proficiency scale. This gain is roughly equivalent to one year of age.

• An increasing proportion of high school graduates are entering post-secondary education immediately after high school. In 1994, 62 percent of high school graduates enrolled in college the October following graduation, up from 47 percent in 1973.

• Many students are exposed to the world of work. Nearly 30 percent of high school students work at least part time.

• Despite perceptions that teenage violence is increasing, victimization rates of high school seniors have changed little between 1976 and 1993. The most common kind of victimization for high school seniors was having something stolen.

• The percentage of high school sophomores who came to school unprepared for class decreased between 1980 and 1990. The proportion of high school sophomores who reported that they usually, or often, came to school without completed homework dropped from 22 percent to 18 percent between 1980 and 1990. The percentage who came without books, paper or pen and pencil also dropped.

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• More families are reading and telling stories to their children on a regular basis;

• More students overall and more female students in particular are receiving degrees in mathematics and science;

• Mathematics achievement has improved among students in grades 4 and 8; and

• Incidents of threats and injuries to students at school have declined.

This information is from the May issue of CommunicationPlus, and Ohio School Boards Association school communication subscription service. The sources of this data are the Condition of Education and the National Education Goals Report, May 1997.

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Nearly 300 individuals who have made exemplary contributions to Illinois schools were honored by the ISBE in the 24th annual Those Who Excel/Illinois Teacher of the Year awards program.

The ISBE recognized top award winners during the program banquet on October 4 in Springfield. Three levels of awards in five categories were presented by State Superintendent Joseph Spagnolo, State Board of Education Chair Louis Mervis and members of the State Board. The five categories were classroom teacher, school administrator/principal, student support personnel, educational service personnel, and school board member or community volunteer.

Fifty-two people received the highest award level, the Award of Excellence. The following board members received Those Who Excel awards this year: IASB Director Gerri Long, Lombard Elementary District 44; Jacqueline Goetter, Decatur District 61; Janella H. Cooley, Bloomington District 87; Gerald L. Martoglio, McLean County District 5, Normal; Jacqueline Gregorio, Ridgewood High School District 234, Norridge; Anne P. Koller, Township High School District 211, Palatine; Tony J. Laureto, North Berwyn District 98; Paula Mikula, Palatine C.C. District 15; Laura G. Schwartz, Niles Township High School District 219, Skokie; Kathleen Bossier, Bensonville Elementary School District 2; Kristin C. Ciesemier, Glenbard Township High School District 87, Glen Ellyn; Kathleen Bossier, Bensenville Elementary District 2; Timothy W. Costello, Naperville C.U. District 203; David T. Griffin, Deerfield Public School District 109; Diane Carolyn Holder, Adlai E. Stevenson High School District 125, Lincolnshire; Charles E. Nelson, Edwardsville C.U. District 7; Eldin E. Rea, Granite City C.U. District 9; Phyllis O. Markley, Peoria District 150; Robert B. Tallitsch, Moline District 40; Richard Dillinger, Dupo C.U. District 196; Dennis Hauck, Belleville Area Special Services Cooperative; Richard Phelps, Pontiac District 105; Mary K. Richter, Lebanon C.U. District 9; Randall G. Farmer, Crete-Monee District 201-U; Rebecca Drury, O'Fallon C.C. District 90; Doris L. Runnels, Chaney-Monge Elementary District 88, Crest Hill; Dayton L. Franklin, Herrin C.U. District 4.

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School boards in Arizona are fighting a new state law that would allow $500 tax credits for donations to private and parochial schools. Similar laws are cropping up in most states, but no state has enacted anything as far-reaching as the new Arizona law.

That word comes from Barbara Robey, government relations director for the Arizona School Boards Association (ASBA).

The new law will take effect January 1. ASBA has filed a petition with the Arizona Supreme Court to block it. Joining in the petition drive are the Arizona Education Association, Arizona Federation of Teachers, Americans United for Separation of Church and State, and People for the American Way. Oral arguments are scheduled for December 18.

The suit charges that the law violates the Arizona and U.S. constitutions because it would provide state support for religious schools. The groups charge the measure is a back-door voucher program that tries to circumvent church-state conflicts by using a tax credit instead of direct appropriations.

The State Department of Revenue projects the law would divert $56 million annually from Arizona's state treasury to private schools.

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State revenue should boast a surplus of $530 million this fiscal year above budget levels established by the Illinois Bureau of the Budget. This favorable outlook emerged from the latest monthly revenue estimates computed by the Institute of Government and Public Affairs (IGPA) at the University of Illinois.

Looking at major taxes, the forecasts are based on current economic data about the performance of the state and national economies, including the latest figures for revenue collected.

Complete revenue forecast history for major tax sources and monthly updates to these figures can be viewed at the IGPA web site: http://www.igpa.uiuc.edu/forum/.

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IASB to offer "Seven Habits" training

The Illinois Association of School Boards is now licensed to offer training to school boards and superintendents in Stephen Covey's "Seven Habits of Highly Effective People."

"The potential impact of Seven Habits training on the performance of individuals, groups and organizations is so powerful that our staff has decided it should be more readily available to our member districts," said Executive Director Wayne Sampson. "This program complements the Association's current training efforts and fills a real need to help individuals sharpen their interpersonal and teamwork skills."

Field Service Directors Angela Peifer and Dawn Miller have completed training and are now qualified to facilitate Seven Habits workshops for board members and superintendents under terms of the IASB license with the Franklin Covey Company. The Illinois Learning Partnership, of which IASB is an active member, is entering into a similar arrangement with Franklin Covey that will enable teams of qualified facilitators to work with school district groups, including faculty and staff, parents and volunteers, as well as boards and administrators.

Seven Habits training grew out of Stephen R. Covey's 1989 book, The Seven Habits of Highly Effective People, which has sold more than nine million copies in 70 countries and remained on the New York Times bestseller list for five years. The licensing company, Franklin Covey, designed a three-day workshop covering the Seven Habits that focuses on the personal and interpersonal level of leadership development.

During the three-day workshop, seven distinct habits that lead to effectiveness at all four levels of leadership (personal, interpersonal, managerial and organizational) are taught. The video-assisted course, led by a trained facilitator, is built around Covey's presentation of the principles taught within the Seven Habits framework. Individual, small and large group activities allow participants to discuss each habit and apply it to their daily work and personal situations.

Recognizing that few school boards will commit to a program consuming three full days without a lot of information, IASB will offer a number of evening workshops early next year to introduce the Seven Habits and help school board members and administrators decide whether they want to pursue the regular training program.

"These introductory workshops will acquaint our members with the Seven Habits and review ways that board members and administrators might integrate them into their personal and professional lives," according to Angela Peifer. The three-hour evening sessions also will provide some in-depth insights into the ways that some of Covey's principles relate to schools and school districts, she said.

A series of articles examining ways that Covey principles apply to the work of school boards has been running in recent issues of Illinois School Board Journal. the latest issue (September-October) deals with the sixth of the seven habits--group synergy, where two or more people work together to produce more or better results than they could have achieved separately.

School boards will be receiving information soon regarding the introductory workshops, scheduled for the following times and locations:

Monday, February 9­­East Peoria, Best Western

Monday, February 16­­Mt. Vernon, Holiday Inn

Monday, February 23­­Springfield, Northfield Center

In each case, registration begins at 5:30 p.m., dinner is at 6:00 p.m., and workshops will run from 7:00 p.m. to 10:00 p.m.

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Member associations of the Illinois Learning Partnership and the Illinois PTA will sponsor a statewide summit to release the national standards for parent/family involvement in education. "Together We Can" will be held from 9 a.m. to 3:30 p.m. on Monday, March 16, 1998 at the Holiday Inn Crowne Plaza Hotel in Springfield.

Conference activities will support the implementation of the National Standards for Parent/ Family Involvement Program. The agenda includes leaders in education and nationally noted speakers. Workshops on creating parent involvement policies, getting parents involved through the spirit of volunteerism, teacher preparation through teacher standards, and a closer look at the Illinois Learning Standards for Parent/Family Involvement will be featured.

The standards were developed by the National PTA in collaboration with parent involvement researchers and other national leaders, and endorsed by more than 30 professional education and parent/family involvement organizations. The standards promote communicating, parenting, student learning, volunteering, school decision making and advocacy, and collaborating with the community.

If you are involved in a Region Learning Network, plan to attend with a school community team. Registration deadline is March 9, 1998. The registration fee is $25 per person, or $75 per team of four and $15 for each additional person. For more information, contact the Illinois PTA, 901 South Spring Street, Springfield, Illinois 62704, 217/528-9617.

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IASB opposes 2.2 pension bill

IASB recently sent two letters to Illinois lawmakers to outline the Association's reasons for opposing costly 2.2 pension legislation, the details of which were not released until late October. It is estimated that school districts would have to pay at least $46.8 million a year to fund the proposal.

IASB has opposed the bill since its details were first made available, and is now asking school leaders to contact their legislators to oppose it. Below are the contents of the letters IASB sent to state legislators on the Association's opposition to the bill.

October 24, 1997

Dear Representative or Senator:

For the past several months a 2.2 Teacher Retirement System (TRS) member pension enhancement has been in various stages of legislative consideration. Recent conversations have made it apparent that there may be legislation introduced during this session which will mandate local school districts to pay for a portion of an enhanced employee benefit package.

The purpose of this letter is to clarify our concerns and position regarding such legislation. Although we have seen no proposed language, the following statements should be relevant in your consideration of any bill that is drafted.

Some have compared the 2.2 pension issue to the 5+5 style plan extending an employee benefit for a limited time. The significant difference is this is a permanent benefit increase for all active TRS members which must be paid for--for all TRS member employees--from this point forward.

If the General Assembly mandates school districts to pay for this benefit it will be an unprecedented, unfunded mandate. School districts should not be expected to divert money from education programs already underfunded by the State to ease the financial burden of an underfunded State pension system. If this plan passes with an employer contribution required, the ability of local boards of education to effectively bargain employee benefits is usurped. Illinois school districts, by State action, would be required to pay for an employee benefit outside the mandated collective bargaining process.

Many have suggested this proposal will result in savings to school districts. We believe this to be a false assumption. Projections made by the State Board of Education (Research and Policy Division, October, 1997) project that the expected decreases in TRS salaries created by the position of a retiring member replaced by a less experienced and lower salaried member to be well below the cost of the program. This plan is not a savings to school districts! It will be an added cost of operation!

Carefully consider plans being discussed that "phase in" this benefit. The proposed benefit is permanent. Therefore, a "phase in" only means there will be greater cost later. Remembering, of course, that the cost of this benefit will only escalate over time even without a "phase in" as total TRS salaries increase in future years. Any portion funded by the state directly will also experience these uncontrolled increases.

If the State is required to pay a share of this benefit, the money will likely be taken from the education budget. Currently, the General Assembly appropriates the TRS pension dollars within the total education appropriation. Any State contribution included in this appropriation can be considered money that could have been spent on direct educational programs and services for children.

School districts are now at a point where attempts to reform school funding failed, a hastily prepared budget passed by the General Assembly intended to raise the foundation level to $3,900 for all school districts didn't meet expectations, and some seriously underfunded school districts actually received fewer State dollars than last year. Now, the General Assembly is faced with the possibility of considering a plan that mandates schools pay a pension benefit for employees, further stressing the limited funds available for programs.

The IASB Delegate Assembly has long had a strong position opposing any unfunded mandate. Our Board of Directors reaffirmed this position by unanimous vote during their August, 1996 meeting. Simply stated, we oppose any effort to mandate school districts to pay for any portion of this benefit.

Please consider carefully the full ramifications of any pension program enhancement proposal. It is our hope that the General Assembly will act to significantly increase the state share of school funding instead of imposing additional costly pension benefits. We believe it poor public policy to use money that could be spent to increase the foundation level of funding for each student on enhanced employee benefits.

Thank you for your consideration.

Sincerely,

Wayne L. Sampson
Executive Director
ILLINOIS ASSOCIATION OF SCHOOL BOARDS

Dear Representative / Senator:

In an earlier letter I detailed some of the concerns our association has with the proposed 2.2 Teacher Retirement System (TRS) member pension enhancement legislation. At that time we did not have access to the actual bill text. With that information now available, I wanted to share our specific local district cost concerns.

The Illinois State Board of Education Department of Research estimated that in Fiscal Year 1999, 2,158 TRS members will retire (without any early retirement incentive). Assuming that each retiree is replaced with a teacher entering with a Bachelor's Degree and three years of experience, they further estimated that the total payroll reduction would be $40.8 million. This estimate is based on the salary difference between the retiree and the replacement teacher. This $40.8 million will be realized with no change in the current TRS retirement plan.

The State Board staff then assumed that for each additional 216 (10%) retirees generated by a 2.2 enhanced retirement system, an additional $4.1 million in salary reductions would be achieved. For this reduction to be realized, current and future TRS members would have to retire after 34 years of service rather than the current 38 period needed to reach a full annuity of 75 percent.

The first year cost of the proposed legislation is estimated by TRS to be $116 million. This cost is to be shared between the State of Illinois ($25.1 million), the TRS member ($44.2 million) and local school districts ($46.8 million). Looking only at the local district cost of $46.8 million and assuming that the salary reduction would remain viable for a period of four years, the increase in retirements each year of the 34 year period would have to average approximately 27 percent above the expected current rate in order for the district to break even. It is unlikely that a 27 percent increase in retirements each year can be maintained.

In a 38 year period, on average 2.63 people retire each year, assuming all teach the full 38 years. If the retirement period is reduced to 34 years, on average 2.94 people would retire each year. That is an increase of nearly 12 percent. In other words, if every teacher taught a full 34 years in the TRS system and retired, the expected increase in retirements is about 12% -- half of what is necessary to break even. Experience tells us that not every teacher stays in the system for 34 years, and not every teacher will retire at the end of the 34 year period. For each teacher that leaves the system early, salary reductions decrease, and for every teacher that stays in the system longer than 34 years, salary reductions decrease.

An increasingly important reason that teachers will continue to work beyond the 34 year period is health insurance. Teachers entering the system today would be expected to be approximately 55 years old when they could retire with a full pension annuity. At 55 years of age, they will be 13 years away from the Medicare eligible age of 68 (and it could be higher by the time they retire in the year 2031). The benefit of paid health insurance will cause many 34 year veterans to remain in the system well beyond 34 years of service. Once a teacher is in the system 38 years, no salary reduction is gained.

We ask your careful consideration of this legislation. District administrators have contacted us to indicate their district would save money if this plan becomes law. I agree that some may, in the short run. This is possible during the early years of the program since a disproportionate number of TRS members would be in their 34th to 38th service year and, in part, due to the phase-in nature of local district cost.

None of the districts contacting me have projected numbers out for a period greater than 10 years. Some districts may even see savings throughout the 34 year period. But the fact remains that on average, local school districts will spend more money for the additional mandated TRS contribution than they will see in salary reductions due to early retirements. Passage of this proposed legislation would result in the largest unfunded mandate passed on to local school districts in years.

If you have any questions please contact me or members of our Governmental Relations staff.

Thanks for your consideration of our position.

Sincerely,

Wayne L. Sampson
Executive Director
ILLINOIS ASSOCIATION OF SCHOOL BOARDS

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Parents who delay their child's entry into kindergarten to give the child more time to mature may be doing more harm than good, reports a study published in the October issue of the journal Pediatrics.

The lead researcher, Robert Byrd of the University of Rochester School of Medicine and Dentistry, found that children who started school when they were a year or more older than their classmates were 70 percent more likely to display extreme behavior problems.

Those problems, which began appearing when they reached adolescence, included cheating, lying, displaying a strong temper and sudden mood changes, and excessive crying.

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Students often get better grades if their fathers are involved in school, according to a study released October 2 by the U.S. Education Department.

The study shows fathers' involvement is influential regardless of whether the fathers live with their children. The study defines involvement as participation in a school meeting, volunteering at school, attending a parent-teacher conference, or attending a school event.

Single fathers are more likely to be involved in their children's education than fathers in two-parent families.

Children who live in single-parent families headed by fathers are twice as likely to get mostly A's if their fathers are highly involved, compared with children whose fathers have little involvement.

Fathers' Involvement in Their Children's Education is available on the Internet at: http// www. ed.gov/NCES/pubs.

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Rigorous math courses are a gateway to college and future employment, said U.S. Education Secretary Richard W. Riley after releasing a new report that indicates just that.

Citing new data from the National Education Longitudinal Study, Riley said 83 percent of students who took algebra and geometry went on to college, compared with 36 percent of students who did not take these courses.

Among low-income students who went on to college, 71 percent had taken algebra and geometry, compared to 27 percent who had not.

These findings are contained in "Mathematics Equals Opportunity," a report released October 20. The report can be found on the Education Department's website, www.ed.gov or by calling 800/USA-LEARN.

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A new federal guidebook aims to help schools and community-based organizations begin the process of keeping neighborhood schools open longer. The 50-page booklet is titled Keeping Schools Open as Community Learning Centers: Extending Learning in a Safe, Drug-Free Environment Before and After School.

"This guidebook gives educators, parents and communities concrete ideas for how to extend learning time in their local schools, through community learning centers," said U.S. Secretary of Education Richard Riley. "Keeping school facilities open is common sense, providing safe environments where children can learn and work with caring adults--and also makes economic sense by allowing communities to use empty school buildings to benefit the entire community."

Schools are the largest capital investment in most neighborhoods throughout the country, although many stand empty after the traditional school day ends. They can be an excellent resource for after-school programs for youth that can include academic enrichment programs such as reading tutoring, mentoring, drug prevention and safety programs.

The step-by-step guidebook provides examples of communities and schools that are keeping schools open as community learning centers. It reviews successful programs in Chicago; Madison, Wisconsin; Philadelphia; San Diego; St. Louis; Seattle; Ankeny, Iowa; Charlestown, West Virginia; Elk Grove, California; Flint, Michigan, and other towns, villages and cities across America.

The guidebook details the steps communities and their partners need to take to convert a school into a community learning center and lists resources for further information or assistance. Included are suggestions for how to estimate costs, develop a budget, build community consensus and partnership, assess needs and resources, design an effective program, consider logistics, obtain a qualified staff and evaluate the program's success.

The publication is being sent to interested schools and community groups, and is available by calling 800/USA-LEARN (800/872-53276).

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"A Guide Through Chicago's Tax Maze" is the newly revised edition and the latest publication from the League of Women Voters of Chicago.

Publishers say "the booklet gives both the general public and policy makers a look at Illinois' convoluted tax system at a critical time--with our state, municipalities, counties and school districts in economic crisis.

The booklet offers an explanation for this crisis. It shows how a more equitable method of taxation would bring adequate new revenue within a fairer system. Using simple charts and graphs, the booklet also provides information about:

• How taxes are collected in Illinois
• How tax rates have changed through the years
• How tax money is used

Another valuable publication from the same source, "What Price Good Education in Illinois," and a companion video, have been updated to reflect current statistics. For example, the authors say the state provided 38 percent of education funding in 1990, but just 28 percent today, "and we keep losing ground."

The authors add: "80 percent of Illinois children are still getting an inadequate and unequal education in this rich state," adding "isn't it time for a change?"

"How Chicago's Tax System Works" is just $2.50, tax included, and bulk rates are available.

The booklet and companion video "What Price Good Education in Illinois" are $10 (includes tax, UPS delivery and handling for both the video and booklet), and Spanish language versions are available. Make checks payable to: League of Women Voters of Chicago, 332 South Michigan Avenue, Suite 1050, Chicago, IL 60604. Phone 312/939-5935.

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Current Federal Communications Commission (FCC) rules are in a state of flux regarding which contracts for telecommunications services are eligible for e-rate discounts and which contracts are not. But insiders say school districts will not be left holding the bag.

While it is technically true some long-term contracts may not be eligible for universal service support after 1998 under the rules as currently written, the FCC is likely to revise these rules. In any case, schools in danger of becoming ineligible would merely need to re-bid their service contracts after 1998 to again become eligible for the e-rate discounts.

The current rules regarding existing contracts are complicated and confusing. As the rules are written, a contract's eligibility for discounts is based on two factors: when the contract was signed, and the duration of the contract.

But one fact seems unlikely to change: no services delivered before January 1, 1998, will be eligible for support from the universal service fund.

Here are some other facts to keep in mind:

• If your district signed a contract prior to November 7, 1996, the date the Joint Board on Universal Services made its recommendations, your contract is eligible for discounts, regardless of the duration of the contract.

• If your district signed a contract after November 7, 1996, but before the FCC website for bidding comes online (currently projected for December 1997), your eligibility is linked to the duration of your contract. If your contract does not cover services delivered after December 31, 1998, your contract is eligible for universal service support. If your contract extends beyond December 31, 1998, you are not eligible for universal service support for service after December 31, 1998, at least under the rules as currently written. You are still eligible for support, in such cases, for service through December 31, 1998. The FCC has been asked to revise the rules for contracts that fall into this "black hole" time frame, and the agency is expected to issue a decision "any day now," according to NSBA federal programs director Michelle Richards.

• If you sign your contract after the FCC bidding website comes online and you fill out the application forms that will be available at that time, you will be eligible for universal service support regardless of the duration of the contract.

The FCC drew the distinction on contracts signed between November 7, 1996, and the date that the website comes online because it reportedly wished to ensure that all providers were able to bid for services to libraries and schools. School advocates strongly disagree with that rule, and NSBA is working with service providers to obtain FCC revision of this decision.

For further information, call Michelle Richards, NSBA director of federal relations, at 703/838-6208.

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With members of Congress still unable to come to terms on a funding bill for education for fiscal 1998, the leadership of both the Republican and Democratic parties have proposed ambitious education agendas--with widely differing approaches to improving the nation's schools.

Agreement on an appropriations bill has been held up by sharp disagreements on two key issues--the Administration's insistence on national, voluntary tests and a proposal by Sen. Slade Gorton (R-Wash.) to combine a series of education programs into a block grant, which the Administration opposes. President Clinton has threatened vetoes over both issues.

There is also a wide disparity in funding between the two bills. The House approved $400 million more than the Senate for Title I, while the Senate approved $600 million more for special education.

The centerpiece of the Republicans' agenda, announced by House Speaker Newt Gingrich (R-GA.) at a Washington, DC, junior high school recently, continues to be vouchers to help low-income parents send their children to private schools.

The Republicans' other legislative priorities for education include:

• A+ Accounts, which would allow interest on funds accumulated in Education Individual Retirement Accounts to be used for tuition at private schools and home schooling expenses;

• expanded resources and simplified bureaucracy to make it easier for parents and teachers to open charter schools;

• requirements that at least 90 percent of federal education dollars reach the local classroom;

• competitive grants to the states to train teachers to teach reading; and

• grants to parents to help them purchase private tutorial services to help children having difficulty in school.

The Democrats' agenda, announced October 7, calls for:

• greater investments in early intervention programs to make sure children are ready to learn when they enter kindergarten;

• assistance to ensure local schools have enough well-qualified teachers to reduce student-teacher ratios;

• a $5 billion school construction and repair program;

• assistance to help schools wire classrooms to the Internet;

• federal assistance to help communities develop and implement school renewal plans;

• coordination of services for children and families through local consortia of education and social service providers;

• encouragement of states to adopt rigorous standards of academic performance; and

• parental choice for public schools.

The future direction of American education continues to arise not only in terms of what makes good policy, but as a political issue," says NSBA Associate Executive Director Michael A. Resnick. "Local school board members and others committed to public education should recognize that the political breadth of federal legisla- tion requires their active involvement."

For more information, call the NSBA Legislative Hotline, 800/609-NSBA.

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Not all IASB mailings are sent to all school board members. For speed or economy, some mailings are sent only to the board president or district superintendent. Here is a list of such items mailed recently. For more information about any item, contact your board president or district superintendent or get in touch with IASB.

November 7: Announcement of upcoming WCSIT and ISDA events at Joint Annual Conference, to board presidents and district superintendents.

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FOR SALE: Automatic check signer -- Hedman Model EDP3600, up to 300 dot matrix checks can be signed and stacked in one minute. Documents can range in size from 2 3/4" to 17" high, with widths up to 17". Excellent condition. Price: $800. Contact: Randy K. Crump, Superintendent, Eureka Community Unit School District No. 140, 200 West Cruger Avenue, Eureka, IL 61530-1397; 309/467-3737.

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As of November 12, school districts had invested more than $229 million in the Illinois School District Liquid Asset Fund Plus, an investment pool that provides safe investments for school districts with immediate access to invested funds and competitive rates of return. There was an additional $104 million invested in the Max Fund, a separate portfolio that seeks higher yields by investing in permitted investments with longer securities. As of November 12, the daily rate of return was 5.11 percent, and 5.23 in the Max fund.

More than $699 million was invested in the Fixed Rate program, at rates of 5.28 percent for a 30-day certificate to 5.76 percent for a one-year certificate. For more information about ISDLAF+, call, toll-free, 1-800/221-4524.

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